🎵

Lesson 4 - Partner Work and Picture-Based Movement Creation

Circus Magic: Creative Storytelling Through Dance

•

Reception

•

Dance

•

45 min

Big Question

How can we work together with a partner to create circus-inspired dance movements from pictures?

Learning Objectives

To work well in pairs showing good listening and cooperation
To use circus pictures as inspiration for creative and imaginative dance actions
To develop flexibility, balance and posture through teacher-led stretches

Key Outcomes

Students will work collaboratively with a partner to create 4-count dance sequences
Students will interpret visual stimuli and translate images into movement
Students will perform as part of a group and provide constructive feedback

Equipment & Resources Required

Cards

1 set (minimum 8 different pictures)

Place 4 pictures in corners for warm-up, keep extras for main activity

Alternative: Printed circus images, tablet/screen showing circus pictures

Music Player

Ensure volume is appropriate for space and all tracks are ready

Alternative: Computer, tablet, or phone with speakers

Cones

Mark the four corners of the space clearly

Alternative: Bean bags, carpet squares, or chalk marks

Key Vocabulary

Partner

Someone you work with to create movements together

Unison

Moving at exactly the same time as someone else

Choreography

Creating and arranging dance movements in a planned way

Levels

The height of our movements - high, middle or low

4-count

A sequence of movements that takes four beats of music

Skill Progression Pathway

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

Prior Learning

Basic movement patterns (hopping, skipping, jumping)
Following simple dance instructions
Working alongside others in dance activities

Current Skills

Partner cooperation and collaboration
Creative interpretation of visual stimuli
Unison movement with timing awareness

Next Steps

Creating longer dance sequences (8-16 counts)
Leading and following in partner work
Combining individual and partner sections

Milestone Indicators

Can maintain partnership throughout activity

Shows clear connection between picture and movement

Demonstrates improved timing and coordination

Key Teaching Points

Model the creative process clearly when demonstrating picture-to-movement connections
Emphasise that there are no wrong ways to interpret the pictures - celebrate all creative ideas
Support positive partner dynamics by teaching listening and turn-taking explicitly
Use the 4-count structure consistently to help children understand timing
Connect all activities back to the circus theme to maintain engagement and coherence
Balance individual creativity with group cooperation throughout the lesson
Build confidence through positive feedback and inclusive performance opportunities

Common Misconceptions

Children may think there's only one 'correct' way to interpret each picture - emphasise multiple possibilities
Some may believe louder or bigger movements are always better - teach about control and appropriateness
Children might think partner work means copying - explain collaboration and shared ideas
May assume dance needs to be 'perfect' - focus on effort, creativity and enjoyment over perfection
Could think pictures must be copied exactly - encourage abstract interpretation and personal style

SEN Adaptations

ADHD

Clear boundaries, frequent positive reinforcement, movement breaks within activities

dyspraxia

Break down movements into smaller steps, extra practice time, simplified sequences

autism spectrum

Provide picture schedule, consistent partner throughout, quiet space available if needed

visual impairment

Describe pictures verbally in detail, use tactile props, buddy system for movement

hearing impairment

Visual cues for music timing, demonstrate all instructions, use vibrations for beat

physical disability

Modify movements for wheelchair users, adapt partner positions, focus on upper body

Cross-Curricular Links

English

Vocabulary development, listening skills, expressing ideas clearly

PSHE

Partnership skills, taking turns, building confidence, celebrating creativity

Teacher Guidance

Positioning

Move around room to support all pairs, position for maximum visibility

Observation Focus

Partner cooperation, creative interpretation, timing and coordination

Intervention Points

Support struggling partnerships, encourage shy children, manage dominant personalities

Demonstration Notes

Use clear, exaggerated movements for visibility, think aloud to show creative process

Verbal Cues

•'Look at your partner when they're sharing ideas'
•'Remember to count your movements - 1, 2, 3, 4'
•'What part of the picture gave you that idea?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for group movement

Surface Check

Non-slip surface, clear of obstacles and tripping hazards

Equipment Safety

Safety Checks

•Picture cards have no sharp edges
•Music volume appropriate for space
•Markers/cones securely placed

Risk Management

Key Risks

•Collisions during partner movement
•Tripping when moving to corners
•Overstretching during flexibility work

Risk Mitigation

•Clear movement pathways established
•Controlled transitions between activities
•Age-appropriate stretching only

Supervision & Emergency Procedures

Supervision Points

•Monitor partner interactions closely
•Position for visibility of all pairs
•Watch for inclusive participation

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate support or first aid