Build the Chorus Sequence

Overview

Lesson 2 of 4 in From Chorus to Choreography. Students revisit their movement phrases, then collaborate to arrange at least four phrases into a short group sequence with a clear beginning, middle and ending.

Learning intentions

• WALT combine 4-count and 8-count phrases into a group sequence.
• WALT use rhythm, expression and spatial awareness when choreographing.
• WALT make thoughtful choices about levels, directions, shapes, energy and formations.
• WALT contribute ideas, listen to others and make shared decisions.

Success criteria

• I can perform the counts accurately.
• I can connect phrases smoothly.
• I can vary level, direction, shape or energy.
• I can contribute an idea and listen to others.

Curriculum links

• Dance – Developing practical knowledge: use dance elements such as body, space, time, energy and relationships.
• Dance – Developing ideas: select, combine and refine movement to communicate an idea or feeling.
• Dance – Communicating and presenting: rehearse and perform a short sequence with control and expression.
• Mathematics and Statistics / English integration: recognise sequence and pattern, count accurately, and use precise vocabulary to discuss movement.

The lesson supports the refreshed curriculum’s emphasis on learning through doing, purposeful collaboration, oral language, and reflecting on progress. Key competencies include managing self, thinking, and relating to others.

Lesson structure (30 minutes)

1. 0–5 minutes – Pulse and stretch warm-up Open with the hook and warm-up slides. Ask: “How can a group make simple movements look like one powerful chorus?” Lead a pulse-raising sequence using steady counts of 4 and 8: march, step-touch, shoulder rolls, reaches and gentle stretches. Remind students to work safely in their own space and keep movements controlled.

2. 5–10 minutes – Revisit and improve In the same groups as Lesson 1, students perform their saved 4-count and 8-count phrases. Use the phrase-recall and improvement prompt to remind them to check timing, clear shapes, performance energy and safe spacing. Groups choose one improvement, rehearse it twice, and identify where their phrases could join smoothly.

3. 10–12 minutes – Explain the choreography challenge Show the group challenge instructions and success criteria. Each group must arrange at least four phrases into a beginning, middle and ending, and include at least one formation or pathway change. Demonstrate a simple example: start in a line, travel into a cluster, then finish in different levels. Emphasise that the sequence should be clear, counted and repeatable.

4. 12–26 minutes – Arrange, rehearse and refine Give each group a set of the group role cards and allow students to select or rotate roles such as performer, counter, music operator and choreographer. Groups decide the order of their phrases, practise transitions, and add one change in level, direction, shape or energy. Circulate and coach with questions: “Where is your beginning?” “How will the audience know the middle has changed?” “Can everyone count the transition?” Offer the choreography prompts and rehearsal timer as a visual guide. Pause briefly halfway through for groups to perform their sequence once without stopping, then make one refinement.

5. 26–30 minutes – Informal group performances and reflection Invite each group to perform once while the class watches respectfully. If time is limited, perform half the groups today and the remainder at the beginning of Lesson 3. After each performance, ask one specific response: “Where did you notice a formation or pathway change?” or “Which transition looked smooth?” Finish with students silently showing one finger for “still developing”, two for “nearly there” or three for “confident” against the success criteria. Preview that Lesson 3 will focus on strengthening expression and performance quality using the chorus meaning.

Resources

• Music with a clear, steady beat and a way to pause or replay it.
• Clear dance space, with bags and furniture moved aside.
• the complete lesson slide deck
• the group role cards
• Whiteboard or visible count numbers from 1–8.
• Optional device for recording group rehearsals, subject to school policy.
• Water and appropriate footwear.

Assessment

• Observe whether students maintain accurate counts, remember phrase order and connect movements without unnecessary pauses.
• Use questioning during rehearsal to assess understanding of rhythm, spatial awareness, formation and choreographic intention.
• Note evidence of collaboration: contributing an idea, listening, sharing roles and responding constructively to feedback.
• During performances, give one precise strength and one next step linked to the success criteria.

Differentiation

• Provide sequence templates such as “Phrase 1 – transition – Phrase 2 – formation change – Phrase 3 – ending” for students who need structure.
• Use count-and-movement cards, recorded demonstrations and teacher modelling for students who benefit from visual, auditory or kinaesthetic support.
• Reduce the requirement to three phrases while maintaining accurate timing, clear transitions and one purposeful spatial change.
• Allow students to contribute through different roles, including counter, music operator or choreographer. Pair students strategically, pre-teach vocabulary such as level, direction, formation, pathway and energy, and accept spoken, signed or demonstrated ideas.
• Extend confident dancers by adding canon, unison, complementary movements, or a repeated motif linked to the meaning of the chorus.