Lesson 4 - Chance Choreography Basics
WWII Dance Storytelling
•Year 7
•Dance
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How can we use random selection to create powerful dance sequences that tell the story of World War 2?
Learning Objectives
- To work collaboratively in groups showing excellent cooperation and communication skills
- To use chance choreography as a creative tool for dance composition
- To demonstrate understanding of canon, unison, mirror image, and formation changes in choreographic work
Key Outcomes
- Students will create a group dance sequence using chance choreography methods
- Students will demonstrate effective teamwork and leadership within dance groups
- Students will perform dance sections incorporating choreographic devices with historical themes
Equipment & Resources Required
Positioned for clear audio throughout studio space
Alternative: Bluetooth speaker, laptop with external speakers
Pre-prepared with action and device lists clearly visible
Alternative: Written lists on whiteboard, tablet/phone apps
Working pencils distributed with worksheets
Alternative: Pens, whiteboard markers for group boards
Standard six-sided dice, one given to each group leader
Alternative: Random number generator app, numbered cards to draw
Cued up and volume tested before lesson begins
Alternative: Other World War 2 film themes, classical wartime music
Key Vocabulary
A compositional method using random selection (like dice) to make creative decisions about movement
When dancers perform the same movement one after another, like a round in music
When all dancers perform exactly the same movement at exactly the same time
The spatial arrangement of dancers in relation to each other
When dancers face each other and perform movements that are exact opposites
Tools and techniques used to create and structure dance compositions
Rapid aerial bombing attacks, suggesting quick, sharp, aggressive movements
Fighting action, suggesting powerful, confrontational movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and musicality in dance
- Individual motif creation and development skills
- Pair work incorporating contact and spatial awareness
Current Skills
- Group cooperation and communication in creative tasks
- Understanding and application of chance choreography
- Use of choreographic devices in group composition
Next Steps
- Development of extended group choreography with narrative structure
- Integration of technical dance skills with creative composition
- Performance skills including projection and characterisation
Milestone Indicators
Key Teaching Points
- Chance choreography is a professional tool that enhances rather than limits creativity
- Group cooperation requires active listening, sharing ideas and compromise
- Choreographic devices must be clearly visible to communicate effectively with audiences
- War themes should be interpreted artistically and respectfully, avoiding glorification of violence
- Canon means 'one after another' while unison means 'all at the same time'
- Quality of movement and cooperation is more important than complex choreography
- Constructive feedback focuses on specific observations rather than general comments
Common Misconceptions
- Random choice makes choreography less creative - explain how constraints spark innovation
- Canon and unison are the same thing - demonstrate clear difference between sequential and simultaneous
- Group work means one person does all the creative work - emphasise shared responsibility
- War themes must be literal and aggressive - encourage abstract and artistic interpretation
- Finished work must be perfect - emphasise process and learning over final product
- Feedback should focus on what's wrong - model positive, specific and constructive language
SEN Adaptations
ADHD
- Break creation time into shorter chunks with regular check-ins, provide clear role definition within groups, use movement breaks between seated instruction periods
dyspraxia
- Simplify choreographic combinations, allow extra practice time, provide step-by-step breakdown of complex movements and devices
autism spectrum
- Provide clear structure and routine for group work, offer visual schedule of lesson sections, allow for sensory breaks if needed during intensive creation periods
visual impairment
- Use verbal descriptions of formations, provide physical guidance for spatial arrangements, pair with sighted partner for dice rolling and worksheet completion
hearing impairment
- Use visual demonstrations of all movements, provide written instructions on cards, use hand signals for timing and transitions
physical disability
- Adapt movements for seated or supported positions, modify dice rolling method if needed, focus on upper body or achievable movements for war themes
Cross-Curricular Links
English
Understanding adjectives and adverbs, creative writing inspired by historical themes, vocabulary development through dance terminology
Maths
Counting beats and sequences, probability concepts through dice rolling, spatial awareness and geometric formations
Art
Visual composition through formation design, creative interpretation and artistic expression
History
World War 2 context and historical empathy, understanding impact of war on society and culture
Music
Understanding rhythm, tempo and musical structure, listening skills and responding to musical cues
Teacher Guidance
Positioning
Central position during explanations, circulating between groups during creation time for maximum visibility and support
Observation Focus
Group cooperation skills, creative interpretation of chance combinations, clear use of choreographic devices, safety in vigourous movements
Intervention Points
Step in if groups struggle with cooperation, if choreographic devices aren't clear, or if movement interpretation becomes unsafe
Demonstration Notes
Use strong, clear movements for war themes while maintaining artistic interpretation. Demonstrate choreographic devices with exaggerated clarity. Model positive group cooperation language and behaviour.
Verbal Cues
- •'Make those devices OBVIOUS for your audience!'
- •'Everyone in the group should contribute to this decision'
- •'Remember, combat can be strong without being dangerous'
- •'Let the dice surprise you - don't fight the choice!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 10m clear studio space with additional room for 8 groups working simultaneously
Surface Check
Clean, dry dance studio floor free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Ensure music volume allows clear instruction hearing
- •Check dice are large enough to avoid choking hazard
- •Confirm pencils are in good condition with no sharp points
Risk Management
Key Risks
- •Collisions during group formation work
- •Overexertion during vigourous war-themed movements
- •Social conflict during group cooperation activities
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Progressive warm-up before vigourous movement
- •Teacher monitoring of group dynamics and intervention when needed
- •Emphasis on controlled, safe interpretation of combat themes
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups simultaneously
- •Monitor group cooperation and intervene if conflicts arise
- •Circulate regularly during creation time to ensure safe practice
Emergency Procedures
Stop activity immediately, assess situation, apply appropriate first aid or seek additional support as needed