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Lesson 5 - Group Choreography & Performance

Victorian Dance Narratives

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Year 8

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Dance

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Big Question

How can we use chance choreography and choreographic devices to create a memorable Victorian-themed group performance?

Learning Objectives

To work collaboratively in groups showing excellent cooperation skills and provide constructive peer feedback
To use chance choreography techniques effectively to create original movement sequences
To demonstrate proficient use of canon and formation changes when creating and performing group sections

Key Outcomes

Students will complete a 32-64 count group dance section using chance choreography
Students will demonstrate effective use of canon and formation changes
Students will provide meaningful peer feedback using 2 stars and a wish format
Students will perform their complete Victorian dance with smooth transitions

Equipment & Resources Required

Music Player

Position centrally for clear audio throughout dance space

Alternative: Bluetooth speaker, laptop with external speakers

Victorian Dream

1 track

Ensure track is downloaded and ready to play repeatedly

Alternative: Other steampunk or Victorian-themed instrumental music

Worksheets

1 per group (8 sheets)

Distribute to groups at start of skill development section

Alternative: Laminated cards, digital versions on tablets

Video Device

1 (optional)

Position on tripod at corner of room for full stage view

Alternative: Tablet, smartphone, school camera

Sun Markers

3-4

For recording peer feedback and performance notes

Alternative: Flip chart paper and pens

Key Vocabulary

Canon

A choreographic device where movements are performed one after another, like a round in music, creating overlapping sequences

Formation

The shape or pattern created by dancers' positioning in space, such as lines, circles, triangles, or diagonals

Transitions

Connecting movements or sequences that link different sections of choreography together seamlessly

Performance piece

The complete dance sequence from beginning to end, incorporating all choreographed sections with proper transitions

Choreographic devices

Tools and techniques used to vary, develop and enhance movement, such as canon, unison, repetition, and contrast

Chance choreography

A method of creating dance where elements are determined by random selection, dice, cards, or other chance methods

Skill Progression Pathway

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

Prior Learning

Understanding of basic Victorian social dances and movement quality
Experience with chance choreography techniques from previous lesson
Knowledge of canon and formation concepts
Basic performance and presentation skills

Current Skills

Advanced group collaboration and leadership in creative contexts
Sophisticated use of choreographic devices including canon and formation changes
Effective peer assessment and constructive feedback delivery
Performance skills with transitions and musical timing

Next Steps

Polishing and refining complete performance for assessment week
Exploring advanced choreographic devices like motif development
Developing costume and staging concepts for Victorian theme
Creating accompanying programme notes or performance analysis

Milestone Indicators

Groups complete 32-64 count sections independently

Clear demonstration of canon and formation changes

Constructive peer feedback using specific criteria

Smooth transitions between all dance sections

Key Teaching Points

Group cooperation and inclusive participation are essential for successful choreography creation
Canon timing requires careful listening to music and coordination with group members
Formation changes should be smooth, purposeful, and planned rather than rushed or chaotic
Steampunk movement quality is sharp, mechanical, and industrial rather than flowing or classical
Peer feedback using 2 stars and wish format develops critical observation and communication skills
Complete performance requires sustained energy, character, and focus throughout all sections
Transitions are part of the performance and should maintain character and musical timing

Common Misconceptions

Students think canon means everyone doing the same thing at the same time (actually overlapping/staggered timing)
Groups believe more complex movements are always better (clarity and quality more important than complexity)
Some students think peer feedback should focus only on mistakes (2 stars emphasises positive recognition)
Misconception that transitions don't matter in performance (transitions are integral to professional presentation)
Students may think chance choreography is random chaos (structured randomness with purposeful selection)
Some believe Victorian theme means slow, formal movements only (steampunk allows industrial, mechanical quality)

SEN Adaptations

ADHD

Regular movement breaks, clear time boundaries, specific roles and responsibilities, variety in activity types

dyspraxia

Simplified movement patterns, extra rehearsal time, clear spatial boundaries, partner support for complex sequences

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable peer feedback format

visual impairment

Clear verbal descriptions of formations and movements, tactile guidance for positioning, buddy system for spatial awareness

hearing impairment

Visual cues and demonstrations, written instructions, vibrating floor for musical beat awareness

physical disability

Adapted movements using available range of motion, seated or supported versions, focus on upper body or possible movements

learning difficulties

Simplified vocabulary, repeated instructions, visual demonstrations, peer buddy support, modified expectations

Cross-Curricular Links

English

Vocabulary development, descriptive language, peer feedback communication, creative writing about dance

Art

Victorian design aesthetics, industrial imagery, costume and set design concepts

Drama

Character development, Victorian social roles, performance skills, audience awareness

History

Victorian era industrial revolution, social changes, working conditions, technological advancement

Music

Musical structure, phrasing, tempo, steampunk genre characteristics, rhythm and timing

PSHE

Teamwork, cooperation, giving and receiving feedback, building confidence, respecting others' creativity

Teacher Guidance

Positioning

Circulate between groups during creation time, position centrally for whole class activities and performances

Observation Focus

Group cooperation, creative use of chance choreography, clear canon and formation work, musical timing

Intervention Points

Step in if group cooperation breaks down, if creative process stalls, or if safety concerns arise

Demonstration Notes

Use students as examples when possible, demonstrate timing and quality rather than specific moves, show contrast between styles, emphasise performance commitment

Verbal Cues

•'Sharp, mechanical movements for steampunk style!'
•'Canon timing - listen for your entry point!'
•'Smooth formation changes - plan your pathway!'
•'Victorian character - think elegant or industrial!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 15m for multiple groups plus performance area

Surface Check

Clean, dry, non-slip dance floor suitable for barefoot or indoor shoe movement

Equipment Safety

Safety Checks

•Sound system positioned safely away from movement area
•Camera equipment secured and not in movement pathways
•Choreography sheets kept at room edges to prevent slipping hazards

Risk Management

Key Risks

•Collisions between groups during simultaneous work
•Overexertion during energetic steampunk movements
•Slips during formation changes or transitions
•Strain from sustained poses in finale

Risk Mitigation

•Clear group boundaries established and maintained
•Regular breaks and hydration reminders
•Emphasis on safe movement choices in choreography
•Teacher monitoring of physical exertion levels
•Finale poses checked for stability and comfort

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Monitor group dynamics for positive cooperation
•Watch for signs of physical fatigue or discomfort
•Ensure inclusive participation throughout

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact school medical personnel if needed