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Lesson 4 - Partner Choreography with Props

Fire of London: Historical Storytelling Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we work together to create dance movements inspired by what we see and feel?

Learning Objectives

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

Key Outcomes

Students will create 8-16 counts of paired choreography using props
Students will demonstrate effective communication and cooperation with partners
Students will perform with awareness of levels, directions and timing

Equipment & Resources Required

Music Player

1 set

Test volume and track cues before lesson

Alternative: Tablet with external speaker

Scarves

1 per pair (15 pairs)

Distribute around room perimeter for easy collection

Alternative: Lightweight fabric strips, streamers, or tissue paper

Cards

4 cards

Secure in corners at child height - words like 'Fire', 'Smoke', 'Flames', 'Heat'

Alternative: Laminated A4 pictures or large flashcards

Music Tracks

3 tracks prepared

Kasabian 'Fire', Ellie Goulding 'Burn', calm instrumental for stretching

Alternative: Spotify playlist or CD

Key Vocabulary

Choreography

The art of creating and arranging dance movements

Unison

Dancing together at exactly the same time

Levels

The height at which you dance - high, medium or low

Mirror

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

Stimulus

Something that gives us ideas for movement

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Understanding of high, medium and low levels
Experience moving to music

Current Skills

Partner cooperation and communication
Creative interpretation of visual stimuli
Choreographic composition in pairs

Next Steps

Extended choreographic sequences
Group choreography and formations
Performance confidence and expression

Milestone Indicators

Sustained focus during partner work

Creative use of props in movement

Clear communication of ideas

Key Teaching Points

Props are inspiration for movement, not toys to play with
Both partners must contribute ideas and practice movements together
Quality of movement and cooperation is more important than complexity
Use specific vocabulary to describe movement (levels, directions, unison)
Celebrate all creative attempts and build confidence through positive feedback
Connect all activities to Fire of London historical context
Performance is about sharing creativity, not perfection

Common Misconceptions

Thinking props should be held throughout entire dance - correct by showing how props inspire movement that continues without the prop
Believing one partner should lead and other should follow - correct by emphasising collaborative creation
Assuming choreography must be complex to be good - correct by praising simple, well-executed sequences
Thinking performance means everyone should look the same - correct by celebrating creative diversity

SEN Adaptations

ADHD

Use shorter activity segments, provide clear boundaries and expectations, allow movement breaks between tasks

dyspraxia

Break down movements into smaller steps, provide extra practice time, focus on achievable movements with support

autism spectrum

Provide clear structure and routine, allow processing time for creative tasks, offer quiet space if overwhelmed by partner work

visual impairment

Use textured props for tactile exploration, provide detailed verbal descriptions of movements, arrange confident partner support

hearing impairment

Use visual demonstrations and cues, provide written instruction cards, ensure good visual positioning for all demonstrations

physical disability

Adapt movements to individual abilities, use seated versions where appropriate, focus on upper body or achievable movements

Cross-Curricular Links

English

Descriptive vocabulary development, verbal communication skills, following and giving instructions

Maths

Counting beats and sequences, understanding of patterns and sequences, spatial awareness

Art

Creative interpretation of visual stimuli, understanding of movement as artistic expression

History

Connection to Fire of London historical context, understanding past events through creative interpretation

PSHE

Cooperation and teamwork, communication skills, giving and receiving feedback, building confidence

Teacher Guidance

Positioning

Move around space during partner work to support all pairs, position centrally for demonstrations and discussions

Observation Focus

Watch for effective partner communication, creative use of props as movement inspiration, application of levels and directions

Intervention Points

Step in if pairs struggling with cooperation, provide movement suggestions if creativity blocked, ensure safe prop use

Demonstration Notes

Always demonstrate with another adult or confident student for partner work, exaggerate movements for visibility, use props clearly in demonstrations

Verbal Cues

•'Show me your levels - high, medium, low!'
•'How does your prop move? Let your body copy that!'
•'Both partners contribute ideas!'
•'Make it smooth and controlled!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally school hall or large classroom with furniture moved

Surface Check

Non-slip floor surface, check for wet areas or obstacles

Equipment Safety

Safety Checks

•Check scarves/ribbons have no tears or loose threads
•Ensure props are lightweight and safe for movement
•Corner cards securely attached to prevent falling

Risk Management

Key Risks

•Slips and falls during movement
•Collisions between pairs during creative work
•Entanglement in scarves or ribbons
•Overexertion during choreographic creation

Risk Mitigation

•Clear boundaries and adequate spacing between pairs
•Regular safety reminders about controlled movement
•Demonstration of safe prop handling
•Teacher positioning for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during creative work
•Monitor prop use for safety
•Watch for appropriate partnership dynamics

Emergency Procedures

Stop activity immediately for any safety concern, clear space for first aid if needed, contact office for serious injuries