Lesson 5 - Picture and Poem Movement Creation
Pirate Dance Adventures
•Year 2
•Dance
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How can pictures and poems inspire us to create expressive dance movements 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 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 movements
- Students will use poems and pictures to create shapes, movements and actions
- Students will link ideas and movements together so they start to flow
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Portable speaker, tablet with external speaker
Place one in each corner of the room at child height
Alternative: Printed A4 pictures, projected images
Cue tracks: 'Yo Ho!', 'Shipwreck Shuffle', 'He's a Pirate'
Alternative: Any adventure-themed instrumental music
Position for wide-angle recording of performance space
Alternative: Camera, video recorder
For playback of recorded performances if available
Alternative: Laptop screen, tablet
Key Vocabulary
When dancers perform the same movements at exactly the same time
The height at which dance movements are performed - high, medium, or low
One dancer copies exactly what their partner does, like looking in a mirror
Something that inspires or gives ideas for creating dance movements
A series of movements performed one after another in a specific order
The way dancers move smoothly from one section to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of levels (high, medium, low) in dance
- Simple travelling movements and fundamental motor skills
- Basic cooperation skills when working with others
Current Skills
- Partner communication and cooperation in dance creation
- Using visual stimuli to inspire creative movement
- Linking movements into flowing sequences
- Understanding and applying unison in partner work
Next Steps
- Creating more complex group choreography
- Using different stimuli (sounds, emotions, stories) for dance creation
- Developing performance skills and confidence
Milestone Indicators
Key Teaching Points
- Partner cooperation is essential - model and reinforce positive collaboration throughout
- Visual stimuli should genuinely inspire movement - encourage authentic creative interpretation
- Levels, directions and timing are key technical elements - integrate into all activities
- Performance confidence builds through practice - provide multiple low-pressure performance opportunities
- Feedback culture focuses on specific technical elements rather than general praise
- Pirate theme maintains engagement - connect all activities to adventure narrative
- Smooth transitions maintain lesson flow - practice and refine movement between sections
Common Misconceptions
- Partner work means doing identical movements - clarify that partners can complement each other
- Creative dance has no rules - emphasise that technique (levels, directions, timing) enhances creativity
- Pictures must be copied literally - encourage interpretive and imaginative responses
- Performance means showing off - focus on storytelling and technical skill demonstration
- Feedback should always be positive - teach constructive suggestions for improvement
- Dance is only about big movements - show how subtle and controlled movements can be effective
SEN Adaptations
ADHD
- Include frequent movement breaks, provide clear time boundaries for activities, use visual timers, offer leadership roles to channel energy positively
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use simple coordination patterns, offer alternative ways to participate
autism spectrum
- Provide clear structure and routine, use visual schedule for lesson sections, offer quiet space if overwhelmed, maintain consistent partner pairings
visual impairment
- Use high contrast picture cards, provide tactile exploration of pictures, partner with sighted student for mirror work, use verbal descriptions of visual stimuli
hearing impairment
- Use visual cues for start/stop activities, provide written instructions on cards, ensure clear line of sight for demonstrations, use hand signals for timing
physical disability
- Adapt movements to seated or supported positions, modify level changes to upper body only, ensure partner can assist appropriately, focus on achievable movements
Cross-Curricular Links
English
Vocabulary development through dance terminology, storytelling through movement, verbal feedback and communication skills
Art
Visual stimulus interpretation, creative expression, understanding how images inspire artistic response
Music
Rhythm and timing in movement, listening skills, responding to different musical styles and tempos
PSHE
Cooperation and teamwork, giving and receiving feedback constructively, building confidence through performance
Teacher Guidance
Positioning
Circulate continuously during partner work, position centrally during demonstrations
Observation Focus
Watch for partner cooperation, creative interpretation of stimuli, safe use of levels and directions
Intervention Points
Support partner negotiations, provide additional stimulus interpretation, ensure safety during level work
Demonstration Notes
Demonstrate: All movement concepts before student practice, model positive partner interaction, show variety in creative interpretation
Verbal Cues
- •'Work together with your partner'
- •'What story does your picture tell?'
- •'Show me high, medium and low levels'
- •'Use the whole space safely'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 10m x 10m, suitable for whole class movement
Surface Check
Clean, non-slip floor suitable for barefoot or soft-soled shoes
Equipment Safety
Safety Checks
- •Picture cards securely fastened in corners at child height
- •Music system positioned safely away from movement area
- •Recording device secure during filming
Risk Management
Key Risks
- •Collisions during partner work and corner activities
- •Falls when practicing level changes
- •Overexertion during extended creative phases
Risk Mitigation
- •Clear boundaries established for movement areas
- •Adequate spacing between pairs during all activities
- •Controlled introduction of level changes and directional movement
- •Regular rest periods during creative work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all pairs during partner work
- •Circulate during creative phases to monitor safety and progress
- •Be alert during corner rush activities for collision prevention
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed