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Lesson 5 - Creative Partner Choreography with Toys

Creative Expression Through Toy-Inspired Movement

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Reception

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Dance

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45 min

Big Question

How can we use toys to inspire creative movement and work together to tell stories through dance?

Learning Objectives

To work effectively in pairs showing good listening and cooperation
To use visual stimuli (toy pictures/props) to create imaginative movement sequences
To develop the second half of our group dance performance using toy-inspired movements

Key Outcomes

Students will create a 4-count movement sequence inspired by a toy prop
Students will demonstrate good partnership skills through listening and sharing ideas
Students will perform the complete toy-themed dance sequence with improved timing and levels

Equipment & Resources Required

List of Toys

1 per pair (15 toys)

Select different types: dolls, cars, blocks, animals, balls etc. Place in central basket

Alternative: Pictures of toys, cardboard toy cutouts

Music Player

1 set

Test volume levels, have tracks queued ready

Alternative: Tablet with portable speaker, piano for rhythm

Markers

30 (2 per pair)

Mark starting positions around the room edge

Alternative: Hoops, carpet squares, chalk marks

Key Vocabulary

Choreography

Creating and arranging dance movements in a sequence

Timing

Moving together at the same speed as the music and your partner

Levels

How high or low your body is - high level (standing), medium level (kneeling), low level (lying down)

Partner work

Working together with someone else, listening and sharing ideas

Sequence

A series of movements that follow each other in order

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills (walking, running, jumping)
Simple copying of movements
Understanding of fast and slow movement
Experience working individually in dance

Current Skills

Partner cooperation and communication
Creative interpretation of visual stimuli
Choreographic thinking and sequencing
Performance skills with timing and levels

Next Steps

Group choreography with larger groups
More complex sequences (8+ counts)
Story-telling through dance
Leading others in dance creation

Milestone Indicators

Shows clear toy characteristics in movement

Maintains good partnership throughout lesson

Demonstrates improved timing in group sections

Offers constructive feedback to others

Key Teaching Points

Emphasise that good partners listen to each other and share ideas equally
Encourage students to really look at their toy and think about how it moves before creating movements
Focus on timing and counting together - this is crucial for group coordination
Celebrate creativity and individual interpretation rather than 'right' or 'wrong' movements
Build confidence through positive feedback and acknowledging everyone's contributions
Connect movements to toy characteristics - help students see the link between observation and creation
Maintain energy and enthusiasm throughout to keep students engaged and motivated

Common Misconceptions

Thinking there's only one 'correct' way to move like each toy - encourage diverse interpretations
Believing that louder or bigger movements are always better - emphasise control and expression
Assuming partners must do identical movements - explain they can complement each other
Thinking performance means being perfect - focus on confidence and enjoyment
Believing that dance is only for certain students - reinforce that everyone can create and express through movement

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear boundaries and expectations

dyspraxia

Simplify movement sequences, provide extra practice time, offer larger, easier-to-handle toy props

autism spectrum

Provide clear structure and routine, offer visual schedule of lesson sections, create quiet space available if needed

visual impairment

Use toys with distinctive textures and sounds, provide detailed verbal descriptions of movements, employ buddy system for guidance

hearing impairment

Use visual demonstrations prominently, employ hand signals for timing, provide written movement cues

physical disability

Adapt movements for seated or supported positions, modify toy selections for accessibility, provide alternative ways to show toy characteristics

Cross-Curricular Links

English

Vocabulary development through toy names and movement words, speaking and listening during partner discussions

Art

Visual interpretation and creative expression through movement, understanding of shape and form

Music

Rhythm and timing, responding to musical cues, understanding of tempo changes

PSHE

Partnership skills, cooperation, taking turns, giving and receiving feedback positively

Teacher Guidance

Positioning

Move around the room during partner work to support all pairs, position at front for demonstrations and group teaching

Observation Focus

Watch for quality of partner cooperation, creative interpretation of toys, timing and coordination in group work

Intervention Points

Step in if partners are struggling to collaborate, provide support for complex movements, mediate any disagreements

Demonstration Notes

Always demonstrate movements facing the same direction as students, exaggerate movements for clarity, use toy props to enhance understanding

Verbal Cues

•'Show me your toy's character!'
•'Listen to your partner's idea!'
•'Count together: 1-2-3-4!'
•'Make it bigger and clearer!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 Reception students moving safely

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check toy props have no sharp edges or small parts
•Ensure music volume is appropriate for instruction
•Verify adequate space for spinning movements

Risk Management

Key Risks

•Collisions during partner work and group movement
•Dizziness from spinning movements
•Tripping over toy props or other students
•Overexcitement leading to loss of control

Risk Mitigation

•Clear boundaries established for movement areas
•Adequate spacing between pairs during exploration
•Progressive introduction of spinning with control emphasis
•Regular reminders about safe movement practices

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during partner work
•Monitor spinning activities for control and safety
•Watch for appropriate sharing and use of toy props

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, inform senior staff if required