Creating Our Group Dance

Overview

In this third lesson of Moving Stories Together, students organise previously explored movement ideas into a short group dance. Working in groups of four, they choreograph a clear beginning, middle and ending, using formations, levels and timing to communicate an idea respectfully and collaboratively.

Learning intentions

• WALT organise movements into a group dance that communicates a clear idea.
• WALT choreograph a beginning, middle and ending.
• WALT coordinate movement with others and respond to feedback.
• WALT use dance elements such as space, time, energy and relationships.

Success criteria

• I can contribute an idea and listen to others.
• I can remember and perform the group sequence.
• I can use formations, levels or timing to make our idea clear.
• I can identify one way to improve our dance.

Curriculum links

• Explore movement with developing awareness of body, space, time, energy and relationships.
• Improvise and explore movement ideas in response to a variety of stimuli.
• Share dance movement through informal presentation and share thoughts and feelings about dances.
• Demonstrate an awareness of dance in their lives and communities.
• Key competencies: relating to others; managing self; participating and contributing.

Lesson structure (60 minutes)

1. 0–8 min · Physical warm-up. Display the movement prompts in the warm-up slides and lead gentle travelling, stretching and freeze activities, reminding students to keep a safe personal space. Students explore moving high, low, fast, slow, strongly and softly, then mirror a partner for four counts.

2. 8–18 min · Review and select movement ideas. Revisit the culturally grounded movement ideas explored in the previous lesson using the movement review slides. Explain that students will select and adapt ideas respectfully rather than copy movements without understanding; groups briefly discuss what their chosen idea communicates. Students demonstrate one remembered movement, suggest a group story or idea, and agree on two or three movements to include.

3. 18–43 min · Choreograph and rehearse. Show the four-part structure on the choreography instructions: beginning, middle movement one, middle movement two, and ending. Place groups of four on numbered floor spots and provide each group with a simple four-part dance template or dyslexia-friendly cue cards showing one action and symbol per card. Students share ideas, decide an order, add at least one formation or level change, and rehearse until they can perform the sequence together. Encourage groups to use roles such as idea sharer, movement leader, rhythm keeper and observer; roles may rotate.

4. 43–55 min · Teacher conferences and stop-start feedback. Invite each group to show one section while the others watch respectfully. Use the checklist on the feedback slides to check contribution, remembered sequence, coordination and communication. Pause and give one specific strength and one manageable next step, for example, “Your low level makes the middle clear; now make the transition smoother.” Groups immediately retry the section and apply the feedback.

5. 55–60 min · Improvement goal and close. Display the reflection prompts in the closing slides. Each group identifies one improvement goal, such as “We will start together” or “We will make our ending still and clear,” and practises it once. Students share their goal aloud or point to a visual prompt; explain that the next lesson will polish performance quality and prepare audience expectations.

Resources

• the complete dance lesson slide deck
• Four-part dance structure template, one per group
• Dyslexia-friendly cue cards with one movement and symbol per card
• Numbered floor spots or masking tape
• Teacher checklist for contribution, sequence, coordination and communication
• Music player and suitable instrumental music
• Open, hazard-free performance space
• Optional scarves or other safe props

Assessment

• During group work, record brief notes on whether each student contributes, listens, manages self and participates safely.
• Check whether each group creates a recognisable beginning, middle and ending, coordinates movement and uses at least one formation, level or timing change.
• During stop-start sharing, listen to students’ responses and observe whether they apply immediate feedback. Record each group’s improvement goal for the next lesson.

Differentiation

• Support groups with the four-part template, numbered floor spots, modelling, visual countdowns and short verbal prompts: “What happens first?”, “How will you travel?” and “How will you finish?”
• Offer dyslexia-friendly cue cards with clear sans-serif text, strong contrast, one action per card and simple symbols. Allow students to demonstrate or point rather than explain ideas in writing.
• Provide extra rehearsal time, a smaller movement range, a steady count or a quieter space for students who need reduced sensory or coordination demands.
• Students may choose an optional leadership, rhythm-keeper or prop role before joining the movement. Pair students strategically and praise specific listening and cooperation.

Extension

• Challenge confident groups to include a short unison section, a canon section where movements ripple one after another, and a purposeful transition between sections.
• Ask groups to explain how their choices of space, level, timing or energy help the audience understand their idea.