Choreography Creation

Overview

This is lesson 15 of 30 in Spotlight on Musical Theatre. In groups of four, students will create and rehearse original choreography for a chosen song, using movement, space, levels and musical structure to communicate character, mood and intention.

Learning intentions

• WALT create choreography that responds to the structure and mood of a song.
• WALT use the elements of drama—space, time, movement, focus and energy—to communicate meaning.
• WALT collaborate effectively by contributing ideas, listening and making shared decisions.
• WALT rehearse, refine and explain the choices made in our choreography.

Success criteria

• I can contribute at least one movement idea and help develop the group sequence.
• I can use at least three choreographic features, such as levels, formations, repetition, canon or gesture.
• I can perform the sequence with focus, control and awareness of others.
• I can explain how our choreography communicates the song’s mood, character or story.

Curriculum links

• Creating and communicating ideas through drama, movement and performance.
• Using drama elements, techniques and conventions to shape meaning for an audience.
• Developing and presenting a planned performance with purposeful refinement.
• Te ao Māori and local curriculum connections: working collectively, valuing different perspectives and considering how performance communicates identity and relationships.

Lesson structure (50 minutes)

1. 0–5 minutes – Hook and physical warm-up Open with the hook and lesson overview slides. Ask: “How can a body tell a story before anyone sings or speaks?” Lead a short warm-up using walking, freeze shapes, changes of level, direction and energy. Remind students to work safely and respect personal space.

2. 5–10 minutes – Choreography tools Use the choreography tools slides to model ways movement can follow music: matching the beat, responding to lyrics, changing formation, repeating a motif, using canon and creating contrast. Briefly demonstrate one simple eight-count phrase, then ask students what meaning or mood the choices suggest.

3. 10–15 minutes – Groups and planning Divide the class into two groups of four. Students choose one teacher-approved song extract and complete the choreography planning sheet. Each group identifies the song’s mood, key musical moments and intended audience effect, then plans a beginning, middle and ending. Assign rotating responsibilities: choreographer/facilitator, movement recorder, music structure monitor and rehearsal leader.

4. 15–30 minutes – Create the sequence Groups devise an original sequence of approximately 30–45 seconds. Require a clear opening shape, at least one formation change, two different levels, one repeated movement or gesture, and a deliberate response to a musical change. Circulate and coach with questions such as, “What is the audience meant to notice?” and “How does this movement connect to the lyrics or rhythm?” Revisit the creation instructions as needed.

5. 30–40 minutes – Rehearse and refine Groups rehearse several times, focusing on timing, spacing, transitions, focus and commitment. Pause halfway for a “one star, one next step” peer check between groups. Students use the refinement prompts to record one successful feature and one specific improvement, then apply the feedback.

6. 40–47 minutes – Sharing performances Each group performs its choreography twice: once for observation and once after making a quick refinement. The observing group identifies one clear choreographic choice and its likely effect on the audience. Use the performance and feedback prompts to maintain respectful, specific feedback.

7. 47–50 minutes – Plenary and exit reflection Students complete the final reflection on the choreography reflection section. Invite each student to share one movement choice that communicated meaning and one skill they need to develop before the next lesson. Preview that the next lesson will continue refining choreography for performance.

Resources

• Device and speakers with teacher-approved song extracts.
• Clear rehearsal space with safe boundaries.
• the choreography creation deck.
• the choreography planning sheet.
• Whiteboard and marker for recording choreographic vocabulary.
• Timer or visible clock.
• Water and appropriate footwear.
• Optional phone or tablet for groups to record rehearsals, subject to school policy.

Assessment

• Observe each student’s contribution, collaboration, safe use of space and application of choreographic features during group creation.
• Check planning sheets for purposeful links between the music, movement choices and intended audience effect.
• Assess the sharing performances formatively for timing, focus, clarity, use of space and refinement following feedback.
• Use the final reflection to identify students needing further support with movement vocabulary, musical timing or group decision-making.

Differentiation

• Support students by providing a short, clearly marked song extract, modelling an eight-count phrase and allowing them to begin with a simple motif or gesture.
• Offer movement prompts such as “travel, turn, freeze, reach, fall, repeat” and permit students to rehearse in smaller sections before joining the full sequence.
• For students needing additional support, provide a defined role such as music-structure monitor or movement recorder, while ensuring they still contribute physically to the choreography.
• Extend confident students by asking them to use canon, counterpoint, contrasting energy or a transition that clearly communicates a change in the song’s narrative.
• Support EAL learners with the visual vocabulary on the slides, gesture-based explanations and opportunities to demonstrate ideas before explaining them verbally.