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Lesson 5 - Group Performance Development

Victorian Dance Motifs & Performance

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Year 7

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Dance

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1h 10min

Big Question

How can we use chance and choreographic devices to create a compelling group performance that tells the story of Victorian life?

Learning Objectives

To work collaboratively in groups demonstrating excellent cooperation skills and provide constructive peer feedback
To apply chance choreography techniques effectively within structured dance composition
To demonstrate proficient use of canon and formation changes when creating and performing group choreography

Key Outcomes

Students will complete a 32-64 count group section using chance choreography principles
Students will effectively use canon and formation changes to enhance their choreographic work
Students will provide meaningful peer feedback using structured assessment criteria
Students will perform a cohesive class dance piece with smooth transitions between sections

Equipment & Resources Required

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Bluetooth speaker, laptop with speakers

Victorian Dream Music Track

1 digital file

Pre-loaded and tested, volume adjusted for space size

Alternative: Any steampunk or Victorian-themed music with clear 4/4 beat

Worksheets

1 per group (8 groups)

Distributed to group leaders at start of lesson

Alternative: Laminated cards with choreographic devices listed

Video Device

1 (tablet/camera)

Fully charged with adequate storage space

Alternative: Smartphone, school video camera

Whiteboards

Connected and tested for video playback if required

Alternative: Large monitor, projector screen

Feedback forms

1 per student (30)

Copies ready for peer assessment activity

Alternative: Digital feedback on tablets

Key Vocabulary

Canon

Performers executing the same movement sequence but starting at different times to create a layered effect

Formation

The spatial arrangement of dancers on the performance space, creating visual patterns and relationships

Chance Choreography

Using random or predetermined methods to generate movement sequences, creating unexpected combinations

Transitions

Connecting movements or sequences that link different sections of a dance composition smoothly

Performance Quality

The level of skill, commitment and artistic expression shown when presenting dance to an audience

Peer Feedback

Constructive assessment and advice given by classmates to help improve performance and understanding

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of Victorian theme and historical context
Experience with whole class motif and individual travelling sections
Introduction to chance choreography concepts and techniques
Basic formation work and simple canon understanding

Current Skills

Advanced group choreography using chance methods
Complex canon and formation manipulation
Peer assessment and feedback skills
Performance quality and character maintenance
Transition development and musical timing

Next Steps

Refinement of complete performance piece
Advanced choreographic devices and manipulation
Leadership roles in performance direction
Evaluation and improvement of artistic choices

Milestone Indicators

Groups complete 32-64 count sections with clear structure

Effective use of at least 3 choreographic devices

Smooth transitions between all performance sections

Confident peer feedback using technical terminology

Key Teaching Points

Group cooperation is essential for successful choreography development and should be actively encouraged and recognised
Chance choreography creates unexpected and interesting movement combinations that students wouldn't normally choose
Canon and formation changes must be clearly countable and visible to be effective choreographic devices
Peer feedback should be specific, constructive, and based on clear criteria to be genuinely helpful
Victorian character must be maintained throughout to give coherence and authenticity to the performance
Transitions between sections are as important as the sections themselves for creating a polished performance
Performance quality comes from commitment and character, not just technical accuracy

Common Misconceptions

That chance choreography means random or messy movement - it should still be structured and countable
That canon means everyone doing different movements - it's the same movement starting at different times
That formations only matter for how they look - they also affect the dynamics and relationships in the dance
That peer feedback should only be positive - constructive suggestions for improvement are equally valuable
That performance is only about individual skill - cooperation and group dynamics are equally important
That Victorian dance must be slow and boring - it can be dynamic while maintaining period character
That completing the choreography is the end goal - performing it with quality and character is equally important

SEN Adaptations

ADHD

Shorter activity segments with regular movement breaks, clear boundaries and expectations, immediate positive feedback, leadership opportunities

dyspraxia

Simplified movement sequences, additional practice time, visual and verbal cues combined, step-by-step breakdown of complex movements

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet observation zones available, consistent peer partnerships

visual impairment

Verbal descriptions of formations and movements, tactile guidance for positioning, buddy system for navigation, audio cues for timing

hearing impairment

Visual demonstrations of all movements, hand signals for timing, written instructions and feedback forms, vibration awareness for musical beat

physical disability

Adapted movements for seated or limited mobility, modified formations to include all students, alternative roles such as directing or assessing

Cross-Curricular Links

English

Vocabulary development through dance terminology, giving structured oral feedback, creative expression

Maths

Counting beats and sequences, geometric formations, spatial relationships, timing calculations

Art

Visual composition principles in formation work, creating aesthetic arrangements, performance presentation

History

Understanding Victorian era lifestyle, social conventions, and cultural expression through dance

Music

Understanding rhythm, beat, and musical structure in dance composition and performance

PSHE

Cooperation and teamwork skills, giving and receiving feedback constructively, building confidence through performance

Teacher Guidance

Positioning

Circulate between groups during development, central position for whole class sections, optimal viewing angle for assessment

Observation Focus

Group cooperation quality, use of choreographic devices, musical timing, character maintenance, peer feedback effectiveness

Intervention Points

Step in if groups struggling with creative process, safety concerns arise, or peer feedback becomes unconstructive

Demonstration Notes

Model high-quality movement with full commitment, show clear examples of choreographic devices, demonstrate supportive feedback techniques

Verbal Cues

•'Remember your Victorian character!'
•'Count your sequences clearly - 1,2,3,4!'
•'Use your choreography sheets as guides!'
•'Make your formations clear and geometric!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for whole class movement and group work

Surface Check

Non-slip surface free from obstacles, adequate ceiling height for movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Recording device secured when not in use
•Choreography sheets kept in designated area when not needed

Risk Management

Key Risks

•Collisions during formation changes and transitions
•Slips during energetic movement sequences
•Overcrowding in group work areas

Risk Mitigation

•Clear boundaries established for each group's working space
•Controlled transitions between sections with clear instructions
•Regular spacing checks during whole class activities
•Appropriate warm-up and cool-down to prevent injury

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during development work
•Monitor energy levels and enthusiasm to prevent overexertion
•Observe group dynamics for any exclusion or conflict

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid if needed, clear space for emergency access