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Lesson 1 - Machine Movement and Partner Work

Machines & Forces Dance

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Year 3

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Dance

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58 min

Big Question

How can we use our bodies to represent different machine parts and work together like parts of one machine?

Learning Objectives

To work in unison with a partner using counts of 8
To create movement sequences that represent different machine parts
To understand and use dynamics in dance to express mechanical movements

Key Outcomes

Students will perform coordinated movements with a partner using 8-count patterns
Students will create three distinct motifs representing levers, pistons, and cogs
Students will demonstrate understanding of dance dynamics through mechanical movements

Equipment & Resources Required

Video Resources

1 per class

Display prominently for reference throughout lesson

Alternative: Hand-drawn diagram or online images

Track

Test audio levels before lesson begins

Alternative: Any steady 4/4 beat music

Beats Audio

Have backup rhythm method ready

Alternative: Clapping or drum for rhythm

Sun Markers

1 set

Positioned where all students can see clearly

Alternative: Large paper and thick pens

Key Vocabulary

Unison

Moving at exactly the same time as your partner

Motif

A short dance phrase that can be repeated and developed

Dynamics

How a movement is performed - the quality and energy

Lever

A machine part that pushes and pulls in straight lines

Piston

A machine part that moves up and down in circular motion

Cog

A machine part with teeth that turns and spins

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, skipping, galloping)
Simple body part isolation
Basic understanding of rhythm and counting

Current Skills

Partner work and unison movement
Creating movement motifs to represent ideas
Using dynamics to express different qualities

Next Steps

Complex partner relationships in dance
Cannon and complementary movements
Narrative dance development

Milestone Indicators

Maintains 8-count rhythm consistently

Shows clear differentiation between machine part movements

Demonstrates good spatial awareness with partner

Key Teaching Points

Emphasise the contrast between smooth human movement and sharp mechanical movement
Use counting aloud as the key to successful unison work
Encourage exploration before asking for polished performance
Connect all movements back to real machine characteristics
Celebrate creativity while maintaining clear technique
Build confidence through positive feedback and supportive partnerships
Use repetition to develop both skill and stamina

Common Misconceptions

That dance has to be smooth and flowing - machines are deliberately jerky and mechanical
That unison means copying after someone else - it means moving at exactly the same time
That bigger movements are always better - precision and clarity are more important
That fast movements show more skill - controlled rhythm is the priority
That performance is about being perfect - it's about expressing ideas through movement

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement as positive outlet for energy

dyspraxia

Simplify motifs to fewer counts initially, provide extra practice time, pair with supportive partner

autism spectrum

Provide clear structure and sequence cards, allow sensory breaks if needed, use visual schedules for lesson sections

visual impairment

Use verbal descriptions of machine parts, provide tactile examples of machine movements, ensure audio cues are clear and consistent

hearing impairment

Use strong visual demonstrations, provide written or pictorial sequence cards, use hand signals for counting

physical disability

Adapt movements to seated or supported positions, focus on upper body machine parts, provide alternative ways to show rhythm

Cross-Curricular Links

English

Vocabulary development, descriptive language, speaking and listening skills

Maths

Counting in 8s, understanding of repetition and pattern, spatial awareness and geometry

Science

Forces and motion, mechanical systems, cause and effect in machines

PSHE

Cooperation and teamwork, confidence building, mutual respect and support

Teacher Guidance

Positioning

Move around the space during partner work to observe and support all pairs equally

Observation Focus

Watch for unison quality, clear machine characteristics, and positive partner interaction

Intervention Points

Step in if partners are struggling with cooperation or if movements become unclear

Demonstration Notes

Demonstrate with exaggerated clarity, use students as demonstration partners when appropriate, always count aloud to maintain rhythm

Verbal Cues

•'Count together - 1, 2, 3, 4!'
•'Make it more mechanical!'
•'Watch your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, larger preferable for partner work

Surface Check

Non-slip surface essential, check for any water or obstacles

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Visual resources securely mounted or held
•No trailing wires in movement space

Risk Management

Key Risks

•Collisions between moving pairs
•Falls during dynamic movements
•Overexertion in repetitive sequences

Risk Mitigation

•Clear boundaries established for each pair
•Adequate spacing maintained throughout
•Progressive build-up of movement intensity
•Regular checks on student comfort and energy levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs
•Move around space during partner work
•Monitor for signs of fatigue or frustration

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safe and supervised