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Lesson 4 - Partner Work with Picture Stimulus

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 bring pictures to life through movement?

Learning Objectives

To work collaboratively in pairs showing good listening and cooperation skills
To use picture stimulus to create imaginative and creative dance actions
To develop timing and coordination in partner work

Key Outcomes

Students will successfully work in pairs to create a 4-count dance action based on picture stimulus
Students will demonstrate improved listening skills and ability to share ideas
Students will perform their partner work with increasing timing and coordination

Equipment & Resources Required

Cards

8-10 cards (2-3 per pair)

Laminated A4 size pictures showing clear seasonal elements

Alternative: Printed images, tablet/screen displays

Music Player

1 set

Ensure clear sound quality for entire space

Alternative: Portable speaker, tablet with speakers

Markers Cones

Mark four corners of the activity space clearly

Alternative: Hoops, spots, or masking tape marks

Sun Markers

1 set

Visible to all students for displaying learning objectives

Alternative: Flip chart paper, large display screen

Key Vocabulary

Partner

Someone you work with and share ideas with

Stimulus

Something that gives us ideas for movement, like a picture

Choreography

Making up dance movements and putting them together

Timing

Moving at the same time as your partner or the music

4-count

A sequence that lasts for four beats: 1, 2, 3, 4

Skill Progression Pathway

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

Prior Learning

Basic travelling movements like walking, running, hopping
Simple body shapes and balances
Following teacher-led dance movements
Understanding of start and stop signals

Current Skills

Working cooperatively with a partner
Creating movements inspired by visual stimulus
Developing timing and coordination with others
Building performance confidence

Next Steps

Combining individual and partner work into group sequences
Adding more complex timing patterns
Developing storytelling through dance
Creating longer choreographed pieces

Milestone Indicators

Students can work with any partner successfully

Movements clearly reflect the picture stimulus

Pairs can maintain timing for 4-count sequences

Students can give and receive constructive feedback

Key Teaching Points

Model the creative thinking process explicitly when analysing pictures for movement inspiration
Emphasise that creativity has no 'wrong' answers as long as connections can be explained
Focus on partner cooperation and equal participation rather than perfect technique
Use counting aloud consistently to develop timing and coordination skills
Celebrate diverse interpretations and encourage students to see multiple possibilities in each picture
Build performance confidence through positive feedback and specific appreciation
Connect individual creativity to group collaboration and shared sequences

Common Misconceptions

That there's only one 'correct' way to interpret a picture through movement - encourage multiple creative interpretations
That movements must be complex to be good - emphasise that simple, clear movements can be very effective
That one partner should do all the leading - teach shared leadership and collaborative decision-making
That timing means being perfectly synchronised immediately - develop timing gradually through practice and patience

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear visual boundaries for movement, use high engagement and variety

dyspraxia

Allow extra practice time for movement sequences, provide physical support if needed, focus on simple, achievable movements

autism spectrum

Provide advance warning of partner changes, offer choice of pictures to work with, create quiet space if needed for processing

visual impairment

Use high contrast pictures with clear, simple elements, provide tactile props related to seasons, offer verbal descriptions of pictures

hearing impairment

Use visual cues for starting and stopping, ensure clear sight lines for demonstrations, use vibrating signals for music stops

physical disability

Adapt movements for seated or supported positions, focus on upper body movements if needed, provide alternative ways to show timing

Cross-Curricular Links

English

Vocabulary development through describing movements and picture elements, speaking and listening skills in partner work

Maths

Counting in 4s for timing, understanding sequence and pattern in movement, spatial awareness and positioning

Science

Understanding how bodies move and balance, exploring forces and movement in nature through seasons

Art

Visual interpretation and analysis of images, understanding how art can inspire other creative forms

PSHE

Cooperation and collaboration skills, building confidence in creative expression, respecting others' ideas

Teacher Guidance

Positioning

Move between pairs during creative work, position centrally for demonstrations with clear sight lines to all students

Observation Focus

Watch for quality of partner interaction, creative connection to stimulus, developing timing and coordination

Intervention Points

Step in if partnerships are not working effectively, provide movement suggestions if pairs are stuck, support timing development

Demonstration Notes

Always demonstrate with clear counting, show partner cooperation explicitly, emphasise creative thinking process over perfect technique

Verbal Cues

•'What do you see in your picture that could move?'
•'How can you both move together?'
•'Let's count it: 1-2-3-4!'
•'Show me your starting shape!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear floor space, suitable for 30 Reception students to move safely

Surface Check

Non-slip, clean surface free from obstacles, appropriate for barefoot or soft-soled shoes

Equipment Safety

Safety Checks

•Picture cards securely laminated with no sharp edges
•Music equipment positioned safely away from movement area
•Corner markers stable and visible, not creating trip hazards

Risk Management

Key Risks

•Collisions during travelling and partner work
•Slips during direction changes and stops
•Over-excitement leading to unsafe movement choices
•Picture cards becoming torn or creating hazards

Risk Mitigation

•Clear movement boundaries established and reinforced
•Stop signal practiced and consistently used
•Partner spaces adequately spaced throughout room
•Movement choices approved by teacher before practice

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during creative work
•Monitor energy levels and intervention points
•Check movement choices are age-appropriate and safe

Emergency Procedures

Clear pathways to exits maintained, first aid kit accessible, emergency stop protocol established