Lesson 5 - Creative Pairs Dance from Pictures
Movement Expression
•Year 2
•Dance
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How can we use pictures to inspire creative dance movements and work effectively with a partner?
Learning Objectives
- To work well in pairs showing good cooperation skills and give useful peer feedback
- To use pictures as stimulus for creative and imaginative dance actions
- To show use of level, direction and unison when creating and performing pairs section
Key Outcomes
- Students will communicate effectively with a partner to create dance sequences
- Students will use visual stimuli to inspire creative movement
- Students will link movements together to create flowing dance phrases
Equipment & Resources Required
Position for clear sound throughout dance space
Alternative: Portable speaker, tablet with speaker
Place in corners or around room perimeter for easy viewing
Alternative: Large photos, projected images, hand-drawn pictures
Tumble Tots Action Rhymes, Lion King soundtrack, Jungle Book music
Alternative: Downloaded playlist, CD, streaming service
Position for whole-group recording during performance
Alternative: Phone camera, video camera
Clear action words or pictures for corner activities
Alternative: Cones, laminated signs, coloured paper
Key Vocabulary
Moving at exactly the same time as your partner
The height of your body - high, medium or low
The way you face or move - forwards, backwards, sideways
A section of dance with a clear beginning, middle and end
Copying exactly what your partner does as if you are their reflection
The way you move smoothly from one section of dance to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Understanding of high, medium, low levels
- Simple travelling movements
- Basic copying and following movements
Current Skills
- Partner cooperation and communication
- Creative interpretation of visual stimuli
- Linking movements into phrases
- Use of unison and contrast in pairs work
Next Steps
- Extended dance phrases with complex transitions
- Group choreography beyond pairs
- Narrative dance incorporating character and emotion
- Performance skills and presentation
Milestone Indicators
Key Teaching Points
- Emphasise the creative process over perfect technique at this age
- Support partner negotiation and compromise throughout
- Use picture stimulus consistently to inspire movement ideas
- Build confidence through positive reinforcement of efforts
- Connect movements to familiar experiences and imagery
- Maintain focus on cooperation and teamwork
- Celebrate individual creativity within pairs structure
Common Misconceptions
- Thinking there's only one 'right' way to interpret pictures - encourage multiple creative responses
- Believing dance is only for certain types of students - emphasise that everyone can express themselves through movement
- Assuming faster movements are better - teach control and intentional timing
- Thinking criticism helps improvement - model constructive, positive feedback approaches
- Believing performances must be perfect - emphasise effort and creativity over technical perfection
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries and expectations, immediate positive feedback for cooperation
dyspraxia
- Slower demonstration of movements, extra practice time, simplified sequence options, movement broken into smaller parts
autism spectrum
- Clear visual schedule of lesson sections, quiet practice space available, predictable routine with advance warning of changes
visual impairment
- Verbal descriptions of pictures, tactile exploration of movement concepts, buddy system for spatial awareness
hearing impairment
- Visual demonstration of all movements, hand signals for stop/start, written sequence cards
physical disability
- Adapted movements focusing on available body parts, seated versions of activities, role as movement director
Cross-Curricular Links
English
Interpreting visual texts, following and giving instructions, using descriptive vocabulary
Science
Understanding body systems, exploring forces in movement, investigating balance and stability
Art
Responding to visual stimuli, creating artistic interpretations, understanding composition and levels
Music
Keeping time, responding to tempo changes, understanding rhythm and beat
PSHE
Cooperation skills, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Move around space during pairs work, position centrally for whole-class instructions
Observation Focus
Partner cooperation, creative use of stimulus, progression in movement quality
Intervention Points
Support partner negotiations, provide movement suggestions when stuck, ensure inclusive participation
Demonstration Notes
Use clear, exaggerated movements for visibility, demonstrate with confident students when possible, show both correct and incorrect examples for clarity
Verbal Cues
- •'Work together to decide'
- •'Use your whole body'
- •'Make it smooth and flowing'
- •'Show me different levels'
- •'What does that picture make you think of?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for whole class movement
Surface Check
Clean, dry, non-slip surface suitable for barefoot or soft-soled movement
Equipment Safety
Safety Checks
- •Picture cards securely attached to walls
- •Audio equipment positioned safely away from movement area
- •Camera/tablet on stable surface or held securely
Risk Management
Key Risks
- •Collisions during corner runs
- •Trips over equipment or bags
- •Excitement leading to loss of control
Risk Mitigation
- •Clear pathways to corners established before activity
- •All personal belongings stored safely outside movement area
- •Regular reminders about controlled movement
- •Adequate spacing between pairs maintained
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during movement
- •Extra attention during corner runs and transitions
- •Monitor pairs work for appropriate physical contact
Emergency Procedures
Stop signal understood by all students, clear access to exit and first aid, adult support immediately available