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Lesson 1 - Creating World War II Dance Motifs

WWII Dance Storytelling

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Year 7

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Dance

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Big Question

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

Music Player

Position for clear audio throughout dance space

Alternative: Portable bluetooth speaker, laptop with external speakers

American Patrol Music Track

Cued ready for warm-up activity

Alternative: Any 1940s swing or march music with clear 4/4 beat

Theme Music

Cued ready for plenary performance

Alternative: Any dramatic WWII film theme with strong beat

Whiteboards

Positioned where all students can see for mind mapping

Alternative: Large paper sheets, interactive whiteboard

Markers

3-4

Different colours for clear mind map categories

Alternative: Coloured chalk, whiteboard pens

Cards

10-12

Questions prepared in advance, answers correspond to room corners

Alternative: Questions written on whiteboard, verbal questions only

Key Vocabulary

Motif

A short sequence of movement that can be repeated and developed

Unison

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

Choreography

The art of designing and arranging dance movements and sequences

Timing

Moving in rhythm with the music, hitting movements on the beat

The Blitz

The sustained bombing of Britain by Nazi Germany during World War II

Air Raid

An attack by enemy aircraft dropping bombs

Evacuees

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

Students move confidently to different musical styles

Actions clearly communicate intended historical concepts

Group demonstrates synchronised movement for 48+ counts

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