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Lesson 2 - Partner and Group Machine Movements

Machines & Forces Dance

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Year 3

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Dance

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59 min

Big Question

How can we work together like the parts of a machine to create synchronized dance movements?

Learning Objectives

To adapt individual movements to include a partner and small group
To explore unison, canon, and question-and-answer movement patterns
To create and perform a structured dance phrase using machine-inspired movements

Key Outcomes

Students will successfully perform synchronized partner movements
Students will create a 64-count dance phrase with clear structure
Students will demonstrate understanding of dance terminology through performance and feedback

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout space

Alternative: Bluetooth speaker, tablet with speakers

Track

Cued and ready for warm-up section

Alternative: Gentle instrumental warm-up music

Video Resources

4 videos

Machine movement videos ready on screen/device

Alternative: Teacher demonstration if technology unavailable

Open Floor Space

Minimum 8m x 8m

Clear of obstacles, non-slip surface preferred

Alternative: Large classroom with furniture moved aside

Key Vocabulary

Unison

When dancers perform the same movement at exactly the same time

Canon

When one dancer starts a movement and others follow in sequence

Question and Answer

When one dancer's movement prompts a responding movement from their partner

Motif

A short movement pattern that can be repeated or developed

Phrase

A sequence of movements that creates a complete dance idea

Dynamics

How movements are performed - with different energy, speed, or force

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, jumping, spinning)
Individual machine movements from previous lesson
Understanding of personal space and safety

Current Skills

Partner synchronization and cooperation
Unison, canon, and question-answer patterns
Creating structured dance phrases
Group choreography and connection

Next Steps

Complex group formations and patterns
Storytelling through dance sequences
Performance confidence and stage presence

Milestone Indicators

Maintains synchronization with partner for 8+ counts

Successfully demonstrates unison and canon

Creates connected movements with group of four

Uses appropriate dance vocabulary in feedback

Key Teaching Points

Establish clear 8-count rhythm before progressing to partner work
Emphasise wrist grip rather than hand-holding for safe spinning
Use 'question and answer' concept to help students understand responsive movement
Require clear starting and ending positions for all performances
Circulate actively during partner work to ensure safe and appropriate contact
Use dance vocabulary consistently to build student understanding
Encourage machine character through dynamics and facial expression

Common Misconceptions

Students may think any movement together counts as 'unison' - clarify it must be exactly simultaneous
Students often rush count-ins - emphasise clear '5,6,7,8' preparation
Groups may think louder or faster equals better machine - focus on precision and control
Students might avoid physical contact entirely - demonstrate appropriate, safe connections
Some may think spinning must be fast - emphasise controlled, sustainable movement

SEN Adaptations

ADHD

Frequent movement breaks, clear task boundaries, leadership roles to maintain engagement

dyspraxia

Slower demonstration pace, repetition of movement sequences, simplified coordination patterns

autism spectrum

Clear structure with visual schedule, consistent partnerships, quiet retreat space available if overwhelmed

visual impairment

Use tactile cues for partner connections, verbal descriptions of movements, buddy system for spatial navigation

hearing impairment

Visual demonstration of all movements, hand signals for counting and timing, vibrations for rhythm awareness

physical disability

Seated or modified movements maintaining machine character, adapted partner connections, role as movement director or counter

Cross-Curricular Links

Maths

Counting in 8s, understanding fractions (half of 64 is 32), timing and rhythm patterns, spatial awareness and positioning

Science

How machines work - cogs, pistons, levers, force and motion, cause and effect relationships

Music

Rhythm and counting, musical structure and phrasing, tempo and dynamics

PSHE

Cooperation and teamwork, problem-solving together, giving and receiving feedback respectfully

Teacher Guidance

Positioning

Move around perimeter during group work, centre position during demonstrations

Observation Focus

Partnership cooperation, safe physical contact, creative problem-solving, performance confidence

Intervention Points

Step in if physical contact becomes unsafe, if groups are stuck on problem-solving, or if audience behaviour needs redirection

Demonstration Notes

Use volunteer student for partner demonstrations, exaggerate facial expressions for machine character, show clear contrasts between different connection types

Verbal Cues

•'Find your connection!'
•'Machine precision!'
•'Count your partner in!'
•'Strong starting position!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, non-slip surface preferred

Surface Check

Ensure floor is dry and free from obstacles that could cause trips or falls

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume level appropriate - students can hear instructions over music
•All cables secured and out of walkways

Risk Management

Key Risks

•Partner physical contact - pushing too hard or unsafe grips
•Spinning activities causing dizziness or loss of balance
•Collisions between groups during choreography work
•Overexertion during energetic machine movements

Risk Mitigation

•Clear boundaries established for each group's working space
•Wrist grip demonstrated and enforced for partner spinning
•Immediate stop signal taught and practiced
•Regular breaks and hydration reminders

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups during partner/group work
•Circulate actively during physical contact activities
•Monitor for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention needed