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Lesson 5 - Picture and Poem Movement Creation

Pirate Dance Adventures

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Year 2

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound throughout space

Alternative: Portable speaker, tablet with external speaker

Cards

4 large cards

Place one in each corner of the room at child height

Alternative: Printed A4 pictures, projected images

Music Tracks

3 tracks

Cue tracks: 'Yo Ho!', 'Shipwreck Shuffle', 'He's a Pirate'

Alternative: Any adventure-themed instrumental music

Video Device

1 (tablet/phone)

Position for wide-angle recording of performance space

Alternative: Camera, video recorder

Smartboard

For playback of recorded performances if available

Alternative: Laptop screen, tablet

Key Vocabulary

Unison

When dancers perform the same movements at exactly the same time

Levels

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

Mirror imaging

One dancer copies exactly what their partner does, like looking in a mirror

Stimulus

Something that inspires or gives ideas for creating dance movements

Sequence

A series of movements performed one after another in a specific order

Transition

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

Can sustain partner work for extended periods

Shows creativity in interpreting visual stimuli

Demonstrates clear use of dance elements (space, time, dynamics)

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