Lesson 3 - Creating a Friendship Duet
Movement Storytelling
•Year 2
•Dance
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How can we use our bodies to tell the story of friendship between two different characters?
Learning Objectives
- Create a duet that shows the relationship between the penguin and the snowman
- Explore unison, levels and canon within choreography
- Discuss how others could develop their performances
Key Outcomes
- Students will have created a 3-action dance sequence with a partner
- Students will have demonstrated unison, canon and level changes in movement
- Students will have provided constructive feedback to improve performances
Equipment & Resources Required
Position centrally for clear audio throughout hall
Alternative: Tablet with portable speaker
Have ready for circle time discussion
Alternative: Story printed on large cards
Mark safe working boundaries around the hall
Alternative: Beanbags, spots
Key Vocabulary
A dance performed by two people together
Moving together at exactly the same time
One person moves, then the other copies the same movement
Different heights in dance - high, middle and low
The art of creating and arranging dance movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can move safely in a shared space
- Students understand basic story elements from previous lessons
- Students can work cooperatively with a partner
Current Skills
- Creating movements that represent character relationships
- Understanding and applying unison and canon
- Using different levels in dance
Next Steps
- Combining duets into group choreography
- Adding emotional expression to movements
- Performing to an audience with confidence
Milestone Indicators
Key Teaching Points
- Partnership cooperation is essential for successful duet creation
- Unison requires precise timing and communication between partners
- Canon creates interesting visual effects through delayed movement
- Different levels add depth and variety to choreography
- Movement should always connect back to the story being told
- Constructive feedback helps everyone improve their performance
- Safe partner work requires gentle contact and clear communication
Common Misconceptions
- Thinking unison means any movement together (clarify: exactly the same movement at exactly the same time)
- Believing canon is just copying (clarify: includes specific timing delay)
- Assuming levels only mean high and low (clarify: include middle level)
- Thinking louder or faster always means better (clarify: control and expression are key)
- Believing dance is only about steps (clarify: includes gestures, balances, and expression)
SEN Adaptations
ADHD
- Break activities into shorter segments, use regular movement breaks, provide clear boundaries and expectations
dyspraxia
- Simplify movement sequences, provide additional practice time, use verbal cues alongside demonstrations
autism spectrum
- Provide clear structure and routine, use visual timetables, create quiet space if overwhelmed, allow preparation time
visual impairment
- Use clear verbal descriptions of movements, provide tactile guidance for partner positions, use contrasting music for different sections
hearing impairment
- Ensure clear visual demonstrations, use visual signals for timing, provide written instructions cards
physical disability
- Adapt movements for seated or supported positions, modify partner work as appropriate, focus on expressive elements
Cross-Curricular Links
English
Story comprehension, vocabulary development (duet, unison, canon), descriptive language for feedback
Maths
Counting beats and timing, understanding sequences, spatial awareness concepts
Music
Responding to rhythm and tempo, understanding musical structure in dance
PSHE
Cooperation and partnership skills, giving constructive feedback, celebrating others' achievements
Teacher Guidance
Positioning
Move around the outside of the space during partner work to observe all pairs, position centrally during demonstrations
Observation Focus
Watch for safe partner interaction, application of choreographic devices, quality of cooperation and communication
Intervention Points
Step in if unsafe contact occurs, support struggling partnerships, encourage creative development
Demonstration Notes
Use student volunteers for demonstrations when possible, model all techniques clearly before practice, show both good examples and common mistakes to avoid
Verbal Cues
- •'Together now for unison!'
- •'Wait for your partner in canon'
- •'Show me different levels'
- •'Remember the friendship story'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, suitable for 30 students working in pairs
Surface Check
Non-slip surface, check for any obstacles or hazards
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •All markers/cones checked for sharp edges
- •Story book handled carefully
Risk Management
Key Risks
- •Partner contact during balances and supporting
- •Collisions between pairs during movement
- •Overexertion during extended movement sequences
Risk Mitigation
- •Clear boundaries established between working pairs
- •Partner work rules established (gentle contact only)
- •Regular checks on student comfort and energy levels
- •Safe lifting/supporting techniques demonstrated
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all partnerships
- •Move between pairs during practice phases
- •Monitor for appropriate physical contact
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid or support, contact office if needed