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Lesson 3 - Creating a Friendship Duet

Movement Storytelling

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Year 2

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Dance

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45 min

Big Question

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

Music Player

3-4 tracks

Position centrally for clear audio throughout hall

Alternative: Tablet with portable speaker

Penguin Small Storybook

Have ready for circle time discussion

Alternative: Story printed on large cards

Cones

8-10

Mark safe working boundaries around the hall

Alternative: Beanbags, spots

Key Vocabulary

Duet

A dance performed by two people together

Unison

Moving together at exactly the same time

Canon

One person moves, then the other copies the same movement

Levels

Different heights in dance - high, middle and low

Choreography

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

Partners can move together with coordinated timing

Clear distinction between unison and canon movements

Confident use of high, middle and low levels

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