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Lesson 3 - Pairs Choreography

Roman Stories in Dance

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Year 3

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Dance

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45 min

Big Question

How can we use pictures and partner work to create meaningful dance sequences that tell a story?

Learning Objectives

To work cooperatively in pairs to create a 16-count dance sequence using visual stimuli
To demonstrate effective use of mirror image and changes in level in partner choreography
To communicate ideas through movement and respond constructively to feedback

Key Outcomes

Students will create a pairs dance section inspired by pictures showing mirror work and level changes
Students will perform their complete performance piece (motif + travel + pairs section) with confidence
Students will give and receive constructive feedback about use of mirror image and levels

Equipment & Resources Required

Music Player

Test volume levels and track selection before lesson

Alternative: Tablet/phone with external speaker

Cards

4 sets

Secure cards in each corner of the room at child height

Alternative: Laminated A4 sheets with clear theme words

Pictures

1 per pair (15 images)

Images should be clear, inspiring and relate to lesson theme

Alternative: Interactive whiteboard display, printed A4 images

Cones

8-12

Mark clear performance spaces and corners

Alternative: Sports markers, tape marks on floor

Key Vocabulary

Mirror image

When partners copy each other's movements exactly, as if looking in a mirror

Levels

The height at which movements are performed - high (jumping/reaching up), medium (standing), low (crouching/floor work)

Visual stimulus

A picture or image used to inspire and guide movement creation

Synchronisation

Moving at exactly the same time as your partner with matching timing

Count

A beat or timing unit used to structure dance movements (usually groups of 4 or 8)

Skill Progression Pathway

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

Prior Learning

Basic understanding of motif and repetition in dance
Experience creating individual travel sequences
Familiarity with different levels (high, medium, low)

Current Skills

Partner cooperation and communication in dance
Mirror image technique and synchronisation
Using visual stimuli to inspire movement creation

Next Steps

Developing complex partner relationships in dance
Creating longer, more sophisticated choreographic sequences
Understanding canon and unison in group work

Milestone Indicators

Demonstrates clear mirror work with partner

Shows confident use of high, medium and low levels

Creates actions that clearly relate to visual stimulus

Key Teaching Points

Partner cooperation is essential - both students must contribute ideas and support each other
Mirror work requires facing each other and moving with precise synchronisation
Level changes should be controlled and smooth, not rushed or dangerous
Visual stimulus should clearly inspire movement choices - help students make connections
Feedback should be specific, kind, and focused on the lesson objectives
Build confidence through celebration of creative choices and technical improvement
Maintain clear structure with counting to support timing and coordination

Common Misconceptions

Mirror work means moving in the same direction (correction: partners face each other)
Level changes must be dramatic (correction: can be subtle but clear)
Only one partner should lead (correction: both should contribute to creation)
Pictures must be copied exactly (correction: use as inspiration for creative interpretation)
Feedback should focus on what's wrong (correction: balance positive observations with suggestions)

SEN Adaptations

ADHD

Regular movement breaks built in, clear activity boundaries, positive reinforcement for cooperation

dyspraxia

Simplified movement patterns, extra practice time for mirror work, supportive partner pairing

autism spectrum

Clear structure with visual schedule, consistent partner if needed, quiet reflection space available

visual impairment

Detailed verbal descriptions of pictures, partner guidance for mirror work, clear spatial boundaries marked

hearing impairment

Visual demonstrations of all techniques, vibration cues for timing, clear visual signals for activities

physical disability

Adapted mirror work from seated position, modified level changes using available mobility, partner support

Cross-Curricular Links

English

Vocabulary development through dance terminology, descriptive language for feedback, poetry homework task

Maths

Counting in 4s and 16s, timing and rhythm patterns, spatial awareness and symmetry in mirror work

Art

Visual interpretation and translation of images into movement, creative expression and artistic choices

PSHE

Cooperation and teamwork, giving and receiving feedback constructively, building confidence through performance

Teacher Guidance

Positioning

Circulate around working pairs, position for visibility during demonstrations

Observation Focus

Partner cooperation, technical execution of mirror work, creative interpretation of stimulus

Intervention Points

Step in if partners struggling with cooperation, provide technique support for mirror work

Demonstration Notes

Use confident students for demonstrations, model slow and clear mirror work, emphasise precise counting

Verbal Cues

•'Face your partner for mirror work'
•'Count together: 1-2-3-4'
•'Show me clear level changes'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, larger for full class performances

Surface Check

Non-slip surface essential for level changes and dynamic movement

Equipment Safety

Safety Checks

•Secure corner cards at child height
•Clear pathways between working spaces
•Music volume appropriate for instructions

Risk Management

Key Risks

•Collisions during partner work
•Falls during level changes
•Overexcitement during music activities

Risk Mitigation

•Clear boundaries established for each pair's working space
•Controlled introduction of level changes with proper technique
•Regular reminders about spatial awareness and safe movement

Supervision & Emergency Procedures

Supervision Points

•Monitor partner interactions for safety and inclusion
•Watch level changes for controlled technique
•Ensure adequate spacing during performances

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation routes maintained