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Lesson 5 - Group 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 choreographic devices to create a powerful group performance that tells a story?

Learning Objectives

To collaborate effectively in groups to create cohesive choreography
To apply chance choreography techniques with precision and creativity
To demonstrate mastery of choreographic elements including formation, dynamics, canon, unison, direction and level

Key Outcomes

Students will complete a 32-64 count group choreography section using chance techniques
Students will perform a complete dance sequence integrating all previously learned sections
Students will demonstrate understanding of choreographic devices through practical application

Equipment & Resources Required

Music Player

Position centrally for optimal sound distribution, test volume levels

Alternative: Bluetooth speaker, laptop with speakers

A View to a Kill Music Track

1 track

Cued ready for warm-up, check sound quality

Alternative: Any upbeat James Bond theme music

James Bond Theme

1 track

Ready for performance sections, ensure good audio quality

Alternative: Original James Bond theme, instrumental version

Video Device

1 (optional)

Position for optimal viewing angle, check battery and storage space

Alternative: Smartphone, tablet, digital camera with video function

Whiteboards

For noting group feedback and choreographic elements

Alternative: Large paper sheets, tablet for notes

Key Vocabulary

Chance choreography

A method of creating dance movements by using random or unexpected elements to determine sequences

Canon

When dancers perform the same movement but start at different times, creating a wave-like effect

Formation

The arrangement and positioning of dancers in the performance space

Dynamics

The quality of movement relating to energy, force and flow

Unison

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

Freeze frame

A still image created by dancers holding a position, often showing different levels and relationships

Transitions

The movement or method used to connect different sections or phrases of dance

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and musicality
Knowledge of fundamental choreographic devices
Experience working in pairs and small groups
Familiarity with James Bond theme and previous motif work

Current Skills

Applying chance choreography techniques effectively
Integrating multiple choreographic elements seamlessly
Creating cohesive group performances
Developing smooth transitions between dance sections

Next Steps

Advanced choreographic composition and structure
Performance skills and stage presence
Peer teaching and choreographic leadership
Cross-curricular dance projects exploring other themes

Milestone Indicators

Groups complete 32-64 count sequences with clear structure

Smooth integration of all dance sections into complete performance

Effective use of all specified choreographic devices

Confident performance to music with accurate timing

Key Teaching Points

Choreographic elements must be clearly visible and purposeful - avoid movements that are too subtle
Group cooperation is as important as individual skill - assess both collaborative process and final product
Use James Bond theme to inspire dramatic, confident performance quality throughout
Transitions between sections are crucial for overall performance coherence
Self-assessment and reflection develop independent learning and improvement mindset
Video recording provides powerful tool for self-evaluation and target setting
Performance opportunities build confidence and celebrate achievement

Common Misconceptions

That dance requires natural talent - emphasise that skills develop through practice and everyone can improve
That choreography must be completely original - show how using established techniques can create effective results
That mistakes in performance are failures - teach that adaptation and continuation are professional skills
That group work means everyone doing the same thing - encourage complementary roles and diverse contributions
That assessment is only about final performance - demonstrate value of process, effort and improvement
That British values are separate from creative work - show how respect, tolerance and cooperation are inherent in collaborative dance

SEN Adaptations

ADHD

Use shorter development periods with clear breaks, provide physical fidget tools when watching others, clear visual boundaries for group spaces

dyspraxia

Break choreography into smaller segments, provide extra practice time, use visual and verbal cues together, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, allow processing time for creative tasks, offer alternative communication methods for group work

visual impairment

Use verbal descriptions of choreographic elements, provide physical guidance for spatial awareness, ensure good lighting for any residual vision

hearing impairment

Use visual demonstrations extensively, provide written instructions, use vibrations and visual cues to feel musical rhythm

physical disability

Adapt movements for seated or supported positions, modify choreographic elements to suit physical capabilities, ensure inclusive group formations

Cross-Curricular Links

English

Storytelling through movement, character development, performance presentation and communication skills

Citizenship

Exploring British values through cultural analysis, teamwork, respect for others' contributions

Drama

Character development, performance skills, use of space and levels, collaborative creation process

History

Exploring James Bond as cultural icon, understanding British cultural values and their representation in media

Music

Understanding musical structure, rhythm, dynamics and how music supports narrative and character

PSHE

Building confidence, collaboration skills, self-assessment and target setting, celebrating diversity of ideas

Teacher Guidance

Positioning

Circulate between groups during development work, position centrally for whole-class instruction and performance viewing

Observation Focus

Look for evidence of choreographic elements, group cooperation, individual contribution and performance quality

Intervention Points

Support groups who are struggling with choreographic development, encourage groups to be more ambitious, provide technical vocabulary

Demonstration Notes

Use own movement to show choreographic elements clearly, model positive group work behaviours, demonstrate performance quality and commitment

Verbal Cues

•'Remember your formation changes!'
•'Show me clear levels - high, medium, low!'
•'Think James Bond - dramatic and purposeful!'
•'Smooth transitions between sections!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m clear dance space with additional areas for group work, non-slip surface essential

Surface Check

Clean, dry floor free from obstacles, appropriate footwear for surface type

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from dance area
•All cables secured to prevent tripping hazards
•Video equipment stable and positioned not to obstruct movement

Risk Management

Key Risks

•Collisions between groups during simultaneous work
•Slips and falls during dynamic movement
•Overexertion during intensive rehearsal periods

Risk Mitigation

•Clear boundaries established between group work areas
•Regular breaks and hydration opportunities
•Progressive building of movement intensity
•Teacher positioning for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during simultaneous work
•Move systematically between groups during development work
•Monitor energy levels and provide appropriate rest periods

Emergency Procedures

Clear access routes maintained, first aid kit accessible, emergency stop signal established for all music work