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Lesson 3 - 60s & 70s Movement Skills

Decades of Dance

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Year 8

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Dance

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Big Question

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

Tunnel Systems

Position centrally for optimal sound distribution across dance space

Alternative: Portable speaker with phone connection, laptop with speakers

Jive Bunny Mega Mix

Pre-loaded and tested, with easy access to skip tracks if needed

Alternative: Mixed era playlist including 1940s-1970s music, individual era tracks

Pictures

4 sets (one per corner)

Clearly visible in each corner of room, securely attached to walls

Alternative: Printed images from internet, laminated decade signs, tablet displays

Cones

Mark the four corners clearly for era stations

Alternative: Spots, bibs, tape on floor

Key Vocabulary

Disco

A style of dance music and dancing that was popular in the 1970s, characterised by a strong beat and often performed in nightclubs

Saturday Night Fever

Iconic arm movements from the famous 1970s film, involving pointing up and down alternately

The Swim

A 1960s dance movement that mimics swimming motions with arms moving in circular patterns

Mashed Potato

A 1960s dance where you twist your feet as if mashing potatoes while moving arms

Hitch Hike

A dance movement involving thumb gestures as if hitching a ride, popular in the 1960s

Motif Development

Taking a basic movement pattern and changing it creatively using different levels, directions or dynamics

Mirror Image

When dancers perform movements as if they are reflections of each other

Transitions

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

Accurate reproduction of era-specific movements

Confident use of space and levels

Smooth transitions between sequences

Constructive peer feedback

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