Dance — Choreography and Performance — Year 5 Lesson Plan
National Curriculum: PE KS2 — perform dances using a range of movement patterns; compare performances with previous ones; develop flexibility, strength, technique, control and balance
Overview
Pupils use the choreographic tools of motif development, canon, accumulation and dynamics to create a group dance. They explore how professional choreographers work — from a simple starting phrase to a developed, structured piece. The lesson develops creativity, collaboration and performance skills, and introduces pupils to dance as an art form with intention and meaning.
Learning Objectives
- Create a four-count motif and develop it using at least two choreographic devices (repetition, retrograde, dynamics change, canon).
- Work collaboratively in a group of four to structure a 32-count group dance.
- Perform the group dance with intention — maintaining eye contact, facial expression and timing.
- Evaluate a group performance using the terms motif, development, dynamics and relationship.
Key Vocabulary
Suggested Lesson Structure
Stand in a circle — teacher performs a four-count action; class copies. Teacher changes to four different actions; class copies. Pupils take turns to lead — class copies whatever the leader does for four counts. Discuss: what makes a good motif? (Interesting, clear, repeatable.) Recall prior learning: what are dynamics? (Fast, slow, heavy, light, sharp, smooth.)
Introduce motif development. Start with a simple motif: step-step-clap-freeze. Develop it: (1) change the dynamics — do it slowly and heavily; (2) repeat it three times; (3) retrograde — do it backwards; (4) canon — each person starts one count after the previous person. Show how a simple phrase becomes much richer through development. Introduce accumulation: demonstrate A, then A+B, then A+B+C. Talk about formation: dancers can stand in lines, clusters, circles, diagonals — how does this change the visual effect?
Groups of four: (1) create a four-count motif together; (2) develop it in two ways; (3) arrange it in canon. Teacher circulates, asking about their choreographic choices: 'Why did you decide to do it in canon?' Give groups time to refine — the first version is rarely the best.
Groups finalise a 32-count piece with: an opening formation, the motif, at least one development, a contrasting dynamics section, and a closing formation. Practise two run-throughs. Teacher gives notes like a director: 'Your canon is half a count off — count together.'
One group performs. Class: where did you see the motif? Where was it developed? What choreographic device did they use? What formation did they use? Cool down: stretches. Ask: what makes a dance feel finished? (A strong ending, intention, a sense of structure.)
Common Misconceptions
- Pupils think improvisation and choreography are the same — choreography involves deliberate choices about what to repeat, develop and structure.
- Believing a dance needs to 'tell a story' — abstract dance communicates through dynamics, shape and relationship, not narrative.
Prior Knowledge
Pupils should already be able to:
- Dynamics and simple phrases from Years 1 and 2 dance.
- Group work and performance experience from Years 3 and 4.
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