Lesson 5 - Partner Choreography
Choreography & Storytelling
•Year 2
•Dance
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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
Position for clear sound throughout hall
Alternative: Portable bluetooth speaker, tablet with speaker
Place one card in each corner of room at child height
Alternative: Laminated photos, digital images on tablet/smartboard
Cue up: 'Ugly Bug Ball', 'Circus Bugs', 'The Time of Your Life'
Alternative: Spotify playlist, CD player, downloaded music files
Position for clear view of performance area
Alternative: Tablet, smartphone, digital camera with video
Mark corners clearly for corner activity
Alternative: Bean bags, hoops, chalk marks
Key Vocabulary
A sequence of dance movements that have been planned and practised
When dancers perform the same movements at exactly the same time
The height of movements - high (jumping, arms up), medium (standing), low (crouching, floor work)
When one person copies another person's movements exactly like looking in a mirror
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
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