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Lesson 5 - Partner Actions in Barn Dance

Traditional to Creative Barn Dance

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Year 3

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Dance

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57 min

Big Question

How can we work together as partners to create authentic barn dance movements?

Learning Objectives

Identify different types of partner action used in barn dance
Create original partner dance actions which suit the style of barn dance
Recognise barn dance style partner actions in others' work

Key Outcomes

Students will perform at least three different partner actions with good technique
Students will create and perform an original partner dance sequence
Students will evaluate and provide feedback on others' barn dance performances

Equipment & Resources Required

Music Player

Position for clear audio throughout the space

Alternative: Tablet/phone with portable speaker

Barn Dance Video Demonstration

Ensure all students can see the screen clearly

Alternative: Pictures of barn dance positions

Cones

8-10

Mark out safe boundaries and activity zones

Alternative: Coloured spots or masking tape

Key Vocabulary

Do Se Do

A barn dance movement where partners pass around each other back to back

Assisted Jump

A partner movement where one person helps the other achieve greater height in a jump

Flicks

Quick, sharp leg movements that extend to the front and side

Partner Action

Dance movements performed together by two people

Barn Dance

A traditional folk dance style originating from rural communities

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, skipping, galloping)
Understanding of rhythm and beat
Simple group formations and patterns
Basic partner work and cooperation skills

Current Skills

Partner action coordination and timing
Traditional barn dance movements (Do Se Do, assisted jumps, flicks)
Creating original partner choreography
Spatial awareness with a partner

Next Steps

More complex barn dance sequences
Group formations with multiple partner changes
Performance skills and audience awareness
Evaluating and improving dance technique

Milestone Indicators

Can maintain contact with partner throughout movements

Shows clear understanding of barn dance style

Demonstrates good timing with music and partner

Creates original movements that fit the traditional style

Key Teaching Points

Emphasise cooperation and mutual support in all partner work
Focus on barn dance style characteristics throughout the lesson
Ensure safety through proper technique in assisted jumps
Build confidence through positive partner interactions
Connect movements to traditional folk dance context
Encourage creativity while maintaining stylistic authenticity
Develop evaluation skills through structured observation

Common Misconceptions

Thinking partner work is just about copying each other - emphasise cooperation and complementary movement
Believing barn dance is old-fashioned or irrelevant - connect to community and celebration traditions
Assuming assisted jumps require force - teach gentle support and timing instead
Thinking all movements must be symmetrical - show variety in partner relationships
Believing technique is more important than cooperation - balance both aspects equally

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries for movement, use partner as focus and grounding tool

dyspraxia

Simplify movement patterns initially, provide extra practice time, use verbal cues alongside visual demonstrations

autism spectrum

Provide clear structure and routine, use visual schedules for lesson progression, allow preparation time for partner work

visual impairment

Use tactile cues for partner positioning, provide verbal descriptions of video content, use partner guidance for movements

hearing impairment

Use visual demonstrations and written instructions, provide visual rhythm cues, ensure clear sight lines for lip reading

physical disability

Modify movements for seated or limited mobility, focus on upper body partner actions, provide alternative roles in pair work

Cross-Curricular Links

Maths

Symmetry and patterns in partner movements, counting beats and rhythm patterns, spatial relationships

History

Traditional folk dances and rural community celebrations, understanding historical context of barn dances

Music

Rhythm, beat, and timing in traditional folk music, structure and patterns in barn dance tunes

PSHE

Cooperation and partnership skills, respecting others, building confidence through performance

Teacher Guidance

Positioning

Position centrally for demonstrations, move around perimeter during practice to monitor all pairs

Observation Focus

Watch for safe partner contact, good cooperation, and development of barn dance style

Intervention Points

Step in if partner dynamics are not working, provide extra support for complex movements

Demonstration Notes

Use clear, slow demonstrations for new movements, repeat with different student volunteers, emphasise safety aspects

Verbal Cues

•'Support your partner!'
•'Keep it smooth and flowing!'
•'Remember your barn dance style!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear space for partner movements and transitions

Surface Check

Non-slip surface essential for jumping movements, clear of obstacles

Equipment Safety

Safety Checks

•Check music volume is appropriate
•Ensure video equipment is securely positioned
•Verify boundary markers are safely placed

Risk Management

Key Risks

•Collision during assisted jumps
•Loss of balance during flick movements
•Inappropriate physical contact between partners
•Overexertion during jumping

Risk Mitigation

•Clear demonstration of proper hand placement for assisted jumps
•Adequate spacing between pairs during all activities
•Progressive building of movement intensity
•Clear partner guidelines and expectations

Supervision & Emergency Procedures

Supervision Points

•Monitor assisted jump technique closely
•Position for visibility of all pairs during partner work
•Watch for signs of partner incompatibility or difficulty

Emergency Procedures

Stop activity immediately if anyone feels uncomfortable, provide alternative movements for those unable to participate in partner work