🎵

Lesson 4 - Partner Dance Creation with Props

Great Fire Dance

•

Year 2

•

Dance

•

45 min

Big Question

How can we use objects from our world to inspire creative movement with a partner?

Learning Objectives

To work collaboratively in pairs showing good cooperation skills and give constructive peer feedback
To use props as stimulus for creative and imaginative dance actions
To demonstrate use of levels, directions and unison when creating and performing pairs choreography

Key Outcomes

Students will create the first 8-16 counts of a pairs dance phrase using props as inspiration
Students will communicate effectively with their partner throughout the creative process
Students will perform their choreography showing clear use of levels, directions and timing

Equipment & Resources Required

Scarves

1 per pair (15)

Pre-distribute around hall perimeter for easy collection

Alternative: Lightweight fabric pieces, streamers, or tissue paper

Tunnel Systems

Test volume levels before lesson, have playlist ready

Alternative: Bluetooth speaker, classroom audio system

Cards

4 cards

Words: STRETCH, JUMP, SPIN, FREEZE - position at hall corners

Alternative: Laminated A4 sheets with clear, bold text

Cones

Mark clear performance and observation areas

Alternative: Bean bags, hoops as position markers

Key Vocabulary

Choreography

A sequence of dance movements planned and arranged in a specific order

Unison

When two or more dancers perform the same movements at exactly the same time

Levels

The height at which movements are performed - high (standing/jumping), medium (sitting/kneeling), low (lying/crouching)

Stimulus

Something that inspires or gives us ideas for our dance movements

Cooperation

Working together well with others, sharing ideas and helping each other

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels (high, medium, low) in dance
Experience working individually on simple dance movements
Familiarity with following music and basic timing

Current Skills

Partner cooperation and communication in creative tasks
Using external stimuli (props) to inspire movement creation
Creating structured choreography with clear beginning and end

Next Steps

Extending choreography to full 32-count phrases
Adding props into performance rather than just using for inspiration
Working in larger groups while maintaining coordination

Milestone Indicators

Students can maintain focus and cooperation for 5+ minutes with partner

Clear distinction between different levels and directions in movement

Ability to start and stop movement together in unison

Key Teaching Points

Partner cooperation is as important as individual skill development
Props are inspiration tools, not toys - maintain focus on movement creation
Clear beginnings and endings make choreography look professional
Levels and directions add visual interest and complexity to dance
Counting helps maintain timing and coordination between partners
Quality of movement is more important than quantity of movements
Performance confidence grows through practice and supportive audiences

Common Misconceptions

Students thinking they must use props throughout their dance rather than just for inspiration
Believing that more movements automatically make better choreography
Assuming that mirroring means being exactly opposite rather than doing the same movement
Thinking that dance must be fast-paced rather than controlled and purposeful
Confusion between following a leader and truly collaborating as equal partners

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use props as focus tools for attention

dyspraxia

Simplify movement sequences, provide additional practice time, use props to guide movement direction and timing

autism spectrum

Provide clear structure and routine, offer visual schedule of lesson sections, create quiet space for breaks if needed

visual impairment

Use props with different textures for tactile exploration, provide verbal descriptions of demonstrations, use buddy system for spatial guidance

hearing impairment

Use visual cues and signals, demonstrate movements clearly, provide written instructions or picture cards

physical disability

Adapt movements for seated participation, use upper body focus, provide alternative props suitable for different mobility levels

Cross-Curricular Links

English

Descriptive language development, vocabulary expansion, verbal communication skills, listening and responding

Maths

Counting sequences, patterns and sequences, spatial awareness, symmetry and mirroring concepts

Art

Creative interpretation, visual observation skills, aesthetic appreciation, artistic expression through movement

Music

Rhythm and timing, musical interpretation, performance skills, listening and responding to music

PSHE

Cooperation and teamwork, communication skills, confidence building, appreciation of others' efforts

Teacher Guidance

Positioning

Move constantly around perimeter to observe all pairs, avoid standing in centre during partner work

Observation Focus

Watch for cooperation quality, creative development, safe movement execution, and inclusion of lesson elements

Intervention Points

Step in when partnerships struggling, safety concerns arise, or pairs need creative inspiration

Demonstration Notes

Demonstrate with student volunteers to model cooperation, use your own movement to show quality and connection to props

Verbal Cues

•'Work WITH your partner, not just near them'
•'What story is your prop telling through its movement?'
•'Make your levels really clear - high, medium, low'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 8m clear space, allowing 2m x 2m per pair for movement exploration

Surface Check

Dry, even surface free from hazards, suitable for dynamic movement and floor work

Equipment Safety

Safety Checks

•Check props for tears or loose threads that could cause injury
•Ensure props are appropriate size and weight for Year 2 students
•Props stored safely when not in use to prevent tripping hazards

Risk Management

Key Risks

•Collisions between pairs during movement
•Trips or falls during dynamic sequences
•Overexcitement leading to loss of control
•Props becoming tangled or causing falls

Risk Mitigation

•Clear boundaries established between pair working areas
•Adequate spacing maintained throughout lesson
•Progressive skill building from simple to complex movements
•Constant supervision during prop use and movement creation

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs during activities
•Monitor partner interactions for positive cooperation
•Watch for fatigue or frustration during extended creative work

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, clear space for emergency access if needed