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Lesson 5 - Partner Choreography

Choreography & Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we use pictures and stories to create amazing dance movements with our partners?

Learning Objectives

To work cooperatively with a partner showing good teamwork skills
To use visual stimuli to create imaginative dance movements and sequences
To demonstrate understanding of levels, directions and timing in paired choreography

Key Outcomes

Students will create 8-16 counts of paired dance choreography inspired by visual stimuli
Students will perform coordinated movements with a partner using different levels and directions
Students will provide constructive feedback to peers about dance performances

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Portable bluetooth speaker, tablet with speaker

Cards

4 different images

Place one card in each corner of room at child height

Alternative: Laminated photos, digital images on tablet/smartboard

Music Tracks

3 tracks minimum

Cue up: 'Ugly Bug Ball', 'Circus Bugs', 'The Time of Your Life'

Alternative: Spotify playlist, CD player, downloaded music files

Video Device

1 (optional)

Position for clear view of performance area

Alternative: Tablet, smartphone, digital camera with video

Cones

Mark corners clearly for corner activity

Alternative: Bean bags, hoops, chalk marks

Key Vocabulary

Choreography

A sequence of dance movements that have been planned and practised

Unison

When dancers perform the same movements at exactly the same time

Levels

The height of movements - high (jumping, arms up), medium (standing), low (crouching, floor work)

Mirror Imaging

When one person copies another person's movements exactly like looking in a mirror

Sequence

A series of movements performed one after another in a specific order

Skill Progression Pathway

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

Prior Learning

Basic understanding of high, medium and low levels
Experience moving to music individually
Simple copying and mirroring skills

Current Skills

Partner cooperation and coordination
Creative interpretation of visual stimuli
Sequencing movements into longer phrases

Next Steps

Complex partner lifts and balances
Group choreography with multiple dancers
Performance skills and stage presence

Milestone Indicators

Maintains synchronisation with partner for 8+ counts

Shows clear differentiation between high, medium and low levels

Creates original movements inspired by visual stimuli

Key Teaching Points

Partner cooperation is essential - both students must contribute equally to choreography creation
Visual stimuli should genuinely inspire movement choices, not just be decorative background
Clear differentiation between high, medium and low levels must be demonstrated
Counting and timing are crucial for successful partner synchronisation
Feedback must be specific and constructive, focusing on technical elements
Transitions between lesson sections should maintain energy and engagement
Performance confidence builds through repeated practice and positive reinforcement

Common Misconceptions

That dance choreography is just 'making up movements' - emphasise structure, counting and technique
That faster movements are always better - teach the value of controlled, deliberate movement
That partners must do identical movements - explain unison vs complementary movement
That creativity means anything goes - establish boundaries for safe, appropriate movement
That performance is about perfection - focus on effort, creativity and cooperation over flawless execution

SEN Adaptations

ADHD

Break choreography into shorter segments, provide fidget tools during instruction time, use high-energy music and movement to channel energy positively

dyspraxia

Simplify movement sequences, provide extra practice time, use verbal counting to support timing, break down complex movements into smaller parts

autism spectrum

Provide clear structure and routine, use visual schedule for lesson sections, allow processing time between instructions, offer alternative to partner work if needed

visual impairment

Use high-contrast picture cards, provide verbal descriptions of images, assign sighted partner for guidance, use tactile cues for movement direction

hearing impairment

Use visual cues and hand signals, provide picture sequence cards showing movements, ensure student can see teacher demonstrations clearly

physical disability

Adapt movements for seated or supported positions, focus on upper body choreography if needed, modify levels to accessible range

Cross-Curricular Links

English

Vocabulary development through dance terminology, creative interpretation of visual texts, oral communication in feedback sessions

Maths

Counting beats and sequences, understanding patterns and repetition, spatial awareness and positioning

Art

Visual interpretation and creative response, understanding how images inspire artistic expression

Music

Rhythm and timing, responding to different musical styles and tempos, understanding beats and phrases

PSHE

Cooperation and teamwork, giving and receiving feedback positively, building confidence through performance

Teacher Guidance

Positioning

Central position during instruction, move between pairs during creation time, clear sightlines to all students

Observation Focus

Partner cooperation, creative use of stimuli, technical execution of levels and directions

Intervention Points

Step in if partners are struggling to collaborate, provide inspiration if creativity is blocked, correct unsafe movements immediately

Demonstration Notes

Always demonstrate with a student to show partner work, exaggerate movements for visibility, break down complex sequences into smaller parts

Verbal Cues

•'Remember to watch your partner!'
•'Show me three different levels!'
•'Make it bigger and clearer!'
•'Count together: 1, 2, 3, 4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large, clear hall space minimum 15m x 10m with safe flooring

Surface Check

Non-slip floor, free from water, dust or obstacles

Equipment Safety

Safety Checks

•Music system volume at appropriate level
•Picture cards securely attached to walls
•Recording equipment positioned safely away from movement area

Risk Management

Key Risks

•Partner collisions during choreography
•Falls during level changes
•Over-exertion during energetic sequences

Risk Mitigation

•Clear boundaries established for each pair
•Emphasis on controlled movements
•Progressive warm-up and proper cool-down
•Supervision of partner work to prevent unsafe contact

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs simultaneously
•Move between groups during creation time
•Monitor energy levels and fatigue

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for emergency access