Not Dancing Solo

Overview

Students analyse how formations, transitions, and use of space make group performances effective, using a short Bollywood dance video. They then design formations in pairs and choreograph a short routine in groups, applying clear, simple movement ideas to support smooth transitions.

Learning intentions

• Students will understand how teamwork, formations, transitions and performance space create a powerful group choreography.
• Students will explore ways music links to movement by choosing to perform with or without music.

Success criteria

• I can analyse the video and record at least four formations.
• I can design formations that show positive and negative space using clear shapes and levels.
• I can plan transitions that move smoothly between formations.
• I can work with others to rehearse and perform a short routine with multiple formations.

Curriculum links

• Music: explore ways that the elements of music are combined in music across cultures, times, places and/or other contexts (analysis of how movement aligns with rhythm/energy in a dance video).
• Music: perform music in a range of forms they have learnt and/or composed in informal and/or formal settings (optional: perform with selected music).
• Music: develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composing, singing and playing instruments (listening for cues that help transitions and dynamics).
• Music: explore ways that First Nations Australians use music to continue and revitalise culture (respectful awareness through discussion prompts about identity and community—kept age-appropriate and not claiming specific cultural meaning).

Lesson structure (50 minutes)

1. 0–5 min · Do Now (set up). Teacher reviews the plan steps, checks worksheets are ready, confirms video/audio works, and sets up performance space; students remain seated and follow instructions for getting equipment/space ready.

2. 5–10 min · Modelled (I do) · Formation noticing (Bangady’u). Teacher shows the video clip title frame (no full viewing yet) and models how to use Worksheet 1: naming one formation, describing level/shape, and spotting transition cues (e.g., who moves first, how many beats the change takes). Students watch briefly and silently “track” one dancer at a time, then share one word for what they notice (shape/level/space).

3. 10–25 min · Independent (You do) · Worksheet 1 analysis (Bangadyimi). Teacher plays the Bollywood routine and gives clear checkpoints (view 1: list formations; view 2: refine descriptions; view 3: note transitions); students complete Worksheet 1 individually by recording at least four formations, describing levels/shapes/movement/dynamics, and writing how transitions happen.

4. 25–35 min · Guided (We do) · Pair formation design with notation (Nii). Teacher co-plans with the class using one example from the video: draw a simple formation “map,” label positive/negative space, and then demonstrate a basic transition idea (e.g., step-slide to change level/angle). Students follow in pairs (Worksheet 2) designing six different formations for just six dancers, ensuring varied positive/negative space and planning transition starters (a short locomotor movement idea).

5. 35–47 min · Guided (We do) · Group choreograph and rehearse (Nii). Teacher forms groups of six, assigns each group three formations from their pair work, and models how to keep movement simple but transitions creative (e.g., locomotor changes, levels, directions). Students rehearse and refine a short routine featuring multiple formations and transitions; students practise together while the teacher observes teamwork and clarity of shapes.

6. 47–50 min · Independent (You do) · Quick performance + reflection (Bangadyimi). Teacher creates audience/performance space; students (in groups) perform briefly if ready (or practise one transition), while non-performing students count formations and record one “teamwork win” for reflection.

Resources

• Video of a Bollywood dance group routine (screen + speakers)
• Worksheet 1 (1 per student, 2 pages)
• Worksheet 2 (1 per pair)
• Worksheet 3 (1 per group) for routine/performance counting prompts
• Pens/pencils (and clipboards if available)
• Floor markers/tape for performance space boundaries
• Simple music playlist option (teacher-selected track list)
• Timer for view/rehearse checkpoints

Assessment

• Formative: teacher checks Worksheet 1 completeness (at least four formations) and quality of description (level/shape/movement/dynamics).
• Formative: teacher circulates during Worksheet 2 to see if pairs identify positive/negative space and can explain a transition.
• Performance checklist: during group rehearsal, teacher notes collaboration, clear formations, and smooth transitions; audience members count formations during performance/reflection.

Differentiation

• Lower (scaffold): provide sentence starters on Worksheet 1 (e.g., “The formation was level ____ and shape ____.” “The transition looked like ____.”); allow one viewing only for first drafts, then a teacher-led second viewing for support.
• Middle: require four formations minimum, but allow students to use one consistent description format (levels + shapes + transition sentence).
• High potential & gifted (extension): challenge groups to create “surprise transitions” using a specific locomotor rule (e.g., only sideways travel, or only jumps for 2 transitions) and include a clear beginning signal and ending pose that improves audience understanding.
• EAL support: offer visual word bank (level: low/mid/high; shapes: circle/line/diamond; transition types: step/turn/sweep); allow students to label using arrows/diagrams rather than only sentences.
• SEN: assign roles in groups (timekeeper, formation drawer, movement leader, audience counter) so participation is structured; rehearse transitions slowly first, then speed up.