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Lesson 5 - Creative Pairs Dance from Pictures

Movement Expression

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Year 2

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear sound throughout dance space

Alternative: Portable speaker, tablet with speaker

Cards

4-6

Place in corners or around room perimeter for easy viewing

Alternative: Large photos, projected images, hand-drawn pictures

Music Tracks

3-4 tracks

Tumble Tots Action Rhymes, Lion King soundtrack, Jungle Book music

Alternative: Downloaded playlist, CD, streaming service

Tablets

Position for whole-group recording during performance

Alternative: Phone camera, video camera

Cones

Clear action words or pictures for corner activities

Alternative: Cones, laminated signs, coloured paper

Key Vocabulary

Unison

Moving at exactly the same time as your partner

Levels

The height of your body - high, medium or low

Directions

The way you face or move - forwards, backwards, sideways

Phrase

A section of dance with a clear beginning, middle and end

Mirror

Copying exactly what your partner does as if you are their reflection

Transition

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

Maintains synchronisation with partner for 8+ counts

Shows clear response to visual stimulus in movement quality

Demonstrates smooth transitions between movements

Provides constructive feedback to peers

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