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Lesson 4 - Poetry in Motion - Partner Dance Creation

Creative Animal Expression Through Movement and Partnership

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Year 1

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Dance

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45 min

Big Question

How can we use words from a poem to create beautiful dance movements with our partner?

Learning Objectives

To work cooperatively in pairs demonstrating effective communication and listening skills
To use poetry as a creative stimulus for imaginative dance movements and actions
To demonstrate understanding of dance elements including levels, directions and unison when creating pairs choreography

Key Outcomes

Students will create an 8-16 count dance phrase inspired by a line of poetry working collaboratively with a partner
Students will demonstrate effective partnership skills including sharing ideas, compromising and supporting each other
Students will perform their created dance phrase showing clear use of levels, directions and synchronised movement

Equipment & Resources Required

Music Player

Position centrally for clear sound throughout space

Alternative: Bluetooth speaker, iPad with dock

Animal Action Music Track

Cued ready for warm-up activity

Alternative: Any upbeat animal-themed music for warm-up

Hakuna Matata Music

Ready for corners warm-up activity

Alternative: Any moderate tempo music suitable for creative movement

King of the Swingers Music

Cued for final performance section

Alternative: Any jungle/animal themed music for performance

Cards

15 (1 per pair)

Place one in each corner: 'Jump', 'Stretch', 'Spin', 'Crawl'

Alternative: Laminated signs, whiteboard markers on boards

Key Vocabulary

Choreography

Creating and arranging dance movements in a planned sequence

Unison

When dancers perform the same movements at exactly the same time

Levels

The height of movements - high (standing/jumping), middle (crouching), low (floor work)

Mirror

Copying exactly what your partner does as if you are their reflection

Stimulus

Something that gives us ideas and inspiration for our dance

Phrase

A short sequence of movements that go together like a sentence in dance

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, middle and low levels in dance
Experience moving to different rhythms and tempos
Beginning awareness of personal and general space

Current Skills

Using poetry as creative stimulus for movement
Working cooperatively in pairs to create dance
Combining levels, directions and timing in choreography

Next Steps

Creating longer dance sequences (16-32 counts)
Adding more complex dance elements like dynamics and relationships
Performing confidently to larger audiences

Milestone Indicators

Students can create movements directly inspired by words

Partners can negotiate and compromise when creating together

Dance phrases show clear structure with beginning, middle and end

Key Teaching Points

Poetry can inspire beautiful and creative movement - help students make this connection
Partner cooperation is essential - model good listening and sharing throughout
Encourage creative interpretation rather than literal copying of words
Use dance elements (levels, directions, timing) to enhance movement quality
Build confidence through positive feedback and celebrating diverse interpretations
Practice sequences multiple times to build muscle memory and confidence
Connect learning to both dance technique and poetry appreciation

Common Misconceptions

Students may think movements must be exactly literal representations of words - encourage creative interpretation
Some may believe there's only one 'correct' way to interpret each poem line - celebrate diversity
Partners might think they must always move in perfect unison - allow for variety and contrast
Students may rush through creation without proper exploration - emphasise process over product
Some may think dance is only about big, energetic movements - show value of control and subtlety

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear visual and verbal cues

dyspraxia

Simplify movement sequences, allow extra practice time, provide additional demonstration and support

autism spectrum

Provide clear structure and routine, offer choice in partner selection, create quiet space if needed for breaks

visual impairment

Use tactile poem cards, provide clear verbal descriptions of movements, pair with sighted partner for support

hearing impairment

Use visual cues and demonstrations, provide written poem lines, use vibrant visual corner cards

physical disability

Adapt movements for seated or supported positions, focus on upper body or adapted movements, modify poem interpretation

Cross-Curricular Links

English

Poetry appreciation, vocabulary development, verbal communication skills, listening and responding to others

Maths

Counting sequences, pattern and rhythm, timing and coordination, spatial awareness

Art

Visual interpretation, creativity and imagination, using stimulus for creative expression

Music

Rhythm and beat, tempo and timing, responding to musical stimuli

PSHE

Cooperation and teamwork, communication skills, confidence building, peer feedback and evaluation

Teacher Guidance

Positioning

Circulate constantly during pair work, position centrally during whole-class instruction

Observation Focus

Partner cooperation, creative interpretation of poetry, use of dance elements

Intervention Points

Step in if partners struggling to cooperate, if movements becoming unsafe, if pairs stuck without ideas

Demonstration Notes

Always demonstrate with clear, exaggerated movements that students can easily see and copy. Use positive body language and enthusiasm to encourage participation.

Verbal Cues

•'Show me high and low levels!'
•'What does that word make you feel?'
•'Listen to your partner's idea!'
•'Count together: 1, 2, 3, 4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clear of obstacles and furniture

Surface Check

Ensure floor is clean, dry and non-slip for safe movement and partner work

Equipment Safety

Safety Checks

•Check music system volume is appropriate for space
•Ensure corner cards are securely attached and visible
•Verify poem strips are laminated to prevent tearing

Risk Management

Key Risks

•Collisions between pairs during freestyle movement
•Trips and falls during enthusiastic animal movements
•Partner contact during mirroring and choreography work

Risk Mitigation

•Establish clear boundaries for each pair's working space
•Emphasise controlled movement throughout all activities
•Teach safe partner work techniques before activity
•Continuous supervision during all movement activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during independent work
•Actively circulate during choreography development
•Monitor energy levels and excitement during performances

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, apply first aid if qualified, contact office if required