Creating Style Fusion

Overview

In this final lesson of Exploring Dance Styles, students combine movement features from two contrasting dance styles to create and perform a cohesive group sequence. Working in groups of four, they refine transitions, use space and formations intentionally, and respond constructively to others’ work.

Learning intentions

• WALT combine movement features from two dance styles.
• WALT use space, relationships, time and energy to communicate an idea.
• WALT refine transitions and perform as a coordinated group.
• WALT give specific feedback using “notice” and “wonder”.

Success criteria

• I can clearly show features of two different dance styles.
• I can link movements smoothly using purposeful transitions.
• I can use formations, levels and space to make my dance interesting.
• I can perform confidently and give respectful, useful feedback.

Curriculum links

• Dance: developing practical knowledge of dance elements, movements, techniques and processes.
• Dance: developing ideas and communicating meaning through choreographed movement.
• Dance: responding to and interpreting dance using appropriate language.
• Key competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (45 minutes)

1. 0–5 minutes – Warm-up and movement preparation Open with the opening hook and warm-up slides. Lead a gentle whole-body warm-up, including travelling, joint mobility, changes of level and safe stopping. Remind students to work within their own space, maintain awareness of others and avoid copying movements that feel unsafe or uncomfortable.

2. 5–15 minutes – Review earlier learning Ask students to recall the two styles explored in Lesson 1 and identify one movement feature from each, such as rhythm, posture, energy, use of arms, groundedness or sharpness. Use the style review and dance-elements slides to display the prompts. In groups of four, students briefly show one movement from each style, then combine them into an eight-count phrase. Invite two or three groups to share.

3. 15–20 minutes – Set the composition challenge Explain that each group will create a 30–45 second style-fusion dance. Display the composition challenge and success-criteria slides and distribute the style-fusion planning worksheet. Groups choose a piece of suitable music, decide which features of both styles they will retain, and sketch an opening formation, one travelling section, one contrasting section and an ending shape.

4. 20–35 minutes – Compose, refine and rehearse Groups work in four separate areas. Encourage them to include changes of level, direction, pathway, formation and energy, while keeping the two styles recognisable. They should rehearse transitions rather than simply joining phrases together. Circulate and coach with questions: “Where can the audience see the first style?” “How will you change between styles?” and “Does everyone have a clear role?” Use the rehearsal prompts as a visible reminder.

5. 35–42 minutes – Perform and respond Bring the class together and set clear audience expectations. Each group performs while the others watch for one specific movement feature. After each performance, invite one “notice” and one “wonder”: “I noticed…” followed by “I wonder what would happen if…”. Keep feedback focused on dance choices, not personal judgement. Use the performance order and feedback prompts.

6. 42–45 minutes – Individual reflection and close Students complete the reflection section of the style-fusion planning worksheet. They identify one successful use of style, space or transition, and one next step. Invite a few students to share. Finish by revisiting the learning intentions and asking: “How did combining styles change the way your dance communicated?”

Resources

• Open floor space with clear safety boundaries.
• Device and speakers with pre-checked, age-appropriate music.
• One slide deck: the complete lesson slide deck.
• One copy per student of the style-fusion planning worksheet.
• Board or display surface for group names and performance order.
• Four clearly marked group working areas.
• Water available and a safe space for students who need a brief pause.
• Optional recording device, used only according to school policy and consent.

Assessment

• Observe groups during composition and rehearsal: ability to combine style features, use dance elements, collaborate and refine transitions.
• During performances, assess whether the sequence is cohesive, shows both styles, uses space intentionally and is performed with commitment.
• Review the planning worksheet reflection to identify students’ understanding of choreographic choices and next steps.

Differentiation

• Support: provide a choice of two contrasting movement qualities, count phrases aloud, model a simple transition and allow students to begin with a familiar phrase from Lesson 1.
• Support: assign flexible group roles such as music selector, movement organiser, space checker and encourager; students may contribute through movement, counting, demonstrating or giving feedback.
• EAL/SEN: display and model “notice” and “wonder” sentence stems, use visual demonstrations, reduce the required sequence length and offer a quieter rehearsal area or movement break.
• Extension: challenge students to make the style change occur gradually, use a deliberate canon or unison section, and justify how their spatial and energy choices communicate an idea.