Lesson 1 - Charleston Steps & Motifs
Decades of Dance
•Year 8
•Dance
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How did social and cultural changes in the 1920s-30s influence the development of dance styles, and how can we embody this era through movement?
Learning Objectives
- To develop and perform a 48-64 count Charleston motif demonstrating timing and unison
- To understand the historical context of 1920s-30s dance styles and their cultural significance
- To create imaginative actions based on dance era characteristics while maintaining performance quality
Key Outcomes
- Students will perform a complete Charleston motif with accurate timing and unison
- Students will demonstrate understanding of dance evolution through different eras
- Students will show improved coordination, rhythm and ensemble performance skills
Equipment & Resources Required
Position centrally for even sound distribution across dance space
Alternative: Bluetooth speaker or large tablet/laptop with external speaker
Cued ready for corners warm-up activity
Alternative: Any upbeat contemporary song suitable for movement
Cued ready for Charleston motif practice
Alternative: Any 1920s-30s style jazz or swing music
Place one poster in each corner of the room at eye level
Alternative: Printed images or digital displays showing different dance decades
Positioned where all students can see for mind mapping activity
Alternative: Flipchart paper and markers, or digital board
Available at edges of space for cool-down stretches
Alternative: Towels or designated floor space for stretching
Key Vocabulary
A short sequence of dance movements that can be repeated and developed throughout a performance
When all dancers perform the same movements at exactly the same time
A popular dance from the 1920s characterised by swinging arms, kicking legs and syncopated rhythm
The numerical beats in music used to help dancers stay in time (usually counted in groups of 8)
A particular period in history distinguished by its characteristics and culture
A rhythmic technique where emphasis is placed on off-beats rather than strong beats
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and beat
- Experience with simple dance movements and coordination
- Knowledge of following instructions and working in groups
Current Skills
- Charleston basic steps and variations
- Performing choreographed sequences in unison
- Understanding historical context of dance evolution
- Developing motifs with counts and structure
Next Steps
- Learning dance styles from other historical periods
- Creating original choreography inspired by historical styles
- Performing more complex dance sequences with partners
- Understanding dance as cultural expression and social commentary
Milestone Indicators
Key Teaching Points
- Charleston movements should have authentic 1920s character - confident, joyful and slightly rebellious
- Timing and unison are crucial for ensemble performance - count clearly and encourage listening to music
- Historical context enriches the movement experience - connect dance to social and cultural changes
- Progressive skill building prevents overwhelm - master each section before combining
- Encourage personal interpretation within the structured framework
- Safety through controlled movements rather than excessive speed or height
- Celebrate effort and improvement equally with technical achievement
Common Misconceptions
- Students may think Charleston is just about fast movement - emphasise control and character over speed
- Some may believe historical dances are boring - demonstrate the excitement and rebellion of the era
- Students might focus only on foot movements - stress importance of whole-body coordination including arms
- May assume perfect technique is required immediately - reinforce that learning takes time and practice
- Could think unison means everyone looks identical - explain it's about timing together while maintaining individual expression
- Might believe dance has no connection to other subjects - highlight rich cross-curricular learning opportunities
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement variety, use clear visual and verbal cues, allow fidget tools during discussion periods
dyspraxia
- Simplify complex movements, provide extra practice time, offer verbal counting support, break movements into smaller components, allow observation before participation
autism spectrum
- Provide clear structure and routine, offer quiet observation periods, use visual schedules for lesson sections, allow sensory breaks if needed
visual impairment
- Use verbal descriptions of movements, provide physical guidance if appropriate, ensure clear audio cues for timing, allow close positioning to teacher for demonstrations
hearing impairment
- Use visual cues and hand signals, provide written instructions, use vibrations or visual rhythm indicators, ensure lip-reading opportunities during instruction
physical disability
- Offer seated Charleston variations, modify movements for reduced mobility, focus on upper body movements if needed, provide wheelchair-accessible space
Cross-Curricular Links
English
Vocabulary development, descriptive language for movement, performance confidence and expression
Maths
Counting beats and phrases, pattern recognition in choreography, timing and mathematical sequences
Art
1920s fashion and visual style, Art Deco movement, poster design and advertising from the era
Drama
Performance skills, character development, historical interpretation through movement
History
1920s social changes, women's rights movement, post-World War 1 cultural shifts, prohibition era in America
Music
Jazz music development, syncopation and rhythm, musical structure and phrasing, 1920s musical instruments and style
PSHE
Confidence building, teamwork and cooperation, cultural appreciation and respect for different eras
Teacher Guidance
Positioning
Move around the room perimeter during activities to observe all students, position centrally for demonstrations and instruction
Observation Focus
Watch for timing accuracy, Charleston technique development, group dynamics and individual confidence levels
Intervention Points
Step in if students struggling with coordination, if safety concerns arise, or if group dynamics need support
Demonstration Notes
Demonstrate all movements with exaggerated clarity, use whole body to show timing and rhythm, maintain enthusiastic energy throughout, break complex movements into manageable steps
Verbal Cues
- •'Step-tap, step-tap, keep those arms flowing!'
- •'Feel the Charleston rhythm in your whole body!'
- •'Look for that 1920s confidence and joy!'
- •'Together as one dance company!'
- •'Breathe and enjoy the music!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear floor space, suitable for dynamic movement and group formations
Surface Check
Clean, dry, non-slip surface free from obstacles. Check for any spillages or hazards
Equipment Safety
Safety Checks
- •Check music system volume levels to prevent hearing damage
- •Ensure all electrical equipment safely positioned away from movement areas
- •Verify whiteboard markers are non-toxic and caps secured
Risk Management
Key Risks
- •Collisions during turning movements and free dance
- •Slips and falls on smooth surfaces during dynamic movements
- •Dizziness from turning sequences
- •Overexertion during repeated motif practice
- •Muscle strain from unfamiliar movements
Risk Mitigation
- •Establish clear personal space boundaries before movement begins
- •Progress gradually from slow to full-speed practice
- •Monitor for fatigue and provide rest breaks as needed
- •Emphasise controlled movements rather than excessive height or speed
- •Provide modifications for students with physical limitations
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during movement activities
- •Monitor closely during turning sequences for dizziness or loss of balance
- •Watch for appropriate effort levels and signs of overexertion
- •Ensure inclusive participation while respecting individual comfort levels
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact school procedures if necessary