Lesson 4 - Chance Choreography Basics
Decades of Dance
•Year 8
•Dance
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How can randomness and structure work together to create powerful dance performances?
Learning Objectives
- To work collaboratively in small groups to create structured dance sequences
- To effectively use chance choreography techniques as a creative starting point
- To demonstrate understanding of formation, dynamics, canon, unison, direction and level in group choreography
Key Outcomes
- Students will create a 32-64 count dance sequence using chance choreography methods
- Students will demonstrate effective teamwork and leadership skills within their groups
- Students will perform with clear use of dance elements including formation changes and dynamic contrast
Equipment & Resources Required
Position centrally for even sound distribution, test volume levels before lesson
Alternative: Portable speaker with phone connection, laptop with external speakers
Cue to start, volume at 70% for instruction over music
Alternative: Any upbeat, age-appropriate hip hop track with clear beat
Mark 32 and 64-count sections for choreography timing
Alternative: Classic hip hop tracks with strong 4/4 beat and clear phrasing
Ready for performance section, fade in/out capability helpful
Alternative: Mixed tempo tracks or compilation that allows for varied performance styles
Distribute one per group at start of development section
Alternative: Online dice roller on tablets, numbered cards 1-6
Place with pencils at edge of dance space for easy access
Alternative: Notebooks, clipboards with paper
Ensure all are working before lesson starts
Alternative: Pens, whiteboard markers with mini whiteboards
Position visible to all students, prepare move list in advance
Alternative: Flip chart paper, printed handouts with move names
Key Vocabulary
A choreographic method where random elements (like dice rolls) determine movement choices, creating unexpected combinations
The spatial arrangement and positioning of dancers in relation to each other
The quality of movement including speed, force, and energy levels (sharp, smooth, explosive, sustained)
When dancers perform the same movement but starting at different times, creating a ripple or wave effect
When all dancers perform exactly the same movement at exactly the same time
The spatial orientation of movement - forward, backward, sideways, diagonal, turning
The height at which movements are performed - high (jumping, arms up), medium (standing), low (crouching, floor work)
Standing breakdance moves performed upright, often used as an introduction to floor work
A dance style that originated in urban communities, characterised by rhythmic, energetic movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and beat in music
- Experience working in small groups in PE activities
- Awareness of personal space and spatial relationships
- Basic coordination and movement skills
Current Skills
- Collaborative choreography creation using chance methods
- Hip hop and breakdance movement vocabulary
- Understanding and application of dance elements (formation, dynamics, canon, unison, direction, level)
- Performance skills and peer assessment techniques
Next Steps
- Extended choreography sequences (64+ counts)
- Integration of multiple dance styles within one piece
- Advanced group coordination and complex formations
- Student-led choreography and teaching roles
Milestone Indicators
Key Teaching Points
- Chance choreography combines randomness with creative choice-making - both elements are essential
- Hip hop movements require commitment and attitude - technique improves with confident performance
- Formation, level, direction, dynamics, canon and unison are tools for enhancing any choreography
- Group collaboration in dance requires listening, compromise, and shared leadership
- Performance skills develop through practice and positive risk-taking in supportive environments
- Creative problem-solving emerges when students embrace unexpected challenges
- Peer feedback using specific dance vocabulary builds analytical thinking and supportive community
Common Misconceptions
- Students may think chance choreography is 'cheating' or not 'real' choreography - emphasise how randomness sparks creativity
- Some students believe hip hop requires perfect technique immediately - focus on attitude and commitment over perfection
- Groups may think they need to use only the 6 moves from dice rolls - encourage adaptation and addition of transitions
- Students might assume formations and levels are just 'decorative' - explain how they enhance storytelling and visual impact
- Some may think peer feedback should always be positive - teach constructive, specific feedback using dance vocabulary
- Groups may believe longer sequences are automatically better - emphasise quality, clarity and group coordination over length
SEN Adaptations
ADHD
- Use shorter activity segments with clear transitions, provide movement breaks within seated activities, offer leadership roles for engagement, clear boundaries and expectations
dyspraxia
- Break complex movements into smaller steps, provide additional practice time, offer alternative simpler movement options, focus on effort over precision
autism spectrum
- Provide clear routine structure, offer quiet space for breaks if needed, use visual schedules for lesson progression, allow time for processing instructions
visual impairment
- Use verbal descriptions for all movements, provide tactile guidance for hip hop positions, ensure partner support for formation changes, use high contrast visual aids
hearing impairment
- Provide visual demonstrations for all instructions, use clear hand signals for timing, ensure student can see teacher's mouth for lip reading, offer written choreography notation
physical disability
- Adapt movements for seated performance, modify hip hop moves for different mobility levels, focus on upper body expression, provide alternative ways to participate in formations
Cross-Curricular Links
English
Expanded vocabulary through dance terminology, descriptive language in feedback and reflection, communication skills during group work
Maths
Counting beats and sequences, probability concepts through dice rolling, geometric patterns in formations, spatial relationships and angles in movement
Science
Understanding of rhythm and sound waves in music, forces and momentum in movement, body systems and fitness during dance activity
Art
Creative composition and choreographic design, aesthetic choices in movement quality, appreciation of artistic expression through dance
History
Context of hip hop culture and its social origins, development of dance styles through different eras, cultural significance of movement and expression
PSHE
Collaborative teamwork skills, resilience when learning challenging movements, confidence building through performance, respect for others' creative choices
Teacher Guidance
Positioning
Circulate constantly during group work to monitor safety and provide support, position centrally during demonstrations for maximum visibility, stand at side during performances for clear view of all groups
Observation Focus
Watch for inclusive group dynamics, safe movement execution, creative problem-solving, and application of dance elements in choreography
Intervention Points
Step in if groups struggling with cooperation, provide additional support for chance choreography understanding, assist with hip hop technique development, ensure safety during energetic sections
Demonstration Notes
Demonstrate all hip hop moves clearly with exaggerated technique for visibility, show enthusiasm and commitment to encourage student participation, model positive feedback language during peer assessment
Verbal Cues
- •'Remember to use the space - spread out for safety!'
- •'I can see great teamwork happening in this group!'
- •'Don't forget your levels and formations from the warm-up!'
- •'Show me that hip hop attitude and confidence!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 20m, clear of obstacles, suitable for dynamic movement and group formation changes
Surface Check
Non-slip floor surface essential for hip hop movements, no wet or damaged areas, adequate grip for turning and stepping movements
Equipment Safety
Safety Checks
- •Music system positioned safely with trailing leads secured
- •Dice checked for damage or sharp edges
- •Paper and pencils stored safely during movement sections
- •No equipment left in movement space during dancing
Risk Management
Key Risks
- •Collisions during energetic hip hop movements
- •Slips during spinning or quick directional changes
- •Overexertion during extended choreography practice
- •Injuries from inappropriate stretching or unsafe movement attempts
Risk Mitigation
- •Clear boundaries established for each group's workspace
- •Adequate spacing maintained between groups throughout lesson
- •Progressive skill building from simple to complex movements
- •Teacher demonstration of safe technique for all movements
- •Regular hydration breaks and fatigue monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during group choreography work
- •Monitor closely during high-energy performance sections
- •Circulate during skill practice to ensure safe technique
- •Watch for signs of fatigue or overexertion in students
Emergency Procedures
Stop activity immediately for any injury, assess severity, provide appropriate first aid, call for additional support if required, clear space for emergency access