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Lesson 5 - Group Choreography Transitions

Decades of Dance

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Year 8

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Dance

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Big Question

How can we create seamless transitions between different dance sections to tell a complete story through movement?

Learning Objectives

To collaborate effectively in groups to complete a 32-64 count dance section using chance choreography
To demonstrate smooth transitions between different sections of a performance piece
To effectively incorporate choreographic devices including formation changes, dynamics, canon, unison, direction and level variations

Key Outcomes

Students will complete their group dance section and integrate it into the full performance piece
Students will demonstrate understanding of transitions and flow between dance sections
Students will show improved collaboration skills and ability to self-assess their performance

Equipment & Resources Required

Music Player

Position centrally for even sound distribution across dance space

Alternative: Portable speaker connected to mobile device, classroom audio system

Music Tracks

1 track

Cue track ready for immediate play during warm-up improvisation

Alternative: Similar high-energy hip-hop track from 1980s era

Video Device

1 (optional)

Position to capture full performance area if being used for self-assessment

Alternative: Mobile phone/tablet with video capability, flip camera

Sticky Notes

1 per group

Have readily available for groups to reference their previous choreographic decisions

Alternative: Students' memory of previous work if notes not available

Sun Markers

1 set

For displaying performance structure and key choreographic devices

Alternative: Flip chart paper and pens

Key Vocabulary

Transitions

The connecting movements or moments between different sections of a dance that create smooth flow

Performance piece

A complete dance work with clear beginning, middle and end, incorporating multiple sections

Finishing position

The final pose or formation that concludes the dance performance with impact

Freeze frame

A still moment in dance where all movement stops, creating a dramatic pause or picture

Choreographic devices

Tools used to develop and vary movement including canon, unison, formation changes, dynamics, direction and level

Flow

The smooth, continuous quality of movement that connects one action to the next without breaks

Self-evaluation

The process of reflecting on your own performance to identify strengths and areas for improvement

Chance choreography

A method of creating dance where movements are selected through random or chance processes rather than predetermined choices

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Understanding of basic choreographic devices from previous lessons
Experience working in pairs to create dance sequences
Knowledge of the established motif and individual travel sections

Current Skills

Advanced group collaboration and negotiation skills
Creating and refining transitions between dance sections
Self-assessment and target setting for performance improvement

Next Steps

Polishing and refining the complete performance piece
Developing confidence in performing to an audience
Exploring more complex choreographic structures and themes

Milestone Indicators

Groups can perform their 32-64 count section in time with music

Smooth transitions are visible between all sections of the performance

Students can articulate what choreographic devices they have used and why

Key Teaching Points

Emphasise the importance of smooth transitions between sections - they should be invisible to the audience
Encourage groups to commit to their choreographic choices rather than constantly changing their minds
Model effective group collaboration by demonstrating how to listen, negotiate and compromise
Use specific choreographic vocabulary consistently throughout the lesson to build understanding
Celebrate creative use of levels, formations and dynamics rather than just technical accuracy
Connect the finishing position back to the warm-up freeze frames to show progression and development
Use the 2 stars and a wish format to develop constructive self-assessment skills

Common Misconceptions

Students often think transitions are separate from the main choreography - emphasise they are integral parts of the performance
Groups may believe that more complex choreography is always better - stress that clear, well-executed simple movements are more effective
Some students think choreographic devices must all happen at once - show how they can be layered and developed throughout the section
Students may assume that chance choreography means random or chaotic - explain it's a structured method for generating creative movement
Groups often think the finishing position just means stopping - emphasise it should be a deliberate, impactful conclusion to the performance

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use high-energy music to channel focus, offer leadership roles within groups

dyspraxia

Simplify choreography with fewer direction changes, provide extra practice time, use larger, more obvious movements, break down complex sequences into smaller parts

autism spectrum

Provide clear structure and routine, use visual schedules for lesson sequence, offer quiet observation space if needed, maintain consistent group membership

visual impairment

Use tactile cues for formation changes, provide verbal descriptions of all visual demonstrations, pair with sighted partner for spatial awareness

hearing impairment

Use visual cues and gestures for rhythm, provide written instructions for complex sequences, use vibration or visual signals for music starts/stops

physical disability

Adapt movements for seated or supported positions, focus on upper body choreography, modify formation changes to accommodate mobility aids

Cross-Curricular Links

English

Developing vocabulary for performance evaluation, verbal communication and feedback skills

Art

Understanding composition and visual impact, creating aesthetic arrangements through formation and level changes

History

Exploring dance through different time periods, understanding cultural context of musical eras

Mathematics

Counting beats and rhythm patterns, spatial geometry in formation changes, timing and sequencing calculations

Music

Understanding rhythm, tempo and musical structure, responding to different musical styles and periods

PSHE

Collaboration and teamwork skills, building confidence and self-esteem, respecting others' creative contributions

Teacher Guidance

Positioning

Move actively between groups during development phases, position centrally for demonstrations and group discussions

Observation Focus

Monitor group dynamics and collaboration, assess use of choreographic devices, watch for smooth transitions and safety

Intervention Points

Step in if groups struggling with decision-making, provide additional guidance for complex transitions, support groups falling behind

Demonstration Notes

Demonstrate: Show choreographic devices clearly and separately, model effective group collaboration and negotiation, demonstrate the difference between good and poor transitions

Verbal Cues

•'Keep the flow going!'
•'I can see three devices in that section!'
•'Make bold, committed movements!'
•'Transitions should be invisible to the audience!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 8m clear space for group work, additional space for performances

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from performance area
•Video equipment secure and not creating trip hazards
•Whiteboard/markers easily accessible without creating barriers

Risk Management

Key Risks

•Collisions between groups during simultaneous practice
•Falls during dynamic movement and transitions
•Overexertion during extended group work periods

Risk Mitigation

•Clear group boundaries established and maintained
•Progressive development from simple to complex movements
•Regular breaks and hydration opportunities
•Warm-up and cool-down included to prevent injury

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Monitor high-energy transitions for safety
•Intervene if groups working too close together

Emergency Procedures

Stop music immediately, assess injury, provide appropriate first aid, clear space for emergency access