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Lesson 3 - Pairs Dance Sequences

Space Race Stories Through Creative Movement

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Year 3

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Dance

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Big Question

How can we use pictures and images to create meaningful dance movements that tell a story with a partner?

Learning Objectives

To work effectively in pairs using pictures as stimulus to develop dance sequences
To demonstrate mirror image techniques and level changes in choreography
To communicate ideas through movement and provide constructive feedback to peers

Key Outcomes

Students will create a 16-count pairs dance section inspired by visual stimuli
Students will demonstrate effective use of mirror image and changes in level
Students will perform their complete dance sequence combining motif, travel, and pairs sections

Equipment & Resources Required

Pictures

15-20 varied images

Pre-select images that inspire clear movement possibilities

Alternative: Images displayed on interactive whiteboard or tablets

Cards

4 sets

Secure in each corner of the dance space before lesson

Alternative: Laminated signs or cones with action words

Tunnel Systems

Pre-load suggested tracks: McFly 'Star Girl', Public Service Broadcasting 'Sputnik'

Alternative: Laptop with speakers, bluetooth speaker

Mats

15-20

For students who prefer defined personal space during floor work

Alternative: Designated floor spaces marked with tape

Key Vocabulary

Mirror Image

When partners face each other and perform identical movements as if looking in a mirror

Level Changes

Moving between high (jumping, reaching up), middle (standing), and low (crouching, floor work) positions

16-Count Phrase

A dance sequence that lasts for exactly 16 beats of music

Visual Stimulus

Using pictures or images to inspire and create dance movements

Choreography

The art of creating and arranging dance movements in a planned sequence

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling actions
Understanding of 4 and 8 count phrases
Previous work on individual motifs and travel sequences

Current Skills

Partner collaboration and communication
Mirror image technique
Using visual stimuli for creative inspiration
Changes in level within choreography

Next Steps

Combining multiple dance elements into extended performances
Creating group choreography with 4-6 dancers
Developing thematic storytelling through movement

Milestone Indicators

Clear 16-count structure with defined beginning and end

Obvious mirror image sections where partners reflect each other

At least two distinct level changes (high, middle, low)

Movements clearly inspired by chosen picture stimulus

Key Teaching Points

Mirror image means facing your partner and reflecting their movements like a mirror
Level changes add visual interest - always include high, middle, and low positions
16-count phrases provide structure - count clearly and start together
Pictures inspire movement - think about feelings and stories, not just copying
Partner collaboration means both people contribute ideas and support each other
Feedback should always start with positives before suggesting improvements
Safety first during level changes - controlled movements and awareness of space

Common Misconceptions

Mirror work means copying the same side movements - clarify that it's opposite side reflection
Level changes must be dramatic - explain that subtle changes can be effective too
Dance must look exactly like the picture - emphasise creative interpretation over literal copying
16 counts must be completed quickly - clarify that timing should match the music
One partner should lead all the time - emphasise collaborative creation
Feedback means finding faults - teach positive, constructive feedback techniques

SEN Adaptations

ADHD

Use shorter development phases, provide movement breaks, clear boundaries for working areas

dyspraxia

Break down mirror work into simple steps, provide extra practice time, use larger, clearer movements for demonstration

autism spectrum

Provide visual schedule of lesson structure, allow extra processing time for creative tasks, offer picture choices to reduce anxiety

visual impairment

Use high-contrast pictures with clear subjects, provide verbal descriptions of images, pair with sighted partner for mirror work

hearing impairment

Use visual cues for timing, provide picture cards with movement suggestions, use vibrating speaker for rhythm

physical disability

Adapt level changes to seated or supported positions, focus on upper body mirroring, modify movements to individual capabilities

Cross-Curricular Links

English

Creative writing through dance interpretation, vocabulary development with technical terms, poetry homework connecting to movement themes

Maths

Counting 4, 8, and 16-beat phrases, understanding pattern and sequence in choreography

Art

Visual interpretation and analysis of pictures, understanding how images convey meaning and emotion

Music

Moving to rhythm and beat, understanding musical phrase structure, appreciating different musical styles

PSHE

Collaborative working, giving and receiving feedback positively, building confidence through performance

Teacher Guidance

Positioning

Move continuously around room during partner work, positioning for optimal view of all pairs during demonstrations

Observation Focus

Watch for understanding of mirror image concept, safe execution of level changes, quality of partner collaboration

Intervention Points

Step in if pairs struggle with creative process, provide technical support for mirror work, ensure all students are included

Demonstration Notes

Use confident pairs for demonstrations, model positive feedback language, show clear examples of technical concepts

Verbal Cues

•'Remember, if I raise my right arm, you raise your left!'
•'Show me three different levels - high, middle, low!'
•'What story does your picture tell through movement?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear area, preferably school hall or large classroom with moveable furniture

Surface Check

Non-slip surface essential, check for any wet areas or obstacles before floor work

Equipment Safety

Safety Checks

•Ensure corner cards are securely attached to prevent slipping
•Check pictures are laminated or protected to prevent tearing
•Music system positioned safely away from movement area

Risk Management

Key Risks

•Collisions during corner running warm-up
•Falls during level changes, particularly floor work
•Overexertion during creative development phase

Risk Mitigation

•Clear boundaries established for corner activities
•Controlled speed during transitions to corners
•Progressive introduction of level changes
•Regular reminder about safe floor work technique

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during partner work
•Monitor space usage during mirror work
•Close supervision during level change development

Emergency Procedures

Standard first aid protocols, identify students with any mobility issues or medical conditions affecting participation