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Lesson 5 - Picture-Inspired Partner Dance

Expressive 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 imagination to create expressive dance movements with a partner?

Learning Objectives

To work effectively in pairs showing cooperation and giving constructive peer feedback
To use visual stimuli as inspiration for creative and imaginative dance actions
To demonstrate understanding of level, direction and unison in pairs choreography

Key Outcomes

Students will create the second 8-16 counts of their pairs dance phrase using picture stimulus
Students will perform coordinated movements showing levels, directions and timing
Students will provide meaningful feedback to other pairs about their performances

Equipment & Resources Required

Music Player

Position centrally for clear sound throughout space

Alternative: Tablet with portable speaker, CD player

Cards

4 large cards

One card in each corner of the room at child height

Alternative: Laminated A3 pictures, projected images

Pictures

Multiple sets

Various pictures showing sea creatures, underwater scenes

Alternative: Printed images, digital display, story books

Cones

8-12

Mark corners and dance spaces clearly

Alternative: Spot markers, masking tape

Digital Cameras

Positioned to capture whole class performance area

Alternative: Smartphone, video camera

Key Vocabulary

Choreography

The art of creating and arranging dance movements and sequences

Unison

When dancers perform the same movements at exactly the same time

Levels

The height at which movements are performed - high, medium, low

Mirroring

When one partner copies the movements of another as if looking in a mirror

Canon

When the same movement is performed by different dancers at different times

Stimulus

Something that inspires or gives ideas for creating dance movements

Skill Progression Pathway

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

Prior Learning

Basic understanding of beat and rhythm
Experience with simple creative movement
Ability to follow teacher demonstrations
Understanding of personal and general space

Current Skills

Creating choreography with a partner
Using visual stimuli for movement inspiration
Performing with levels, directions and timing
Giving and receiving constructive feedback

Next Steps

Developing longer dance sequences
Creating group choreography
Understanding dance structure and form
Exploring different dance styles

Milestone Indicators

Consistently creates movements that reflect the picture stimulus

Maintains synchronisation with partner for 8+ counts

Uses at least 3 different levels and 4 directions

Gives specific, helpful feedback using dance vocabulary

Key Teaching Points

Emphasise cooperation and shared decision-making in partnership work
Use visual stimuli to spark genuine creativity and personal interpretation
Focus on process over product - celebrate creative thinking and effort
Develop dance vocabulary through practical application and feedback
Build performance confidence through supportive peer audience experiences
Connect movement to imagery and storytelling for deeper engagement
Maintain clear structure while allowing creative freedom within boundaries

Common Misconceptions

Partners must move identically - correct by showing unison, canon, and contrasting movement options
Dance movements must be complex to be good - emphasise that simple, clear movements performed well are more effective
Pictures must be copied literally - encourage abstract interpretation and creative connection
Feedback should focus on what's wrong - teach positive, specific feedback focusing on what works well
Performance anxiety means lack of ability - normalise nerves and focus on effort and participation over perfection

SEN Adaptations

ADHD

Shorter activity segments, regular movement breaks built into lesson, clear boundaries and expectations, immediate positive feedback

dyspraxia

Simpler movement sequences, extra time for coordination, step-by-step breakdown of complex movements, patient partner support

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable partner pairings

visual impairment

Use tactile picture descriptions, verbal imagery for movement inspiration, partner guidance for spatial orientation, clear verbal cues for all movements

hearing impairment

Visual demonstrations of all movements, visual cues for music timing, written instructions available, partner support for rhythm

physical disability

Adapted movements using available range of motion, seated versions of movements where appropriate, focus on upper body creativity if needed

Cross-Curricular Links

English

Vocabulary development through dance terminology, creative expression inspired by visual texts, speaking and listening through peer feedback

Science

Understanding body systems during exercise, coordination and balance, spatial awareness and direction

Art

Interpreting visual stimuli, understanding how images can inspire creative expression, developing aesthetic awareness

Geography

Directional language and spatial concepts, understanding levels and positioning in space

Music

Moving to beat and rhythm, understanding musical structure and phrasing, counting beats for choreographic timing

PSHE

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

Teacher Guidance

Positioning

Move around perimeter to observe all pairs, position centrally for demonstrations and instructions

Observation Focus

Watch for effective partnership cooperation, creative interpretation of stimuli, use of taught dance elements

Intervention Points

Step in if pairs are struggling to collaborate, if movements become unsafe, or if students need creative inspiration

Demonstration Notes

Always demonstrate with a student or teaching assistant to show partnership work, use exaggerated movements for clarity, emphasise the creative process not just end result

Verbal Cues

•'Think about your levels - high, medium, low!'
•'Show me how that sea creature would move!'
•'Work together - share your ideas!'
•'Count your beats - 1, 2, 3, 4...'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally school hall or large classroom with furniture moved

Surface Check

Clean, dry, non-slip surface free from obstacles, splinters, or dangerous objects

Equipment Safety

Safety Checks

•Picture cards securely attached to walls at appropriate height
•Music system positioned safely out of movement area
•Camera/recording equipment secured and not creating trip hazards

Risk Management

Key Risks

•Collisions between pairs during movement
•Slips on smooth surfaces during dynamic movement
•Overcrowding during corner activities
•Overexertion during energetic sequences

Risk Mitigation

•Clear boundaries established for each pair's working space
•Controlled movement to corners with 'safe travelling' rules
•Regular water breaks if needed
•Progressive warm-up to prepare muscles
•Teacher positioning for maximum supervision visibility

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs simultaneously
•Monitor energy levels and provide rest if needed
•Watch for any unsafe movements or overambitious lifts
•Ensure inclusive participation while respecting individual limits

Emergency Procedures

Stop activity immediately if injury occurs, assess needs, apply first aid knowledge, contact office if serious injury, comfort other students and resume when safe