Lesson 5 - Pair Choreography Development
Storytelling Through Movement: An Underwater Dance Journey
•Year 1
•Dance
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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
Place one card in each corner of the room at child eye level
Alternative: Laminated sea creature images or drawings
Positioned for clear sound throughout hall
Alternative: Tablet with portable speaker
Cued up with 'A Sailor Went to Sea', 'Octopuses Garden', 'Pirates of the Caribbean'
Alternative: CD with sea-themed songs
Visible to all students for displaying learning objectives
Alternative: Large paper sheets
Positioned to capture whole performance area
Alternative: Tablet or smartphone on tripod
Key Vocabulary
Creating and arranging dance movements in sequence
Moving together at exactly the same time
Moving at different heights - high, middle, low
The way we face or move - forward, backward, sideways
Smooth, flowing movements like water
Copying your partner's movements exactly
Dance movements performed one after another in order
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
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