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Lesson 4 - Creating Pair Dance Actions from Poetry

Storytelling Through Movement: An Underwater Dance Journey

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Year 1

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Dance

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45 min

Big Question

How can we work with a partner to turn words and pictures into exciting dance movements?

Learning Objectives

To work effectively in pairs showing good cooperation skills and giving useful peer feedback
To use poetry as stimulus for creative and imaginative dance actions
To demonstrate use of levels, directions and unison when creating and performing in pairs

Key Outcomes

Students will communicate effectively with a partner to create dance movements
Students will translate visual and written stimuli into creative dance actions
Students will perform 8-16 counts of paired choreography using variety in levels and directions

Equipment & Resources Required

Music Player

Position for clear sound throughout space

Alternative: Portable speaker, tablet with speaker

Under the Sea Music

1 playlist

Pre-loaded with 'A Sailor Went to Sea', 'Under the Sea', 'Pirates of the Caribbean'

Alternative: Individual tracks on phone/tablet

Cards

15.5 cards (one per pair)

Laminated cards showing sea creatures/actions in each corner

Alternative: Large sheets of paper with words/pictures

Whiteboards

For displaying poem and demonstrating word-to-movement process

Alternative: Large paper sheet

Key Vocabulary

Partner

Someone you work with to create dance movements together

Mirror

When you copy exactly what your partner does, like looking in a mirror

Levels

How high or low your body is - high (standing/jumping), middle (normal), low (crouching/floor)

Unison

When partners move at exactly the same time, together

Sequence

A series of movements that follow one after another in order

Stimulus

Something that gives us ideas for our dance movements, like a poem or picture

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, jumping, hopping)
Understanding of high, middle and low levels
Simple mirroring activities
Following teacher-led movement patterns

Current Skills

Partner cooperation and communication
Creative interpretation of poetry through movement
Choreographing simple paired sequences
Performing with attention to levels and directions

Next Steps

Developing longer dance sequences (16-32 counts)
Adding timing and rhythm variations
Creating group choreography
Performance skills and presentation

Milestone Indicators

Can work cooperatively with different partners

Shows creative thinking in movement choices

Demonstrates clear use of space and levels

Performs with confidence and expression

Key Teaching Points

Establish clear expectations for partnership work and cooperation from the start
Demonstrate the word-to-movement process explicitly before independent work
Use sea imagery consistently throughout to maintain thematic engagement
Encourage creative risk-taking while maintaining achievable challenge levels
Balance individual creativity with partnership cooperation requirements
Maintain focus on levels and directions as key dance elements throughout
Celebrate effort and creativity over perfection in performances

Common Misconceptions

Poetry must be interpreted literally - encourage abstract and creative interpretations
There is only one 'right' way to interpret each word - emphasise multiple valid creative choices
Partners must do identical movements - explain cooperation can include complementary actions
Sequences must be complex to be good - reinforce that simple, well-executed movements are excellent
Performance requires perfection - emphasise enjoyment and creative expression over accuracy

SEN Adaptations

ADHD

Frequent movement opportunities, clear time boundaries for each activity, regular position changes, use of fidget tools during seated reflection if helpful

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide visual/physical movement prompts, offer alternative simpler movement choices

autism spectrum

Provide visual schedule of lesson activities, offer quiet space if needed, clear routine structure, advance warning of performance expectations, option for smaller audience

visual impairment

Use tactile poem cards with raised text/braille, verbal descriptions of movements, partner support for spatial awareness, clear verbal cues for all activities

hearing impairment

Visual demonstrations of all movements, written poem cards, visual signals for start/stop, ensure clear sightlines to teacher, use vibrating speaker for music awareness

physical disability

Adapt movements for seated or supported positions, focus on upper body or achievable movements, ensure wheelchair accessibility, modify directional elements as needed

Cross-Curricular Links

English

Poetry appreciation, vocabulary development, verbal communication with partners, listening skills during poem discussion

Art

Creative interpretation, visual imagery to movement translation, artistic expression through dance, composition and structure

Music

Rhythm and timing in sequences, responding to musical stimuli, tempo awareness during performance

PSHE

Partnership skills, cooperation and compromise, confidence building, expressing creativity, celebrating differences

Teacher Guidance

Positioning

Move around the space during pair work, position centrally during demonstrations and reflections

Observation Focus

Partnership cooperation, creative interpretation of poetry, use of levels and directions, safety awareness

Intervention Points

Step in if pairs struggling with cooperation, provide additional stimulus ideas if creative block occurs, support performance confidence

Demonstration Notes

Always demonstrate with a student partner to show cooperation, make all movements visible to whole class, use clear, slow demonstrations for mirroring activities

Verbal Cues

•'What does that word make you think of?'
•'Can you try that movement at a different level?'
•'How can you move together with your partner?'
•'Show me the story your poem is telling!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m, suitable for 30 students in pairs

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music volume appropriate for space size
•Corner cards securely attached
•No trailing wires from music equipment
•All poem cards laminated and corners rounded

Risk Management

Key Risks

•Collisions between pairs during movement
•Slips during directional changes
•Excitement leading to unsafe movement
•Disputes between partners affecting safety focus

Risk Mitigation

•Clear space allocation for each pair
•Controlled warm-up preparing body for activity
•Established signals for stop/start
•Clear boundaries and movement rules
•Teacher positioning for maximum supervision