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Lesson 5 - Partner Choreography and Performance Building

Storytelling Through Movement and Creative Expression

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Reception

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Dance

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45 min

Big Question

How can working with a partner help us create even more exciting dance movements than working alone?

Learning Objectives

To work collaboratively in pairs showing excellent listening and communication skills
To use visual stimuli creatively to develop imaginative dance actions and movements
To build and refine a structured dance performance with clear sections and transitions

Key Outcomes

Students will create a 4-count dance sequence in pairs using picture prompts
Students will perform a complete nursery rhyme dance with individual, pair, and group sections
Students will demonstrate improved timing, levels, and transitions in their performance

Equipment & Resources Required

Cards

15-20 different nursery rhyme images

Pre-select varied images showing different actions, characters, and scenes

Alternative: Printed images from books, tablet/device with pictures

Music Player

Have all tracks ready and tested for volume and clarity

Alternative: Tablet, computer, or phone with speaker

Music Tracks

Multiple specific tracks

Old MacDonald (Rob Cantor), Superman (Kids Players), Supercalifragilisticexpialidocious (Mini Disco Mix)

Alternative: Any upbeat nursery rhyme compilations

Video Device

1 (optional)

Positioned to capture full movement area for self-evaluation

Alternative: Camera, tablet, or phone

Key Vocabulary

Choreograph

To make up and arrange dance movements in a sequence

Partner work

Working together with another person to create something

Levels

High, middle, and low positions our body can make

Timing

Moving at the same speed as the music and other dancers

Transition

Moving smoothly from one movement or section to another

Performance

Showing our dance to an audience

Skill Progression Pathway

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

Prior Learning

Can move to music with basic rhythm awareness
Can create simple individual movements and shapes
Can work briefly with a partner with adult support

Current Skills

Creating collaborative movements with a partner
Using visual prompts to inspire creative movement
Performing structured dance sequences with multiple sections

Next Steps

Creating longer, more complex choreographed sequences
Leading and teaching movements to others
Evaluating and improving dance performances

Milestone Indicators

Sustained partnership work for 3-5 minutes without conflict

Clear connection between visual stimulus and movement created

Ability to remember and perform 8-16 count sequences

Key Teaching Points

Model collaborative partnership behaviours explicitly before expecting children to demonstrate them
Use think-aloud process when demonstrating how pictures inspire movement to make creative thinking visible
Maintain consistent 4-count structure throughout to build timing and organisational skills
Celebrate creative interpretation over technical perfection to encourage risk-taking and imagination
Provide specific, constructive feedback that connects to learning objectives and builds confidence
Use familiar nursery rhyme contexts to engage children and support comprehension
Balance individual expression with group coordination to develop both personal and collaborative skills

Common Misconceptions

Misconception: 'There's only one right way to interpret a picture' - Correction: Celebrate multiple creative interpretations and explain how different people see different movement possibilities
Misconception: 'If we disagree, one person has to give up their idea' - Correction: Teach how to combine ideas or take turns, showing compromise and collaboration strategies
Misconception: 'Perfect timing means everyone does exactly the same thing' - Correction: Explain how staying together in timing allows for individual expression within structure
Misconception: 'Making mistakes means we're not good dancers' - Correction: Emphasise learning process and improvement, showing how mistakes help us discover better ways
Misconception: 'Choreography is too hard for young children' - Correction: Show how everyone creates movement naturally, and choreography just means organising those movements

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries and expectations, immediate positive feedback, varied activity formats

dyspraxia

Extra demonstration time, simplified movement patterns, visual and verbal cues combined, additional practice opportunities

autism spectrum

Clear visual schedule of lesson structure, predictable routines, quiet space available if needed, advance picture preview

visual impairment

Detailed verbal descriptions of pictures, tactile exploration opportunities, buddy system for movement guidance

hearing impairment

Visual demonstrations of all movements, sign language for key vocabulary, vibrotactile feedback for timing

physical disability

Seated or supported movement options, adapted picture interpretation through available movement, assistive technology

Cross-Curricular Links

English

Vocabulary development through dance terminology, storytelling through movement, discussion and feedback skills

Music

Rhythm and timing, responding to musical structure, tempo awareness, performance skills

PSHE

Collaboration skills, turn-taking, conflict resolution, building confidence, celebrating others' achievements

Teacher Guidance

Positioning

Move constantly between pairs during creation time, stand where all can see during group work

Observation Focus

Partnership dynamics, creative connections between images and movement, timing and coordination

Intervention Points

Step in for partnership conflicts, support struggling creative processes, adjust complexity as needed

Demonstration Notes

Always demonstrate partnership behaviours yourself, show enthusiasm for creative ideas, model performance confidence

Verbal Cues

•'What do you see in your picture that could become a movement?'
•'How can you and your partner combine your ideas?'
•'Make your movements big and clear for the audience!'
•'Remember to count together: 1, 2, 3, 4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 children moving simultaneously

Surface Check

Dry, non-slip surface free from obstacles, adequate cushioning for floor work

Equipment Safety

Safety Checks

•Picture cards checked for torn edges or inappropriate content
•Music equipment positioned safely away from movement area
•Recording devices secured and positioned for safety

Risk Management

Key Risks

•Collisions during partner work and group transitions
•Trips or falls during enthusiastic movement
•Conflicts arising from partnership disagreements
•Over-exertion during performance sections

Risk Mitigation

•Clear boundaries established for each pair's working space
•Consistent signals for stopping and gathering attention
•Adult facilitation of partnership formation and conflict resolution
•Progressive building of performance intensity

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all working pairs simultaneously
•Active circulation during partner work to prevent conflicts
•Close monitoring during full group performance

Emergency Procedures

Stop, assess, provide appropriate first aid or comfort, adapt activity as needed for safety