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Lesson 4 - Chance Choreography & Formations

Victorian Dance Narratives

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Year 8

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Dance

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50 min

Big Question

How can random elements create structured, beautiful dance performances?

Learning Objectives

To work effectively in groups demonstrating excellent cooperation skills
To use chance choreography creatively to develop original movement sequences
To demonstrate confident use of canon, unison, mirror image, and varied formations

Key Outcomes

Students will collaborate effectively in groups of four to create structured dance sequences
Students will apply chance choreography methods to generate creative movement phrases
Students will perform using multiple choreographic devices with clear formation changes

Equipment & Resources Required

Music Player

Position centrally for clear audio throughout hall

Alternative: Laptop with speakers, mobile phone with Bluetooth speaker

Victorian-Themed Music

2 tracks minimum

Queue tracks: 'Book of Circus' and 'Victorian Dream' ready to play

Alternative: Any period music or dramatic instrumental pieces

Worksheets

1 per group (8 sheets)

Pre-printed with action and device columns for dice recording

Alternative: Plain paper with students creating own grid

Pencils

1 per group (8 pencils)

Sharp pencils for clear worksheet completion

Alternative: Pens, markers, or whiteboard pens

Dice

1 per group (8 dice)

Standard six-sided dice, check all show numbers clearly

Alternative: Random number generator app, cards numbered 1-6

Sun Markers

1 board + 3 markers

Positioned where all groups can see action list clearly

Alternative: Flip chart paper, projector screen with digital display

Key Vocabulary

Chance choreography

A method of creating dance using random elements like dice rolls to determine movements and structures

Canon

A choreographic device where dancers perform the same movement one after another, like a musical round

Formation

The spatial arrangement and shape created by dancers on the performance area

Unison

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

Mirror image

When dancers face each other and perform opposite movements, like looking in a mirror

Choreographic devices

Tools and techniques used to vary, develop and structure dance movements

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance terminology (unison, formation)
Experience working in pairs and small groups
Fundamental Victorian historical context from previous lessons

Current Skills

Advanced group cooperation and leadership
Creative application of chance choreography methods
Complex choreographic device integration

Next Steps

Performance confidence and stage presence
Independent choreographic creation
Peer teaching and mentoring skills

Milestone Indicators

Groups work harmoniously with minimal teacher intervention

Creative interpretation of random elements shows artistic maturity

Clear demonstration of all required choreographic devices

Key Teaching Points

Chance choreography is a professional technique used by real choreographers worldwide
Dance movement interpretation differs from acting or mime - focus on abstract representation
Group cooperation requires active listening, sharing ideas, and ensuring equal participation
Choreographic devices are tools that can transform any basic movement into sophisticated dance
Creative risk-taking in a supportive environment leads to innovative artistic discoveries
Performance confidence develops through regular sharing and positive peer feedback
Connection to historical context enriches movement quality and understanding

Common Misconceptions

Misconception: 'Chance choreography is just random and has no artistic value' - Correction: Professional choreographers use chance methods to discover movements they wouldn't normally create
Misconception: 'We have to act out the Victorian actions literally' - Correction: Transform the essence of actions into abstract dance movement
Misconception: 'Some people are naturally better at dance so group work isn't fair' - Correction: Focus on creative contribution and cooperation rather than technical perfection
Misconception: 'Choreographic devices make dance too complicated' - Correction: Devices are simple tools that add variety and interest to basic movements
Misconception: 'If we make mistakes in performance, we've failed' - Correction: Mistakes are part of creative process and show courage in taking artistic risks

SEN Adaptations

ADHD

Frequent activity changes, clear task boundaries, movement-based learning throughout

dyspraxia

Simplified choreographic combinations, extra practice time, peer support partnerships for complex sequences

autism spectrum

Predictable structure with clear routine, visual schedule of lesson sections, quiet reflection spaces available

visual impairment

Clear verbal descriptions of all choreographic devices, tactile guidance for formations, audio cues for dice rolls and results

hearing impairment

Visual demonstration cards for choreographic devices, hand signals for instruction, vibrating speakers for music feel

physical disability

Adapted formations allowing wheelchair access, upper body focus for choreographic devices, seated versions of all movements

Cross-Curricular Links

English

Adjectives and adverbs vocabulary development, descriptive language through movement

Drama

Character interpretation, ensemble work, performance confidence

History

Victorian era social structures, industrial revolution context, historical figures and occupations

Mathematics

Probability and chance in dice rolling, counting beats and sequences, geometric shapes in formations

Music

Rhythm and tempo understanding, period music appreciation, counting and phrasing

Teacher Guidance

Positioning

Circulate between groups during creative work, position at front during instruction, near music controls during activities

Observation Focus

Group cooperation, creative interpretation of chance choreography, safe movement practices, equal participation

Intervention Points

Step in if groups struggling with collaboration, provide support for choreographic device understanding, assist with creative blocks

Demonstration Notes

Use own movement to clarify choreographic devices, model enthusiastic engagement with chance processes, demonstrate professional context of techniques

Verbal Cues

•'Remember to include all group members equally'
•'Think dance movement, not acting or mime'
•'Let the dice guide your creativity!'
•'Show me that device clearly so I can see it'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large dance studio or hall minimum 15m x 20m for eight groups of four to work simultaneously

Surface Check

Clean, dry, non-slip dance floor or sports hall surface free from obstacles

Equipment Safety

Safety Checks

•Check music volume appropriate for instruction and hearing protection
•Ensure dice are large enough to prevent choking hazard
•Confirm worksheets and pencils are safely stored when not in use

Risk Management

Key Risks

•Collisions between groups during movement creation
•Slips or falls during dynamic movement
•Overexertion during extended creative work

Risk Mitigation

•Clear boundaries established between group working areas
•Progressive warm-up prepares bodies for movement demands
•Regular water breaks and monitoring for fatigue
•Teacher circulation provides constant supervision

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all eight working groups
•Monitor group dynamics for safety and inclusion
•Watch for appropriate risk-taking vs dangerous movement

Emergency Procedures

Stop signal established, first aid kit accessible, clear pathway to exit maintained