Lesson 3 - 60s & 70s Movement Skills
Decades of Dance
•Year 8
•Dance
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How can we use our bodies to tell the story of different decades through creative dance expression?
Learning Objectives
- To understand and perform characteristic dance movements from the 1960s and 1970s era
- To creatively develop movement motifs using level changes and different directions
- To combine multiple dance sequences from different eras into one flowing performance
Key Outcomes
- Students will perform authentic 1960s/1970s dance movements with confidence
- Students will demonstrate creative use of levels, directions and pathways in their choreography
- Students will successfully link three different era dance sections into one cohesive routine
Equipment & Resources Required
Position centrally for optimal sound distribution across dance space
Alternative: Portable speaker with phone connection, laptop with speakers
Pre-loaded and tested, with easy access to skip tracks if needed
Alternative: Mixed era playlist including 1940s-1970s music, individual era tracks
Clearly visible in each corner of room, securely attached to walls
Alternative: Printed images from internet, laminated decade signs, tablet displays
Mark the four corners clearly for era stations
Alternative: Spots, bibs, tape on floor
Key Vocabulary
A style of dance music and dancing that was popular in the 1970s, characterised by a strong beat and often performed in nightclubs
Iconic arm movements from the famous 1970s film, involving pointing up and down alternately
A 1960s dance movement that mimics swimming motions with arms moving in circular patterns
A 1960s dance where you twist your feet as if mashing potatoes while moving arms
A dance movement involving thumb gestures as if hitching a ride, popular in the 1960s
Taking a basic movement pattern and changing it creatively using different levels, directions or dynamics
When dancers perform movements as if they are reflections of each other
The linking movements between different dance sections that help them flow together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements from previous eras (1940s/1950s)
- Understanding of rhythm and beat
- Basic partner work and mirroring techniques
- Simple level changes and directional movement
Current Skills
- Authentic 1960s/1970s dance vocabulary
- Creative motif development using levels and directions
- Complex sequence combining multiple eras
- Peer assessment and feedback skills
Next Steps
- 1980s and 1990s dance movements
- More complex choreographic devices
- Group choreography with multiple dancers
- Performance quality and stage presence
Milestone Indicators
Key Teaching Points
- Authentic cultural representation - teach movements with respect for their historical significance
- Quality over quantity - better to perform fewer movements well than many movements poorly
- Creative ownership - encourage students to make movements their own while maintaining era characteristics
- Partnership skills - emphasise communication, cooperation and mutual support throughout
- Performance confidence - build gradually from individual work to pair work to group performance
- Musical connection - help students feel how movement relates to the rhythm and style of each era
- Smooth transitions - focus on flow between movements and sections for professional presentation
Common Misconceptions
- That all 60s/70s dances are the same - clarify distinct characteristics of each movement and era
- That 'silly' movements aren't valuable - explain cultural significance and skill required
- That boys can't or shouldn't participate in dance - emphasise dance as athletic and expressive for everyone
- That perfect replication is required - encourage personal interpretation within movement frameworks
- That faster is better - emphasise control, musicality and expression over speed
- That dance is only about individual performance - highlight cooperation and support aspects
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, fidget-friendly movement activities, regular positive reinforcement
dyspraxia
- Slower demonstration pace, break movements into smaller components, extra practice time, simplified coordination patterns
autism spectrum
- Clear routine structure with visual schedule, quiet corner available for breaks, consistent movement patterns
visual impairment
- Clear verbal descriptions of all movements, buddy system for spatial guidance, use of contrasting floor markers for boundaries
hearing impairment
- Visual demonstration emphasis, written instruction cards, use of vibrations and visual cues for rhythm
physical disability
- Seated versions of all movements, upper body focus variations, adapted level changes using chair support
Cross-Curricular Links
English
Vocabulary development with era-specific terms, descriptive language for movement analysis, communication skills in feedback
Art and Design
Visual representation of different decades, costume and style evolution, creative expression through movement
History
Understanding social and cultural changes through the 1960s and 1970s, impact of music and dance on society
Music
Recognising different musical eras, understanding rhythm and beat, exploring how music influences movement
PSHE
Building confidence through performance, giving and receiving feedback constructively, celebrating diversity and creativity
Teacher Guidance
Positioning
Central location with clear sightlines to all students, move to different positions during pair work to observe all groups
Observation Focus
Monitor for correct technique, safe spatial awareness, positive peer interactions, and creative development
Intervention Points
Step in if students struggling with movements, unsafe spacing, negative peer interactions, or off-task behaviour
Demonstration Notes
Demonstrate movements with energy and authenticity, show variations for different abilities, model positive peer interaction and feedback
Verbal Cues
- •'Show me those groovy 70s moves!'
- •'Find your space and make it yours!'
- •'Let your personality shine through!'
- •'Support your partner's creativity!'
- •'Feel the rhythm of each era!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 20m, clear of obstacles, suitable dance floor surface
Surface Check
Non-slip surface essential, check for any wet areas or debris before activity
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Secure wall-mounted era posters to prevent falling
- •Check volume levels appropriate for space and hearing protection
Risk Management
Key Risks
- •Collisions during travelling and corner activities
- •Falls during level changes and floor work
- •Muscle strain from unfamiliar movements
- •Overexertion during extended sequences
Risk Mitigation
- •Clear boundaries established for movement areas
- •Adequate spacing between pairs during all activities
- •Progressive skill building from simple to complex
- •Proper warm-up and cool-down procedures
- •Teacher demonstration of safe execution for all movements
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during travelling activities
- •Monitor pair work areas for appropriate spacing
- •Watch for signs of fatigue during extended routines
- •Ensure safe execution of low-level movements
Emergency Procedures
Standard school first aid procedures, clear access to medical support, immediate stop signal for all activities