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Lesson 4 - Chance Choreography & Formations

WW2 Dance Storytelling

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Year 8

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Dance

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Big Question

How can random chance create meaningful artistic expression in dance that tells the story of World War 2?

Learning Objectives

To demonstrate excellent cooperation and leadership skills within group dance work
To apply chance choreography methods creatively to develop authentic World War 2 themed movements
To execute canon, unison, mirror image and formation changes with precision and dramatic effect

Key Outcomes

Students will create a 32-64 count group dance section using chance choreography methods
Students will demonstrate mastery of choreographic devices including canon, formation and mirror image
Students will show excellent teamwork and creative problem-solving in collaborative dance creation

Equipment & Resources Required

Music Player

1 system

Position centrally for clear sound coverage throughout space

Alternative: Bluetooth speaker with phone/tablet connection

The Dam Busters Music Track

1 track queued

Test volume levels and have track ready to play for performances

Alternative: Other dramatic orchestral World War 2 themed music

Worksheets

1 per group (8 worksheets)

Pre-prepared with action and device lists clearly visible

Alternative: Laminated sheets that can be reused with dry wipe markers

Pencils

1 per group (8 pencils)

Check all pencils work and have spares available

Alternative: Dry wipe markers if using laminated worksheets

Dice

1 per group (8 dice)

Ensure dice are large enough to read easily and roll properly

Alternative: Random number generator apps on tablets

Sun Markers

1 board with 3 markers

Position where all groups can see clearly from working positions

Alternative: Flip chart paper and markers

Key Vocabulary

Chance Choreography

A method of creating dance where random processes like dice rolls determine movement choices

Canon

When dancers perform the same movement sequence but starting at different times, creating a ripple effect

Formation

The spatial arrangement of dancers in relation to each other and the performance space

Unison

All dancers performing exactly the same movement at exactly the same time

Mirror Image

Dancers facing each other performing opposite movements as if looking in a mirror

Choreographic Device

Tools and techniques used to develop, vary and manipulate movement material in dance

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance movements and travel patterns
Knowledge of simple formations like circles and lines
Basic understanding of World War 2 historical context
Experience working in pairs for choreographic tasks

Current Skills

Applying chance choreography methods systematically
Creating and performing canon and unison sequences
Working effectively in groups of four dancers
Using choreographic devices to develop movement material

Next Steps

Structuring complete dance pieces with multiple sections
Advanced choreographic devices like retrograde and fragmentation
Independent choreographic creation without chance methods
Performance skills including projection and characterisation

Milestone Indicators

Groups can generate movement ideas quickly using dice method

Clear distinction visible between different choreographic devices

Smooth transitions between formations and levels

Evidence of creative interpretation beyond literal movements

Key Teaching Points

Chance choreography pushes creative boundaries by removing habitual choices
Choreographic devices are tools that can transform any basic movement into sophisticated dance
Group cooperation requires active listening, shared decision-making and supportive leadership
Abstract interpretation of themes creates more powerful artistic expression than literal representation
Counting and structure provide the framework that allows creativity to flourish safely
Performance confidence grows through supportive environments and celebrating work-in-progress
Leadership skills develop when students are given genuine responsibility and guidance

Common Misconceptions

Misconception: Chance choreography produces random, meaningless movement. Reality: Random choices create unexpected creative opportunities that can be developed meaningfully
Misconception: War themes must be acted out literally. Reality: Abstract movement interpretation creates more powerful and appropriate artistic expression
Misconception: Perfect performances are expected during progress checks. Reality: Sharing work-in-progress builds confidence and learning
Misconception: Choreographic devices make movement more complicated. Reality: Devices are tools that add variety and interest to simple movements
Misconception: Group work means everyone doing the same thing. Reality: Effective collaboration involves diverse contributions and shared decision-making

SEN Adaptations

ADHD

Frequent movement breaks built into lesson, clear boundaries for creative work, regular refocusing activities

dyspraxia

Simplified choreographic combinations initially, additional practice time, step-by-step breakdown of complex movements

autism spectrum

Clear structure with visual timetable, quiet spaces available for breaks, predictable routine with chance elements explained

visual impairment

Verbal descriptions of all visual elements, tactile guidance for formations, clear audio cues for timing

hearing impairment

Visual demonstrations of all instructions, written copies of action and device lists, clear visual counting signals

physical disability

Adapted movements for seated dancers, modified formations to accommodate wheelchairs, alternative choreographic devices

Cross-Curricular Links

English

Vocabulary development with adjectives and adverbs, creative interpretation of descriptive language

Maths

Probability and chance through dice rolling, counting in 4s and 8s for dance structure, geometry through formation shapes

Art

Creative composition principles, spatial relationships, abstract interpretation of themes

History

World War 2 context and historical understanding through movement interpretation

Music

Understanding of rhythm, tempo and musical structure through count-based choreography

PSHE

Cooperation and teamwork skills, leadership development, creative confidence building

Teacher Guidance

Positioning

Circulate between groups during creative work, position centrally for whole-class instruction and demonstration

Observation Focus

Watch for creative application of chance methods, group cooperation quality, safe execution of choreographic devices

Intervention Points

Step in if groups struggle with cooperation, provide guidance when creative process stalls, ensure safe movement execution

Demonstration Notes

Demonstrate chance choreography process clearly, show examples of choreographic devices with volunteer students, model positive group cooperation

Verbal Cues

•'Remember to count clearly - 1-2-3-4!'
•'Let the dice decide - don't overthink it!'
•'Make sure everyone in your group has a voice!'
•'Show me clear formation changes!'
•'Keep the movement controlled and safe!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 20m, clear of obstacles and with appropriate flooring

Surface Check

Non-slip surface suitable for dance movement, dry and even throughout

Equipment Safety

Safety Checks

•Dice checked for sharp edges or damage
•Music system positioned safely away from movement areas
•Pencils collected promptly after use to avoid floor hazards

Risk Management

Key Risks

•Collisions during formation changes
•Falls during level changes and floor work
•Overexertion during energetic sequences
•Inappropriate interpretation of war themes

Risk Mitigation

•Clear boundaries established for each group's working space
•Progressive warm-up and cool-down to prevent injury
•Emphasis on controlled movement rather than speed
•Teacher guidance on appropriate thematic interpretation

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during creative work
•Monitor formation changes and level work closely
•Intervene if movements become unsafe or inappropriate

Emergency Procedures

Stop activity immediately, assess injury severity, apply appropriate first aid, contact emergency services if required