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Lesson 4 - Partner Dance Creation Using Toy Pictures

Bringing Toys to Life Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

How can we work together with a partner to create dance movements inspired by toy pictures?

Learning Objectives

To work cooperatively in pairs showing good listening skills
To use visual stimuli (toy pictures) to create imaginative dance actions
To contribute to a collaborative performance piece with partner choreography

Key Outcomes

Students will have created a 4-count dance sequence with a partner using toy pictures as inspiration
Students will have demonstrated good partnership skills through turn-taking and listening
Students will have contributed to building the first half of an 8-16 count section for the class performance

Equipment & Resources Required

Cards

1 set of 4 large cards for corners, 1 small card per pair (15 total)

Large cards placed in four corners, small cards distributed to pairs during main activity

Alternative: Real toys, printed images from books, tablet/screen images

Music Player

Positioned centrally for clear audio throughout space

Alternative: Phone with portable speaker, CD player

Marked Spaces

15 spaces

Spread around room with enough space for safe movement

Alternative: Spots, mats, or verbal boundaries

Key Vocabulary

Partner

Someone you work with to create movements together

Choreography

Making up dance movements and putting them in order

Sequence

Dance movements that follow one after another in order

Timing

Moving at the same speed as your partner or the music

Level

How high or low your body is - high like a giant, middle like standing, low like a mouse

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and simple movements
Following simple instructions in movement
Beginning to work alongside others in physical activities

Current Skills

Partner work and cooperation in dance
Using visual stimuli to inspire movement
Creating simple choreographic sequences
Turn-taking and listening skills in physical activity

Next Steps

Building longer dance sequences with partners
Combining individual and partner work into group performances
Using more complex stimuli for movement inspiration

Milestone Indicators

Maintains focus when working with a partner for 3-5 minutes

Can create recognisable movements inspired by visual images

Shows awareness of timing when moving with a partner

Key Teaching Points

Model the process of translating visual images into movement clearly and repeatedly
Emphasise cooperation and turn-taking in partner work rather than one child leading
Focus on creative interpretation - there are many 'right' ways to respond to pictures
Use enthusiastic, encouraging language to build confidence in shy children
Keep movements simple and achievable for nursery age while celebrating creativity
Connect all activities back to the toy theme to maintain engagement and coherence
Provide plenty of practice time before expecting performances or demonstrations

Common Misconceptions

That movements must be 'realistic' copies of toys rather than creative interpretations
That one partner should lead and the other should follow rather than both contributing
That sequences must be performed perfectly rather than focusing on cooperation and creativity
That all children should create identical movements from the same picture
That complex movements are better than simple, clear movements that connect to the stimulus

SEN Adaptations

ADHD

Frequent movement breaks, clear boundaries for work spaces, shorter activity segments, positive reinforcement

autism spectrum

Clear structure and routine, visual schedule of activities, quiet space available if needed, consistent partner pairing

visual impairment

Tactile toy objects instead of pictures, clear verbal descriptions of movements, physical guidance for partner work

hearing impairment

Visual cues for music timing, picture cards as primary stimulus, sign language support for instructions

physical disability

Adapted movements for limited mobility, seated versions of activities, modified partner arrangements

Cross-Curricular Links

Art

Visual interpretation, creative expression, understanding how images inspire ideas

PSHE

Partnership skills, cooperation, taking turns, sharing ideas, building confidence, emotional expression

Teacher Guidance

Positioning

Central location during demonstrations, circulating during pair work, corner visibility during performance

Observation Focus

Partner cooperation, creative interpretation of pictures, safety during movement, participation levels

Intervention Points

Support struggling partnerships, encourage reluctant participants, redirect over-excited behaviour, clarify task understanding

Demonstration Notes

Use clear, exaggerated movements for visibility, involve children in demonstrations, connect all movements back to picture inspiration

Verbal Cues

•'Work together like best friends!'
•'What do you see in your picture?'
•'Show me how that could move!'
•'Listen to your partner's idea too!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 children with partners

Surface Check

Non-slip surface, clear of obstacles, adequate ventilation

Equipment Safety

Safety Checks

•Picture cards laminated with no sharp edges
•Music equipment positioned safely away from movement area
•No small parts that could be choking hazards

Risk Management

Key Risks

•Collisions during partner movement
•Tripping over picture cards on floor
•Over-excitement leading to unsafe behaviour

Risk Mitigation

•Clear boundaries and spacing for each pair
•Pictures held by children or placed securely
•Regular reminders about safe movement
•Adult supervision of partner interactions

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during creation time
•Move between groups during independent work
•Monitor partner dynamics for positive interaction

Emergency Procedures

Stop music immediately, clear movement space, assess any injuries, provide appropriate care