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Lesson 4 - Partner Work and Creative Expression

Creative Storytelling Through Pirate Adventure Dance

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Year 1

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Dance

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45 min

Big Question

How can we work together with a partner to bring stories to life through movement?

Learning Objectives

To work cooperatively in pairs showing good collaboration skills and giving useful peer feedback
To use poetry as a stimulus for creative and imaginative dance actions
To demonstrate use of level, direction and unison when creating and performing pairs choreography

Key Outcomes

Students will communicate effectively with their partner to create shared dance movements
Students will use visual and verbal stimuli to inspire creative actions and shapes
Students will perform an 8-16 count pairs sequence incorporating levels and directions

Equipment & Resources Required

Music Player

Position for clear sound across the hall, test volume before lesson

Alternative: Tablet with speaker, laptop with external speaker

Music Tracks

3 tracks minimum

Pre-loaded and tested: 'Yo Ho! A Pirates Life for Me', 'Talk Like A Pirate', 'He's a Pirate'

Alternative: Any adventure-themed instrumental music

Cards

4 cards

Place one card in each corner: 'Sword Fighting', 'Treasure Hunting', 'Ship Sailing', 'Walking the Plank'

Alternative: Laminated pictures, projected images on walls

Lines

15 copies (enough for pairs)

Cut into strips, one line per pair. Examples: 'Sailing across the seven seas', 'Digging for buried treasure'

Alternative: Display on interactive whiteboard, verbal instruction

Cones

Mark clear performance areas and safe boundaries

Alternative: Chalk marks, tape on floor

Key Vocabulary

Partner

Someone you work with to create and perform movements together

Mirroring

Copying your partner's movements exactly like looking in a mirror

Unison

Doing the same movement at exactly the same time

Stimulus

Something that gives us ideas for creating movements, like words or pictures

Levels

How high or low our movements are - high (standing/reaching up), middle (standing normal), low (crouching/floor)

Choreography

A planned sequence of dance movements that we create and remember

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, middle and low levels
Simple travelling movements like walking, marching and jumping
Experience following teacher-led movements to music

Current Skills

Partner cooperation and communication skills
Creative interpretation of words and images through movement
Coordinating movements with a partner including mirroring and unison

Next Steps

Combining individual and partner sections into longer sequences
Adding more complex timing and rhythm to partner work
Creating group choreography with multiple pairs working together

Milestone Indicators

Students can work cooperatively with different partners

Movements clearly reflect the chosen stimulus word or line

Partner sequences show clear use of levels and directions

Key Teaching Points

Emphasise discussion before movement creation to develop thinking skills
Use the poetry stimulus consistently throughout to maintain focus
Build partner trust through mirroring before more complex cooperation
Celebrate creative interpretation rather than 'correct' movements
Connect all movements back to the inspiring words or phrases
Ensure equal participation from both partners in all activities
Use positive feedback to build performance confidence

Common Misconceptions

That there is only one 'right' way to interpret each poem line - correct by celebrating diverse interpretations
That mirroring means copying any movement - correct by emphasising leader's responsibility for appropriate movements
That louder/bigger movements are always better - correct by valuing controlled, clear movements
That boys and girls can't work well together - correct by strategic partnering and cooperation skill building
That creative dance is 'easy' compared to other PE activities - correct by highlighting the thinking and coordination skills required

SEN Adaptations

ADHD

Build in movement breaks, provide clear boundaries for working areas, use shorter activity segments

dyspraxia

Offer simpler movement patterns, allow extra practice time, provide physical support if needed for coordination

autism spectrum

Provide visual schedule of lesson activities, offer quiet space if overwhelmed, use clear, predictable routine

visual impairment

Use high contrast corner cards, provide verbal descriptions of all visual elements, pair with supportive partner

hearing impairment

Use visual signals for music start/stop, provide written poem lines with pictures, ensure clear sight lines to teacher

physical disability

Adapt movements to individual capabilities, provide seated versions of activities, use wheelchair-accessible performance space

Cross-Curricular Links

English

Poetry comprehension, vocabulary development, creative interpretation of text

Art

Visual interpretation and creative expression, understanding of stimulus and response

Music

Rhythm and timing, responding to musical accompaniment, performance skills

PSHE

Cooperation skills, listening to others, building confidence, celebrating diversity of ideas

Teacher Guidance

Positioning

Move around space during partner work to support all pairs equally

Observation Focus

Watch for partner cooperation, creative interpretation, and use of levels/directions

Intervention Points

Step in if partnerships aren't working or students are struggling with creative process

Demonstration Notes

Always demonstrate with a student volunteer to show realistic expectations

Verbal Cues

•'Think about your poem words!'
•'Can you use a different level?'
•'How can you help your partner?'
•'Make it big and clear!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for partner work, additional space for corner activities