🎵

Lesson 5 - Partner Choreography and Creative Expression

Creative Storytelling Through Pirate Adventure Dance

•

Year 1

•

Dance

•

45 min

Big Question

How can we work together to tell a pirate story through dance?

Learning Objectives

To work well in pairs showing good cooperation skills and give useful peer feedback
To use pictures as stimulus for creative and imaginative dance actions
To show use of level, direction and unison when creating and performing pairs section

Key Outcomes

Students will create the second 8-16 counts of their pairs phrase using picture stimulus
Students will demonstrate effective partner work and cooperation skills
Students will perform dance sequences showing variation in levels, directions and timing

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space

Alternative: Bluetooth speaker, tablet with speakers

Cards

4 large cards

Place one in each corner of the dance space

Alternative: Printed A4 images, projected pictures

Music Tracks

3 tracks minimum

Pre-loaded and tested: 'Yo Ho!', 'Shipwreck Shuffle', 'He's a Pirate'

Alternative: YouTube videos, Spotify playlist

Tablets

For filming final performance if available

Alternative: Phone camera, digital camera

Sun Markers

8-10 cones

Mark corners and define performance area

Alternative: Spots, rope circles

Key Vocabulary

Choreography

Creating and arranging dance movements in a sequence

Unison

When partners perform the same movements at exactly the same time

Levels

The height of dance movements - high, medium or low

Mirror

Copying exactly what your partner does, like looking in a mirror

Sequence

A series of dance movements performed one after another

Stimulus

Something that gives us ideas for creating dance movements

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, medium and low levels
Simple travelling movements like marching and skipping
Experience working individually on dance actions

Current Skills

Partner cooperation and mirroring skills
Creating choreography using visual stimulus
Linking movements together to create sequences

Next Steps

Developing longer, more complex dance sequences
Working in larger groups to create group choreography
Adding emotional expression and character to dance

Milestone Indicators

Can work cooperatively with a partner for extended periods

Shows clear use of levels and directions in choreography

Can provide constructive feedback to peers

Key Teaching Points

Partner cooperation is as important as individual dance skills
Pictures can inspire many different movement interpretations - encourage creativity
Levels, directions and unison are the key technical elements to observe and improve
Counting together helps partners develop timing and coordination
Positive, specific feedback helps students improve and builds confidence
Transitions between performance sections need practice to be smooth
Recording performances helps students see their own progress and plan improvements

Common Misconceptions

Students thinking there's only one 'right' way to interpret picture stimulus - emphasise creative freedom
Believing that moving in unison means moving at the same speed only - explain timing and coordination
Assuming feedback should only point out mistakes - teach positive, constructive feedback focusing on successes
Thinking choreography must be complex to be good - celebrate simple, well-executed movements
Partners must always do identical movements - explain unison can include complementary actions

SEN Adaptations

ADHD

Short activity bursts with movement breaks, clear physical boundaries, frequent positive reinforcement

dyspraxia

Simplified movement patterns, extra practice time, adult modelling and support for coordination

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed

visual impairment

Use clear verbal descriptions of pictures, tactile exploration of poses, partner guidance for spatial awareness

hearing impairment

Visual demonstrations of all instructions, use of gesture and signing, visual cues for music timing

physical disability

Adapted movements within individual capability, seated versions of actions, modified partner roles

Cross-Curricular Links

English

Listening skills during instruction, vocabulary development with dance terms, expressing ideas about picture stimulus

Art

Interpreting visual stimulus creatively, understanding how images can inspire movement, exploring themes and character

Mathematics

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

PSHE

Cooperation and partnership skills, giving and receiving feedback constructively, building confidence through performance

Teacher Guidance

Positioning

Move around space to observe all pairs, position centrally for demonstrations and instructions

Observation Focus

Watch for cooperative partner work, creative use of stimulus, demonstration of levels and directions

Intervention Points

Support pairs struggling with cooperation, guide creative process when students are stuck, manage any behavioural issues

Demonstration Notes

Use clear, exaggerated movements for visibility; demonstrate with confident students as partners; model positive feedback language

Verbal Cues

•'Remember your levels - high, medium, low!'
•'Move together like you're connected by invisible strings!'
•'What story is this picture telling you?'
•'Count together - 1, 2, 3, 4...'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for whole class movement and pair work

Surface Check

Clean, non-slip surface free from obstacles, adequate space between working pairs

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Picture cards securely displayed in corners
•Recording device safely positioned and operated

Risk Management

Key Risks

•Collisions between pairs during movement
•Slips or falls during dynamic movements
•Overexertion during extended dancing

Risk Mitigation

•Clear boundaries established for each pair's working space
•Adequate spacing maintained throughout activities
•Progressive build-up from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during practice
•Monitor corner activities for safe movement
•Watch for appropriate partner interactions

Emergency Procedures

Stop music immediately, clear assessment, appropriate first aid response for any injuries