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Lesson 5 - Creating Partner Shapes and Movements

Circus Magic: Creative Storytelling Through Dance

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Reception

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Dance

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45 min

Big Question

How can we work together to bring circus pictures to life through dance?

Learning Objectives

To work collaboratively in pairs showing good listening and communication skills
To use visual stimuli to create imaginative and creative dance movements
To develop coordination and timing when performing choreographed sequences

Key Outcomes

Students will successfully collaborate in pairs to create dance movements
Students will demonstrate creative interpretation of circus imagery through movement
Students will perform coordinated sequences with improved timing and spatial awareness

Equipment & Resources Required

Cards

15-20 different images

Pre-select varied circus images showing different poses, characters, and actions

Alternative: Circus book illustrations, projected images on screen

Music Player

1 system

Test volume levels and have backup device ready

Alternative: Laptop with external speakers, tablet with bluetooth speaker

Music Tracks

3-4 different tracks

Have tracks queued and ready, know start/stop points

Alternative: Any upbeat, rhythmic music suitable for movement

Markers Cones

8-10 cones

Mark clear performance spaces for pairs

Alternative: Chalk marks, masking tape, bean bags

Video Device

1 device

Ensure device is charged and has sufficient storage space

Alternative: Smartphone, tablet, video camera

Key Vocabulary

Choreograph

To create and arrange dance movements in a sequence

Partner work

Working together with someone else to create movements

Timing

Moving at the same speed and rhythm as your partner or the music

Levels

High, medium, and low positions our bodies can make

Transition

How we move from one part of our dance to the next

Performance

Showing our dance to others with confidence and expression

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, skipping, hopping)
Understanding of personal space and spatial awareness
Experience of following simple movement instructions
Basic understanding of working with others

Current Skills

Partner collaboration and communication
Creative interpretation of visual stimuli
Coordination and timing in choreographed sequences
Performance skills and audience awareness

Next Steps

Complex partner choreography with multiple sequences
Leading group choreography sessions
Creating original dance narratives
Advanced performance and presentation skills

Milestone Indicators

Can maintain eye contact and communicate effectively with partner

Shows creativity in interpreting pictures into movement

Demonstrates improved timing and coordination

Displays confidence when performing to an audience

Key Teaching Points

Partner collaboration requires active listening and respectful communication
Creative interpretation can transform static images into dynamic movement
Timing and coordination improve through practice and counting together
Performance confidence grows through supportive audience and positive feedback
Different levels add visual interest and complexity to dance sequences
Transitions between sections are crucial for polished performance quality
Building on previous learning creates progression and achievement

Common Misconceptions

That only 'good dancers' can be creative - emphasise everyone can interpret movement
That louder or bigger movements are always better - focus on clarity and control
That copying exactly is better than personal interpretation - encourage individual expression
That mistakes in performance are failures - frame as learning opportunities
That some children are 'natural performers' - all can develop confidence with support

SEN Adaptations

ADHD

Provide frequent movement breaks, use energetic music to channel energy positively, offer clear structure with regular check-ins

dyspraxia

Break movements into smaller steps, allow extra practice time, provide movement demonstrations from multiple angles

autism spectrum

Provide visual schedule of lesson structure, offer quiet space for breaks if needed, use consistent routines and clear expectations

visual impairment

Provide tactile picture cards with raised elements, use verbal descriptions of images, ensure clear auditory cues for timing and transitions

hearing impairment

Use visual demonstrations extensively, provide vibrating metronome for timing, ensure visual start/stop signals are clear

physical disability

Modify movements for seated performance, provide adapted picture cards showing achievable poses, ensure inclusive group formations

Cross-Curricular Links

English

Speaking and listening skills, vocabulary development, expressing ideas clearly to partners

Art

Visual interpretation, creative expression, understanding of composition and visual elements

Music

Rhythm and timing, responding to different musical styles, understanding tempo and beat

PSHE

Cooperation and collaboration, building confidence, respecting others' ideas, performance skills

Teacher Guidance

Positioning

Central position during demonstrations, circulating during partner work, clear sightlines to all children

Observation Focus

Partner collaboration quality, creative interpretation of pictures, timing and coordination, performance confidence

Intervention Points

Support struggling pairs with communication, assist with movement ideas, encourage nervous performers

Demonstration Notes

Use exaggerated movements for clarity, demonstrate with confident child volunteers, show positive partner interactions clearly

Verbal Cues

•'Listen to your partner's ideas!'
•'Count together: 1, 2, 3, 4!'
•'Show me your circus character!'
•'Make your movements big and clear!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 6m clear space, larger area preferred for group performances

Surface Check

Smooth, non-slip surface free from obstacles and suitable for dance movement

Equipment Safety

Safety Checks

•Check music equipment is positioned safely away from movement area
•Ensure camera/recording equipment is secure and not in movement path
•Picture cards laminated to prevent tearing and sharp edges

Risk Management

Key Risks

•Collisions during partner work and group movement
•Slips and falls during dynamic movements
•Overexertion during enthusiastic dancing

Risk Mitigation

•Clear boundaries established for movement areas
•Adequate spacing maintained between pairs and groups
•Progressive building from simple to complex movements
•Regular reminders about spatial awareness
•Appropriate warm-up and cool-down procedures

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all children during movement
•Circulate during partner work to monitor interactions
•Monitor energy levels and signs of fatigue
•Ensure inclusive participation from all children

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, contact school first aid trained staff if needed