🎵

Lesson 4 - Chance Choreography Basics

WWII Dance Storytelling

•

Year 7

•

Dance

•

Big Question

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

Tunnel Systems

Positioned for clear audio throughout studio space

Alternative: Bluetooth speaker, laptop with external speakers

Worksheets

1 per group (8 sheets for 32 students)

Pre-prepared with action and device lists clearly visible

Alternative: Written lists on whiteboard, tablet/phone apps

Pencils

1 per group (8 pencils)

Working pencils distributed with worksheets

Alternative: Pens, whiteboard markers for group boards

Dice

1 per group (8 dice)

Standard six-sided dice, one given to each group leader

Alternative: Random number generator app, numbered cards to draw

The Dam Busters Music Track

Digital file ready to play

Cued up and volume tested before lesson begins

Alternative: Other World War 2 film themes, classical wartime music

Key Vocabulary

Chance choreography

A compositional method using random selection (like dice) to make creative decisions about movement

Canon

When dancers perform the same movement one after another, like a round in music

Unison

When all dancers perform exactly the same movement at exactly the same time

Formation

The spatial arrangement of dancers in relation to each other

Mirror image

When dancers face each other and perform movements that are exact opposites

Choreographic devices

Tools and techniques used to create and structure dance compositions

Blitz

Rapid aerial bombing attacks, suggesting quick, sharp, aggressive movements

Combat

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

Groups working harmoniously with shared creative input

Clear demonstration of choreographic devices in practice

Confident performance of created sequences to peers

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