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Lesson 5 - Partner Choreography and Performance Development

Seasonal Stories Through Creative Movement and Expression

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Reception

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Dance

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45 min

Big Question

How can we work together to turn pictures into beautiful movements and create our seasonal dance performance?

Learning Objectives

To work effectively in pairs showing good listening and cooperation skills
To use visual stimuli (pictures) to create imaginative and expressive dance movements
To develop flexibility, extension, balance and good posture through guided stretches

Key Outcomes

Students will collaborate successfully with a partner to create a 4-count movement sequence
Students will demonstrate creativity by translating visual images into dance actions
Students will contribute to building a complete 8-16 count group performance piece

Equipment & Resources Required

Cards

15 different images (1 per pair)

Arrange face-down on table, different from previous week's selection

Alternative: Printed photographs, tablet images, or hand-drawn pictures

Music Player

1 system

Test volume levels and have playlists ready: 'Seasons Box Song', 'How's The Weather'

Alternative: Laptop with speakers, tablet with bluetooth speaker

Markers

30 (15 pairs)

Arrange in scattered formation around room, 2 spots per working pair

Alternative: Chalk marks, masking tape, carpet squares

Sun Markers

1 set

Position where all students can see learning objectives clearly

Alternative: Flip chart paper, tablet for displaying objectives

Key Vocabulary

Choreograph

To create and arrange dance movements in a sequence

Partner

Someone you work with as a team to create movements together

Count

The beat or rhythm we use to keep our movements in time together

Levels

How high or low our body is - high (standing), medium (kneeling), low (on floor)

Performance

When we show our dance to an audience with confidence and expression

Transition

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

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, medium and low levels in dance
Experience working individually on seasonal movements
Knowledge of first half of 8-count group section from previous lesson

Current Skills

Partner cooperation and communication skills
Visual interpretation and creative translation into movement
Choreographic skills - creating and sequencing movements

Next Steps

Performance confidence and stage presence
Self and peer evaluation skills
Extended choreographic sequences with more complex patterns

Milestone Indicators

Students work cooperatively without teacher intervention

Creative movements clearly reflect chosen visual stimulus

Timing and coordination improve within partnership work

Key Teaching Points

Partner work requires explicit teaching of cooperation skills - model turn-taking and listening
Creative interpretation should be celebrated over literal copying - encourage imaginative responses to pictures
Timing and counting must be consistent throughout - use strong rhythmic cues and repetition
Level changes add visual interest but require safety awareness - teach controlled transitions
Performance confidence grows through supportive audience behaviour - establish clear expectations
Building group choreography requires clear structure and progressive teaching
Reflection helps consolidate learning - always connect back to objectives and creative process

Common Misconceptions

Partnership means copying exactly - actually requires negotiation and creative compromise
Pictures must be copied literally - encourage abstract interpretation and creative translation
Faster movements are better - emphasise control, timing and expression over speed
Perfect synchronisation is required - celebrate effort and improvement in coordination
Performance means showing off - focus on sharing creative work and supporting others
Dance is only for certain students - demonstrate that creativity and expression are for everyone

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, movement breaks between static activities, clear physical boundaries for working spaces

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined, peer support for timing and coordination

autism spectrum

Predictable routine and structure, clear visual schedule of lesson sections, quiet space available if needed, pre-selected compatible partners

visual impairment

Use high contrast picture cards, verbal descriptions of pictures, tactile exploration of shapes and patterns, buddy support for spatial awareness

hearing impairment

Visual demonstration of all instructions, picture cards as visual cues, vibration cues for timing, sign language support if available

physical disability

Adapted movements using available body parts, seated or supported versions of movements, focus on upper body or facial expression

Cross-Curricular Links

English

Descriptive language for movement qualities, communication and discussion with partners, vocabulary development

Maths

Counting beats and sequences, understanding patterns in movement, spatial awareness and positioning

Science

Understanding how bodies move, exploring cause and effect in movement creation, observing and describing patterns

PSHE

Cooperation and teamwork, taking turns and sharing ideas, building confidence and self-expression

Teacher Guidance

Positioning

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

Observation Focus

Partnership cooperation, creative interpretation of pictures, timing and coordination development, safety awareness

Intervention Points

Step in if partnerships struggling, redirect off-task behaviour, provide additional support for movement creation

Demonstration Notes

Always demonstrate with teaching assistant or confident student to show partnership working, use exaggerated movements for clarity, model positive cooperation and encouragement

Verbal Cues

•'Work together like a team'
•'What shapes do you see in your picture?'
•'Count it together: 1, 2, 3, 4'
•'Show me different levels in your movement'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large open space minimum 8m x 8m, clear of obstacles and with non-slip flooring

Surface Check

Clean, dry surface free from water or debris, appropriate footwear or bare feet only

Equipment Safety

Safety Checks

•Picture cards laminated with rounded corners
•Music equipment positioned safely away from movement area
•Space markers secured and visible

Risk Management

Key Risks

•Collisions during partner work
•Slips during level changes
•Overexertion during physical activity
•Emotional upset from partnership challenges

Risk Mitigation

•Clear boundaries established for pair working spaces
•Controlled, progressive introduction of movements
•Careful partner selection to avoid conflicts
•Regular monitoring of physical effort levels

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs simultaneously
•Monitor partnership dynamics for any difficulties
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for access if needed