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Lesson 5 - Pair Choreography Development

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 together to create flowing dance movements that tell the story of life under the sea?

Learning Objectives

To work effectively in pairs showing good cooperation skills and give useful peer feedback
To use pictures as a stimulus for creative and imaginative dance actions
To demonstrate 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 stimuli
Students will demonstrate effective partnership skills and constructive feedback
Students will perform dance sequences showing awareness of levels, directions and timing

Equipment & Resources Required

Cards

4 large cards

Place one card in each corner of the room at child eye level

Alternative: Laminated sea creature images or drawings

Music Player

Positioned for clear sound throughout hall

Alternative: Tablet with portable speaker

Under the Sea Music

Digital playlist

Cued up with 'A Sailor Went to Sea', 'Octopuses Garden', 'Pirates of the Caribbean'

Alternative: CD with sea-themed songs

Whiteboards

Visible to all students for displaying learning objectives

Alternative: Large paper sheets

Video Device

1 (optional)

Positioned to capture whole performance area

Alternative: Tablet or smartphone on tripod

Key Vocabulary

Choreography

Creating and arranging dance movements in sequence

Unison

Moving together at exactly the same time

Levels

Moving at different heights - high, middle, low

Direction

The way we face or move - forward, backward, sideways

Fluid

Smooth, flowing movements like water

Mirror

Copying your partner's movements exactly

Sequence

Dance movements performed one after another in order

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 understanding of dance movements and rhythms
Experience with individual travelling movements
Knowledge of whole class motif from previous lessons

Current Skills

Partner cooperation and communication
Using visual stimuli to inspire movement
Creating flowing sequences with levels and directions

Next Steps

Refining transitions between dance sections
Developing performance quality and expression
Creating complete dance narratives

Milestone Indicators

Students can work cooperatively with a partner throughout the lesson

Movements show clear use of levels and directions

Sequences demonstrate beginning, middle and end structure

Key Teaching Points

Partner cooperation is as important as movement quality
Pictures are tools to inspire creativity, not limit imagination
Counting helps dancers stay together and creates structure
Levels and directions make dance more interesting to watch
Feedback should be specific, kind and helpful for improvement

Common Misconceptions

That there is only one 'correct' way to interpret picture stimuli
That complex movements are better than simple, well-executed ones
That partners must always move in unison rather than exploring contrast
That mistakes during performance are failures rather than learning opportunities
That feedback must identify problems rather than celebrating successes

SEN Adaptations

ADHD

Use frequent position changes, provide clear structure with regular check-ins, allow movement breaks during discussion

dyspraxia

Break down movements into smaller steps, provide extra demonstration time, allow longer processing time for new choreography

autism spectrum

Provide clear visual schedule of lesson structure, allow preparation time before partner changes, offer quiet space if needed

visual impairment

Use verbal descriptions of picture cards, provide tactile exploration of different levels, use bright visual cues for corner positions

hearing impairment

Use visual demonstrations of music rhythm, provide clear visual signals for activity changes, use visual countdown for timing

physical disability

Adapt movements for wheelchair/seated positions, provide alternative ways to show levels (arm positions), modify partner activities as needed

Cross-Curricular Links

English

Vocabulary development with dance terminology, descriptive language for movement qualities, communication skills during partner work

Science

Understanding of body movement and levels, exploration of sea creature characteristics and habitats, spatial awareness concepts

Art

Visual interpretation of pictures into movement, understanding artistic expression through dance, creative problem-solving

Geography

Directional vocabulary and spatial awareness, understanding of ocean environments and sea life habitats

PSHE

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

Teacher Guidance

Positioning

Move continuously between pairs during development work, position at corner during transitions for safety oversight

Observation Focus

Watch for quality partner cooperation, creative use of levels and directions, smooth integration of old and new choreography

Intervention Points

Step in if pairs struggle with cooperation, provide movement suggestions if creativity stalls, support smooth transitions during performance

Demonstration Notes

Be prepared to demonstrate partner mirroring, smooth level transitions, and creative interpretation of sea creature movements

Verbal Cues

•'Show me your highest and lowest levels!'
•'Can you move in a different direction?'
•'Count together to stay in time!'
•'How can you make this movement flow like water?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for 30 students in pairs

Surface Check

Non-slip surface essential for dance movements, check for any wet or slippery areas

Equipment Safety

Safety Checks

•Corner cards securely attached at appropriate height
•Music equipment positioned safely away from movement area
•Any filming equipment secured and out of student movement zones

Risk Management

Key Risks

•Collisions during partner work and corner activities
•Slips during dynamic movements
•Overstretching during warm-up or cool-down

Risk Mitigation

•Clear spacing guidelines for pair work established
•Controlled movement to corners with safe stopping
•Progressive warm-up building to full activity level
•Appropriate cool-down stretching within safe ranges

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during creative work
•Monitor corner transitions for safe movement
•Watch for fatigue during extended creative periods

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid support, clear communication with students about emergency procedures