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Lesson 4 - Chance Choreography

British Values Dance

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Year 8

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Dance

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Big Question

How can we use chance and collaboration to express our understanding of British Values through movement?

Learning Objectives

To collaborate effectively in small groups to create dance sequences
To apply chance choreography techniques with understanding and creativity
To demonstrate choreographic devices including formation, dynamics, canon, unison, direction and level

Key Outcomes

Students will create a 32-64 count group dance using chance choreography principles
Students will demonstrate clear understanding of formation, dynamics, canon, unison, direction and level
Students will work collaboratively and provide constructive feedback to peers

Equipment & Resources Required

Music Player

Position for clear audio across whole activity space

Alternative: Portable speaker with phone connection

Uptown Funk Music Track

1 digital copy

Cued to start immediately, volume tested pre-lesson

Alternative: Any upbeat, familiar pop song suitable for warm-up

James Bond Theme Music

1 digital copy (007 Band Film Collection Version)

Volume level appropriate for choreography work

Alternative: Any dramatic, medium tempo instrumental music

Standard Six-Sided Die

8 (one per group of 4)

Clean and easily readable numbers

Alternative: Random number generator app, cards numbered 1-6

Score Sheets

8 sheets

One sheet per group for recording dice results

Alternative: Exercise books, clipboards with paper

Pencils

Working writing implements, spares available

Alternative: Any writing implements

Sun Markers

1 board, 2-3 markers

Visible to all students, markers tested

Alternative: Flipchart paper, projector screen

Key Vocabulary

Chance choreography

A method of creating dance where random elements (like dice) determine movement choices

Formation

The arrangement and positioning of dancers in space

Dynamics

The quality of movement including speed, weight, flow and energy

Canon

When dancers perform the same movement at different times, creating a staggered effect

Unison

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

Choreographic devices

Tools and techniques used to create and structure dance movements

British Values

Core principles including democracy, rule of law, individual liberty, mutual respect and tolerance

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance movements and travelling steps
Experience working in pairs and small groups
Awareness of different levels and directions in movement
Basic knowledge of British Values from citizenship education

Current Skills

Application of chance choreography techniques
Understanding and use of choreographic devices
Collaborative creative process in dance
Expression of abstract concepts through movement

Next Steps

Extended choreographic projects with more complex structures
Leadership roles in directing group choreography
Integration of props and costume in thematic dance
Performance skills and stage presence development

Milestone Indicators

Groups demonstrate clear understanding of all six choreographic devices

Students can explain how chance choreography influenced their creative choices

Evidence of collaborative problem-solving in group work

Movement sequences clearly reflect British Values themes

Key Teaching Points

Chance choreography creates unexpected and often more interesting artistic combinations than deliberate choice
Abstract concepts like British Values can be expressed powerfully through physical movement and spatial relationships
Collaborative creativity requires active listening, building on others' ideas, and shared decision-making
Choreographic devices (formation, level, direction, dynamics, canon, unison) are tools that enhance basic movement
Performance confidence comes from thorough preparation and supportive group dynamics
Constructive feedback focuses on specific, observable elements rather than general impressions
Creative interpretation has no single 'correct' answer - diversity of ideas strengthens the artistic process

Common Misconceptions

Misconception: 'Chance choreography is just random and meaningless' - Correction: Explain how chance provides structure while creativity provides interpretation
Misconception: 'British Values are too abstract for physical expression' - Correction: Show how all emotions and concepts can be expressed through body language and movement
Misconception: 'Good choreography requires advanced dance technique' - Correction: Emphasise that creativity and collaboration matter more than technical perfection
Misconception: 'Group work means everyone doing exactly the same thing' - Correction: Explain how diversity of contribution strengthens group creativity
Misconception: 'If it looks different from others, it must be wrong' - Correction: Celebrate unique interpretations and creative approaches

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, regular positive feedback, movement breaks within sections

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined, supportive group placement

autism spectrum

Clear structure and expectations, quiet space available if overwhelmed, visual schedule of lesson sections

visual impairment

Clear verbal descriptions of all movements, tactile guidance for positioning, buddy system for navigation

hearing impairment

Visual demonstrations emphasised, written instructions provided, vibration cues for music timing

physical disability

Adapted movements for seated or limited mobility, focus on upper body expression, modified choreographic devices

Cross-Curricular Links

English

Vocabulary development, expressing abstract concepts, peer feedback and communication skills

Maths

Probability and chance through dice-based choreography, counting and timing sequences

Art

Creative interpretation, composition principles, aesthetic appreciation and critique

Citizenship

Direct exploration of British Values through physical expression and group discussion

History

Understanding historical and cultural significance of British democratic principles

PSHE

Collaboration skills, respect for diversity, leadership development, constructive feedback

Teacher Guidance

Positioning

Circulate actively during group work, position at corner for optimal viewing during performances

Observation Focus

Watch for collaborative problem-solving, creative interpretation of concepts, safe movement execution

Intervention Points

Step in if groups struggle with abstract concepts, if unsafe movement occurs, if collaboration breaks down

Demonstration Notes

Model positive collaboration, show safe movement boundaries, demonstrate how abstract concepts can become movement

Verbal Cues

•'Let the dice surprise you with new ideas!'
•'How can your body show this concept?'
•'Build on each other's creativity!'
•'Remember your choreographic devices!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, suitable for 8 groups of 4 working simultaneously

Surface Check

Non-slip surface, free from obstacles, adequate grip for dance movement

Equipment Safety

Safety Checks

•Dice checked for sharp edges or damage
•Music equipment positioned safely away from movement area
•Paper and pencils stored safely when not in use

Risk Management

Key Risks

•Collisions between groups during enthusiastic movement
•Slips during dynamic warm-up activities
•Overexertion during sustained choreographic work
•Unsafe stretching or movement attempts

Risk Mitigation

•Clear boundaries established between group working areas
•Adequate spacing maintained throughout lesson
•Progressive warm-up before intensive movement work
•Teacher demonstration of safe movement parameters
•Regular safety reminders during group work

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during movement work
•Active circulation during group choreography creation
•Special attention during performance sections
•Monitor energy levels and intervene if overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, ensure other students remain safe and calm