Lesson 4 - Partner Choreography with Props
Fire of London: Historical Storytelling Through Creative Movement
•Year 1
•Dance
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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
Test volume and track cues before lesson
Alternative: Tablet with external speaker
Distribute around room perimeter for easy collection
Alternative: Lightweight fabric strips, streamers, or tissue paper
Secure in corners at child height - words like 'Fire', 'Smoke', 'Flames', 'Heat'
Alternative: Laminated A4 pictures or large flashcards
Kasabian 'Fire', Ellie Goulding 'Burn', calm instrumental for stretching
Alternative: Spotify playlist or CD
Key Vocabulary
The art of creating and arranging dance movements
Dancing together at exactly the same time
The height at which you dance - high, medium or low
Copying your partner's movements exactly like looking in a mirror
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
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