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Lesson 3 - Pairs Picture Dance Creation

Viking Tales in Movement

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Year 3

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Dance

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Big Question

How can we use pictures and partnership to tell stories through dance?

Learning Objectives

To work collaboratively in pairs to create a 16-count dance section using picture stimuli
To demonstrate effective mirror image and level changes in paired choreography
To communicate meaning through creative movement and listen actively to partner feedback

Key Outcomes

Students will create a coordinated 16-count pairs dance section inspired by pictures
Students will demonstrate clear mirror image work and purposeful level changes
Students will perform their complete sequence (motif, travel, pairs section) with confidence

Equipment & Resources Required

Pictures

15-20 different images

One picture per pair, varied images showing different actions/scenes

Alternative: Projected images on interactive whiteboard, printed A4 pictures

Cards

4 sets

Placed in each corner of the hall with clear Viking-themed words

Alternative: Laminated A4 sheets, cone markers with word cards

Tunnel Systems

Capable of playing suggested Viking-themed music tracks

Alternative: Bluetooth speaker, laptop with speakers

Suggested Music

Playlist

Include 'Northmen' soundtrack and 'Vikings Attack' from TV series soundtrack

Alternative: Any atmospheric instrumental music suitable for Viking theme

Key Vocabulary

Mirror image

When partners perform identical movements as if looking in a mirror, moving in opposite directions

Levels

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

16-count sequence

A series of dance movements that takes 16 beats of music to complete

Stimulus

Something that inspires or provides ideas for creating dance movements

Choreography

The art of designing and arranging dance movements and sequences

Skill Progression Pathway

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

Prior Learning

Created individual 8-count motif in previous lessons
Developed personal travelling sequences with directional changes
Basic understanding of levels (high, medium, low) in dance

Current Skills

Collaborative choreography in pairs
Mirror image technique and timing
Creative interpretation of visual stimuli into movement
Combining individual and pair work into extended sequences

Next Steps

Group choreography with multiple pairs
Canon and unison work in larger formations
Performance quality and expression development

Milestone Indicators

Maintains synchronisation with partner throughout 16-count sequence

Creates actions that clearly relate to picture stimulus

Demonstrates smooth transitions between different levels

Key Teaching Points

Mirror image requires partners to move in opposite directions while maintaining identical timing
Level changes should be purposeful and clearly defined rather than arbitrary movements
Creative interpretation from pictures should result in recognisable dance actions, not literal acting
16-count sequences require careful planning to use time effectively without rushing or dragging
Partner collaboration involves compromise, communication, and shared decision-making
Performance quality improves through practice, feedback, and refinement
Picture stimulus should inspire movement qualities, not just specific actions

Common Misconceptions

Mirror image means copying exactly (actually requires opposite direction movement)
Level changes are just high and low (multiple levels and smooth transitions are important)
Creative work means any movement is acceptable (must relate to stimulus and fit timing)
Pairs work means one person leads all the time (requires shared leadership and cooperation)
Dance sequences are just individual movements put together (requires connecting flow and transitions)
Feedback should only point out problems (constructive feedback includes positive observations and suggestions)
Performance is about showing off (actually about clear communication and artistic expression)

SEN Adaptations

ADHD

Include regular movement breaks, provide clear time boundaries for each activity, offer fidget tools during listening times

dyspraxia

Simplify mirror work to basic actions, provide extra practice time for sequencing, use verbal counts and cues for timing support

autism spectrum

Provide clear structure for pair work, offer picture choices to reduce anxiety, allow processing time for creative tasks

visual impairment

Use pictures with high contrast and clear images, provide verbal descriptions of visual stimuli, partner with sighted peer for mirror work guidance

hearing impairment

Use visual demonstrations for all instructions, provide written task cards, use hand signals for timing and counting

physical disability

Adapt level changes to seated positions or supported standing, modify mirror work for available range of movement, provide alternative picture interpretations

Cross-Curricular Links

English

Creating descriptive language from visual stimuli, poetry writing homework, developing vocabulary for movement and dance

Art

Interpreting visual images and translating artistic concepts into physical form, understanding composition and visual storytelling

History

Exploring Viking culture and lifestyle through movement, understanding historical contexts through creative expression

Music

Moving to rhythm and beat, understanding musical phrasing through 4 and 16-count sequences

Teacher Guidance

Positioning

Move actively between pairs during creative work, position centrally for demonstrations and instruction

Observation Focus

Watch for synchronisation in mirror work, purposeful level changes, and positive partner collaboration

Intervention Points

Support pairs struggling with timing, guide feedback sessions for constructive comments, assist with creative interpretation

Demonstration Notes

Use confident pairs for demonstrations, model mirror work clearly with a student, show level changes with obvious contrast

Verbal Cues

•'Mirror each other perfectly!'
•'Count together - 1, 2, 3, 4!'
•'Show me high level... now low level!'
•'What story does your picture tell?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m hall space, clear of obstacles and furniture

Surface Check

Clean, dry, non-slip surface suitable for dynamic movement and floor work

Equipment Safety

Safety Checks

•Pictures laminated or in protective sleeves to prevent tearing
•Corner cards securely fixed to prevent slipping
•Music system positioned safely away from movement areas

Risk Management

Key Risks

•Collisions between pairs during travelling and mirroring
•Falls during level changes, especially low positions
•Overexertion during extended creative work

Risk Mitigation

•Clear boundaries established for each pair's working space
•Demonstration of safe level changes before independent work
•Regular breaks and cool-down periods to prevent fatigue
•Clear signals for stopping activity if needed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during collaborative work
•Move actively between pairs during creative development
•Monitor level changes for safe execution

Emergency Procedures

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