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Lesson 3 - Partner Dance Creation

Choreography & Movement Storytelling

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Year 3

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Dance

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45 min

Big Question

How can we use pictures as inspiration to create meaningful dance movements with a partner?

Learning Objectives

To communicate effectively with a partner through dance movements
To translate visual images into expressive dance actions
To create a 16-count pairs dance section showing mirror image and level changes

Key Outcomes

Students will work cooperatively in pairs to create dance movements
Students will demonstrate understanding of mirror image and level changes
Students will perform a complete dance sequence including motif, travel, and pairs sections

Equipment & Resources Required

Cards

4 cards

Arrange pictures face down for random selection

Alternative: Smartboard display of pictures, printed worksheets

Tunnel Systems

1 speaker with music

Test volume levels before lesson begins

Alternative: Bluetooth speaker, laptop with speakers

Music Tracks

3 different pieces

Queue: 'Walk Like an Egyptian', 'Egyptian Reggae', cool-down music

Alternative: Any Egyptian/world music, modern instrumental

Key Vocabulary

Mirror Image

When partners perform the same movement facing each other, like looking in a mirror

Level Changes

Moving between high, middle, and low positions in space

16-count Section

A dance phrase that lasts for 16 beats of music

Stimulus

Something that inspires or gives ideas for movement

Reciprocal Feedback

Partners taking turns to watch and give helpful comments to each other

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance movements and directions
Experience creating individual motifs
Ability to travel using different pathways and levels

Current Skills

Partner communication through movement
Translation of visual stimuli into dance actions
Mirror image technique and level changes

Next Steps

Complex partner choreography with canon and unison
Story-telling through extended dance sequences
Performance skills and audience awareness

Milestone Indicators

Consistent mirror image work with partner

Smooth transitions between different levels

Creative interpretation of picture stimuli

Key Teaching Points

Mirror image means performing opposite movements as if looking in a mirror
Level changes add visual interest and artistic expression to dance
Creative interpretation of pictures develops artistic thinking
Partnership work requires communication, cooperation, and compromise
Performance skills include confidence, expression, and audience awareness
Feedback should be specific, constructive, and encouraging
Dance is a form of non-verbal communication and storytelling

Common Misconceptions

Mirror image is the same as copying - correct by emphasising opposite movements
Level changes only mean high and low - show middle levels and transitions
Pictures must be interpreted literally - encourage abstract and emotional responses
Perfect synchronization is required - emphasise communication over perfection
Dance is only about steps - highlight expression, timing, and creativity
Feedback should point out mistakes - model positive, growth-focused language

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, movement breaks built in, fidget tools available, clear visual and physical boundaries

dyspraxia

Simplified movement patterns, extra practice time, breaking down complex movements into smaller steps, peer buddy support

autism spectrum

Clear structure with visual schedule, consistent routines, quiet space available if overwhelmed, social stories about partnership work

visual impairment

Use high contrast pictures, detailed verbal descriptions of images, tactile exploration of picture concepts, partner guidance for spatial awareness

hearing impairment

Visual demonstrations of all concepts, written instruction cards, vibrating music devices for rhythm, hand signals for communication

physical disability

Adapted movements for different mobility levels, seated versions of all activities, modified level changes appropriate to individual needs

Cross-Curricular Links

English

Creative writing through movement interpretation, vocabulary development with dance terms, storytelling through physical expression

Maths

Counting beats and timing, spatial awareness and symmetry through mirror work, pattern creation in dance sequences

Art

Visual interpretation and artistic expression, understanding how images convey meaning and emotion

Geography

Exploring Egyptian culture and heritage through themed movement, understanding different cultural expressions

History

Learning about ancient Egyptian civilization through dance and movement, connecting past and present cultural forms

PSHE

Partnership skills and cooperation, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move between pairs during creation phases, central position for demonstrations and instruction

Observation Focus

Watch for quality partnership communication, technical accuracy of mirror work, creative engagement

Intervention Points

Step in if pairs struggling with cooperation, technical concepts need clarification, or safety concerns arise

Demonstration Notes

Use clear, exaggerated movements for mirror image work, show emotional connection to picture stimuli, model positive partnership behaviour

Verbal Cues

•'Mirror means opposite - your partner's right is your left!'
•'Count together: 1-2-3-4, 5-6-7-8!'
•'What does this picture make you want to do?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, additional room for audience area

Surface Check

Non-slip surface suitable for dance movements and level changes

Equipment Safety

Safety Checks

•Corner cards securely attached to prevent slipping
•Pictures laminated or protected from damage
•Music system safely positioned away from movement area

Risk Management

Key Risks

•Collisions during partner work
•Slips during level changes
•Overexertion during stretching

Risk Mitigation

•Clear boundaries and adequate spacing between pairs
•Controlled movements during level changes
•Supervised stretching with emphasis on comfort limits

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during partner work
•Monitor level changes for safe execution
•Watch for signs of overexertion or discomfort

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact office if needed