Lesson 1 - Creating World War II Dance Motifs
WWII Dance Storytelling
•Year 7
•Dance
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How can we use dance to tell the stories and capture the emotions of World War II?
Learning Objectives
- To develop knowledge of World War II through movement and dance
- To create a 48-64 count dance motif based on historical themes
- To perform choreography in unison with good timing and musical awareness
Key Outcomes
- Students will demonstrate understanding of World War II through creative movement
- Students will perform a collaborative dance motif with accurate timing
- Students will show improvement in coordination and expression through dance
Equipment & Resources Required
Position for clear audio throughout dance space
Alternative: Portable bluetooth speaker, laptop with external speakers
Cued ready for warm-up activity
Alternative: Any 1940s swing or march music with clear 4/4 beat
Cued ready for plenary performance
Alternative: Any dramatic WWII film theme with strong beat
Positioned where all students can see for mind mapping
Alternative: Large paper sheets, interactive whiteboard
Different colours for clear mind map categories
Alternative: Coloured chalk, whiteboard pens
Questions prepared in advance, answers correspond to room corners
Alternative: Questions written on whiteboard, verbal questions only
Key Vocabulary
A short sequence of movement that can be repeated and developed
When all dancers perform the same movement at exactly the same time
The art of designing and arranging dance movements and sequences
Moving in rhythm with the music, hitting movements on the beat
The sustained bombing of Britain by Nazi Germany during World War II
An attack by enemy aircraft dropping bombs
Children who were moved from cities to the countryside for safety during WWII
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic knowledge of World War II from History lessons
- Fundamental movement skills and spatial awareness
- Experience following musical beats and rhythms
Current Skills
- Creating movements to represent abstract concepts
- Performing in unison with a group
- Understanding and applying choreographic timing
Next Steps
- Developing more complex dance sequences
- Incorporating props and costume into performance
- Creating narrative dance pieces with beginning, middle, and end
Milestone Indicators
Key Teaching Points
- Historical content must be treated with respect and sensitivity throughout
- Timing and unison are developed through careful listening and peripheral vision awareness
- Creative interpretation should be encouraged while maintaining sequence structure
- Performance confidence builds through supportive peer feedback and multiple practice opportunities
- Cross-curricular connections enhance both dance and historical understanding
- Safety in movement is maintained through clear spatial boundaries and progressive skill building
- Inclusive participation ensures all students can contribute meaningfully to the creative process
Common Misconceptions
- Dance is only for certain types of students - emphasise that dance is a universal form of expression
- Historical accuracy requires literal movement - encourage both literal and abstract interpretation
- Unison means exactly identical - explain that unison is about timing, not perfect matching
- War themes are inappropriate for dance - discuss respectful artistic interpretation
- Complex movements are better - emphasise that clarity and commitment matter more than complexity
- Feedback should focus on what's wrong - teach constructive feedback that includes positives and suggestions
SEN Adaptations
ADHD
- Frequent movement opportunities, clear boundaries, regular positive feedback, kinesthetic learning approach
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined, supportive peer partnerships
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Clear verbal descriptions of all movements, use of touch for positioning, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of rhythm through movement, written instructions, use of vibration for beat
physical disability
- Seated or supported versions of all movements, upper body focus where appropriate, adaptive equipment
Cross-Curricular Links
English
Creative writing through poetry, vocabulary development, oral communication skills
Drama
Performance skills, character interpretation, use of space and expression
History
World War II chronology, key events, home front experience, military history
Music
Understanding of rhythm, beat, and musical structure, listening skills
PSHE
Respect for historical sacrifice, teamwork, giving and receiving feedback constructively
Teacher Guidance
Positioning
Move around space to observe all students, position at front for demonstrations
Observation Focus
Watch for timing, unison, safety, and respectful interpretation of themes
Intervention Points
Step in if historical content becomes inappropriate or if students are struggling with sequence
Demonstration Notes
Always demonstrate with full commitment and quality to model expectations
Verbal Cues
- •'Listen to the beat first'
- •'Remember our respectful approach'
- •'Watch others in your peripheral vision for unison'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 10m, clear of obstacles and equipment
Surface Check
Non-slip floor surface, checked for hazards before movement activities
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Volume levels appropriate for instruction while dancing
- •No trailing cables in movement space
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during kneeling movements
- •Inappropriate interpretation of war themes
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate spacing maintained between students
- •Sensitive handling of historical themes
- •Progressive building of complex movements
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during movement
- •Monitor pair work for appropriate collaboration
- •Ensure respectful treatment of historical content
Emergency Procedures
Stop activity immediately, assess any injury, follow school first aid procedures