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Lesson 5 - Partner Work and Creative Movement

Creative Circus Storytelling Through Movement and Dance

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Nursery

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Dance

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30 min

Big Question

How can we work together to tell a circus story through dance?

Learning Objectives

To work collaboratively in pairs showing good listening skills
To use visual stimuli to create imaginative circus movements
To develop the second half of our circus performance piece

Key Outcomes

Children will demonstrate effective partner collaboration
Children will create original movements inspired by circus imagery
Children will perform an 8-16 count sequence with beginning and end

Equipment & Resources Required

Cards

1 per pair (15 cards)

Different images from previous week - acrobats, clowns, animals, performers

Alternative: Printed photos, tablet images, picture books

Tunnel Systems

Pre-loaded with 'Circus Clown' and 'Entry of the Gladiators' tracks

Alternative: Bluetooth speaker, tablet with speaker

Open Space

Minimum 4m x 4m

Clear of obstacles, safe surface for movement

Alternative: Large classroom with furniture moved aside

Yoga Mats

1 per child for stretching

For cool-down stretches if hard floor surface

Alternative: Carpet squares, designated floor spaces

Key Vocabulary

Partner

Someone you work with as a team

Choreograph

Making up dance movements

Sequence

Movements that follow each other in order

Levels

How high or low our bodies are

Timing

Moving at the same speed as the music or your partner

Motif

A special movement pattern that we repeat

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, marching)
Freezing in response to music stopping
Understanding of 'circus' theme
Previous individual travelling sequence

Current Skills

Partner collaboration and communication
Creating movements from visual inspiration
Combining sequences into longer performances
Working in time with a partner

Next Steps

Creating longer sequences with multiple partners
Adding narrative structure to performances
Self-evaluation of movement quality
Leading others in creative tasks

Milestone Indicators

Sustained partner work for 3-5 minutes

Clear connection between picture and movement

Smooth transitions between sequence sections

Confident performance to audience

Key Teaching Points

Model excellent partnership behaviours consistently throughout lesson
Make clear connections between visual stimuli and movement possibilities
Break down complex sequences into manageable 4-count sections
Emphasise process and collaboration over perfect final performance
Provide specific, positive feedback focusing on effort and teamwork
Use circus theme consistently to maintain engagement and context
Allow adequate time for young children to process and respond to instructions

Common Misconceptions

Children may think they must copy pictures exactly rather than use them for inspiration - encourage creative interpretation
Partners may compete rather than collaborate - explicitly teach cooperative rather than competitive behaviours
Some children may think movements must be complex to be good - celebrate simple, well-executed sequences
Children might expect immediate synchronization - explain that working together takes practice and patience
May believe only 'circus-like' movements are acceptable - encourage all creative interpretations of visual stimuli

SEN Adaptations

ADHD

Short activity bursts with movement breaks, clear visual boundaries for working spaces, provide fidget tools during waiting times

autism spectrum

Provide picture schedule of lesson structure, quiet space available if overwhelmed, consistent partner pairing, clear routine expectations

visual impairment

Describe pictures in detail, use tactile circus props, provide clear verbal instructions for partner positioning

hearing impairment

Visual cues for music changes, demonstrate all movements clearly, use simple hand signals for direction

physical disability

Adapt movements to sitting or supported positions, focus on upper body sequences, ensure appropriate partner matching

Cross-Curricular Links

Teacher Guidance

Positioning

Move constantly during pair work to support all partnerships, central position during demonstrations

Observation Focus

Partner collaboration quality, creative connections to visual stimuli, timing and coordination development

Intervention Points

Step in if pairs cannot agree on ideas, provide suggestions if creative block occurs, support during performance nerves

Demonstration Notes

Always demonstrate with another adult or confident child to model partnership, use exaggerated movements visible to all, break down complex ideas into simple steps

Verbal Cues

•'Look at your partner's eyes when they speak'
•'What does this picture make you think of?'
•'Count together: 1, 2, 3, 4!'
•'Show me your circus energy!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 4m x 4m clear space for group movement, additional space for pair work

Surface Check

Non-slip surface essential for dance movements and static poses

Equipment Safety

Safety Checks

•Picture cards with rounded corners and laminated edges
•Music at appropriate volume for space and age group
•Secure music system placed out of movement area

Risk Management

Key Risks

•Collisions during partner work
•Overexcitement leading to inappropriate contact
•Slips during movement sequences
•Disagreements between partners

Risk Mitigation

•Clear boundaries established for each pair's working space
•Partner work expectations explicitly taught and reinforced
•Progressive building from simple to complex movements
•Adult intervention strategies for partner conflicts

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during creation time
•Circulate actively during partner work
•Monitor energy levels and excitement

Emergency Procedures

Stop music immediately, clear verbal instruction 'Freeze like statues', assess any issues, appropriate first aid if needed