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Lesson 1 - Charleston Steps & Motifs

Decades of Dance

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Year 8

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Dance

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Big Question

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

Tunnel Systems

Position centrally for even sound distribution across dance space

Alternative: Bluetooth speaker or large tablet/laptop with external speaker

Shut Up And Dance

1 track

Cued ready for corners warm-up activity

Alternative: Any upbeat contemporary song suitable for movement

Jive Bunny Mega Mix

1 track

Cued ready for Charleston motif practice

Alternative: Any 1920s-30s style jazz or swing music

Pictures

4-6 different eras

Place one poster in each corner of the room at eye level

Alternative: Printed images or digital displays showing different dance decades

Sun Markers

1 set

Positioned where all students can see for mind mapping activity

Alternative: Flipchart paper and markers, or digital board

Exercise mats

Class set

Available at edges of space for cool-down stretches

Alternative: Towels or designated floor space for stretching

Key Vocabulary

Motif

A short sequence of dance movements that can be repeated and developed throughout a performance

Unison

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

Charleston

A popular dance from the 1920s characterised by swinging arms, kicking legs and syncopated rhythm

Count

The numerical beats in music used to help dancers stay in time (usually counted in groups of 8)

Era

A particular period in history distinguished by its characteristics and culture

Syncopation

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

Students can maintain consistent timing throughout the motif

Students demonstrate clear Charleston technique with appropriate arm and leg coordination

Students show understanding of how dance reflects historical periods

Students can work effectively in groups to achieve unison performance

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