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Lesson 4 - Partner Choreography

Pirate Dance Adventures

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Year 2

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Dance

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45 min

Big Question

How can we use poetry and imagination to create beautiful dance movements with a partner?

Learning Objectives

To work effectively in pairs showing excellent cooperation and communication skills
To use poetry as inspiration for creative and imaginative dance movements
To demonstrate understanding of levels, directions and unison in dance performance

Key Outcomes

Students will create an 8-16 count dance phrase inspired by poetry
Students will perform coordinated movements with a partner
Students will give and receive constructive feedback about dance performances

Equipment & Resources Required

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Bluetooth speaker, tablet with speakers

Cards

4 sets

Place one card in each corner of the room at child eye level

Alternative: Laminated A4 sheets, whiteboard markers

Poem Copies

15 (1 per pair)

Pre-cut into individual lines for pair distribution

Alternative: Display on whiteboard, verbal instruction

Thematic Music Playlist

3 tracks minimum

Queue tracks: Yo Ho!, Talk Like A Pirate, He's a Pirate

Alternative: Any rhythmic music suitable for movement

Key Vocabulary

Choreography

The art of creating and arranging dance movements and sequences

Unison

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

Levels

The height at which movements are performed - high, middle or low

Mirror

Copying exactly what your partner does, like looking in a mirror

Stimulus

Something that inspires or gives ideas for creating dance movements

Skill Progression Pathway

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

Prior Learning

Basic body awareness and movement control
Understanding of high, middle and low levels
Experience working individually in creative movement

Current Skills

Partner communication and cooperation
Creative interpretation of poetry through movement
Coordinated movement with a partner

Next Steps

Extended choreographic sequences
Group choreography and performance
Advanced timing and rhythm work

Milestone Indicators

Students maintain focus during partner discussions

Clear coordination between partners during movement

Creative interpretation shows understanding of stimulus material

Key Teaching Points

Poetry can inspire creative movement when we think about what words make us picture or feel
Effective partner work requires communication, compromise and respect for each other's ideas
Dance movements become more interesting when we use different levels (high, middle, low) and directions
Unison means moving at exactly the same time as your partner, which takes practice and focus
Creative interpretation means there are many right answers - everyone's movement ideas are valuable
Performance skills include confidence, clear movements and sharing your creativity with pride
Cooperation in dance means listening, sharing ideas and working together to create something special

Common Misconceptions

Misconception: Only one movement interpretation is correct for each word. Correction: Multiple creative interpretations are valid and encouraged
Misconception: Partners must do identical movements. Correction: Partners can do complementary movements that work together
Misconception: Dance movements must be complex to be good. Correction: Simple, clear movements performed well are often most effective
Misconception: Mistakes in performance are failures. Correction: Live performance includes adaptation and recovery as valuable skills
Misconception: Only confident dancers can succeed in this lesson. Correction: Cooperation and creativity are more important than technical skill

SEN Adaptations

ADHD

Use shorter activity segments, provide fidget breaks, clear boundaries for movement, regular refocusing activities

dyspraxia

Break movements into smaller steps, provide extra practice time, use simple coordination patterns, supportive partner pairing

autism spectrum

Provide clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable partner pairing

visual impairment

Use verbal descriptions of movements, provide tactile guidance for partner work, ensure clear audio cues for all activities

hearing impairment

Use visual demonstrations, written poem lines, hand signals for timing, vibrations for music beats

physical disability

Adapt movements for seated or supported positions, modify levels to accessible range, ensure partner supports appropriately

Cross-Curricular Links

English

Poetry comprehension, vocabulary extension, creative interpretation of literature, communication and discussion skills

Art

Creative expression, interpreting themes visually through movement, understanding composition and levels

Music

Rhythm and timing, moving to beat, understanding musical structure and phrasing

PSHE

Cooperation and teamwork, communication skills, building confidence, respecting others' ideas and creativity

Teacher Guidance

Positioning

Move between pairs during development, central for demonstrations, corner for performance observation

Observation Focus

Partner cooperation, creative interpretation of stimulus, safe movement practices, inclusion of all students

Intervention Points

Step in if partners struggling to cooperate, provide movement suggestions if creativity blocked, ensure safety during partner work

Demonstration Notes

Always demonstrate with a student partner to show cooperation, use clear pirate-themed examples, emphasise levels and directions visually

Verbal Cues

•'Work together like a real pirate crew!'
•'What does that word make you want to do with your body?'
•'Show me high like the crow's nest!'
•'Stay connected with your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for partner work and performance area

Surface Check

Dry, non-slip surface free from obstacles and adequate for dynamic movement

Equipment Safety

Safety Checks

•Music volume at appropriate level for instruction
•Corner cards securely attached and at safe height
•All equipment stored safely away from movement areas

Risk Management

Key Risks

•Partner collisions during coordinated movement
•Slips during directional changes
•Overexcitement leading to unsafe movement

Risk Mitigation

•Clear boundaries established for each pair's working space
•Progressive building of partner coordination before complex movements
•Regular reminders about controlled, safe movement
•Teacher positioning for maximum supervision of partner work

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during partner work
•Monitor energy levels and provide calm guidance
•Watch for appropriate physical contact between partners

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, incident reporting if required