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Lesson 8 - Mirror Movement Synchronization

Space to Synchronisation

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Year 2

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Dance

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1h 7min

Big Question

How can we move together as perfect mirror images and create beautiful synchronized dance?

Learning Objectives

To be able to mirror a partner's movements accurately
To move in unison with precise timing
To work collaboratively with a partner to create and perform mirrored dance sequences

Key Outcomes

Students will demonstrate accurate mirroring techniques with a partner
Students will perform synchronized movements showing understanding of unison
Students will create and perform an 8-count mirrored dance sequence

Equipment & Resources Required

Tunnel Systems

Positioned where all students can hear clearly

Alternative: Portable speaker, tablet with speakers

Warm-Up Music Track

1 track (4-5 minutes)

Pre-loaded and tested for volume

Alternative: Upbeat instrumental music with clear 4/4 beat

Dance Music

1 track (3-4 minutes)

Appropriate tempo for controlled movements

Alternative: Classical music with clear 8-count phrases

Dish Cones

8-10

Mark safe boundaries and starting positions

Alternative: Spots, bean bags for positioning

Key Vocabulary

Mirror

To copy someone's movements exactly, like a reflection in a mirror

Unison

Moving at exactly the same time as someone else

Gesture

A movement made with hands, arms or head to express an idea

Phrase

A sequence of dance movements that fit together

Travelling

Moving from one place to another while dancing

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple travelling actions
Following instructions and copying movements

Current Skills

Partner mirroring techniques
Unison movement timing
8-count phrase creation and performance

Next Steps

Complex partner choreography
Group synchronisation work
Advanced timing and rhythm skills

Milestone Indicators

Can maintain eye contact while mirroring

Demonstrates consistent timing throughout sequences

Shows spatial awareness when moving with partner

Key Teaching Points

Mirror means opposite - right hand to left hand, maintaining eye contact for connection
Unison requires watching partner carefully and moving at exactly the same time
Slow, controlled movements are easier to mirror accurately than fast ones
Both partners contribute to success - leading and following are equally important
Practice makes perfect - repetition helps develop timing and accuracy
Partner work requires patience, communication and mutual support
Clear structure (A-B-C-D) helps students remember and perform sequence confidently

Common Misconceptions

Students think mirroring means copying same side - correct by emphasising opposite sides like real mirror
Belief that leader is more important than follower - emphasise both roles are equally challenging and valuable
Assumption that faster movements look better - teach that controlled, precise movements are more effective
Thinking unison just means 'at the same time' - develop understanding of precise timing and coordination
Students may think they can't dance - emphasise everyone can learn mirroring and timing skills with practice

SEN Adaptations

ADHD

Short activity bursts, clear physical boundaries, opportunities to be leader/follower, movement breaks built into structure

dyspraxia

Slower movement pace, simplified sequences if needed, extra practice time, focus on accuracy over complexity

autism spectrum

Clear structure and sequence, visual schedule of dance parts (A-B-C-D), consistent partner if preferred, quiet space available if overwhelmed

visual impairment

Use verbal cues for all movements, provide partner with good sight to lead, describe movements clearly, use physical guidance if appropriate and consented

hearing impairment

Use visual demonstrations, hand signals for counting, vibration cues for timing, ensure student can see partner and teacher clearly

physical disability

Adapt movements to abilities - wheelchair users can mirror upper body movements, seated versions of travelling, focus on achievable movements

Cross-Curricular Links

Maths

Counting 8-beat phrases, understanding symmetry and reflection, spatial awareness and directions (left/right)

Science

Understanding reflection and light, coordination and balance, cause and effect in movement

PSHE

Cooperation and partnership skills, building trust, communication without words, celebrating others' success

Teacher Guidance

Positioning

Move around space to observe all pairs, position at side or corner for best visibility during performances

Observation Focus

Watch for mirror accuracy, timing synchronisation, positive partner interactions, understanding of sequence structure

Intervention Points

Step in if students struggling with mirror concept, timing issues, or partner cooperation difficulties

Demonstration Notes

Use student helpers for demonstrations, exaggerate mirror concept clearly, show timing with obvious counting, model positive partner interactions

Verbal Cues

•'Watch your partner's eyes!'
•'Move slowly so you stay together!'
•'Remember - right hand mirrors left hand!'
•'Count in your head: 1, 2, 3, 4...'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, or hall with moveable equipment stored safely

Surface Check

Clean, dry, non-slip surface suitable for controlled movement and travelling

Equipment Safety

Safety Checks

•Audio equipment positioned safely out of movement area
•Boundary markers clearly visible and stable
•No trailing wires or cables in movement space

Risk Management

Key Risks

•Collisions during travelling movements
•Falls from moving too quickly or losing balance
•Inappropriate physical contact during partner work

Risk Mitigation

•Clear boundaries established for all movement
•Emphasis on controlled, slow movements throughout
•Teaching appropriate partner contact and personal space
•Supervision of all partner interactions

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during partner work
•Monitor physical contact for appropriateness
•Watch for any students feeling uncomfortable with partner work

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, calm environment