Lesson 3 - Pairs Picture Dance Creation
Viking Tales in Movement
•Year 3
•Dance
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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
One picture per pair, varied images showing different actions/scenes
Alternative: Projected images on interactive whiteboard, printed A4 pictures
Placed in each corner of the hall with clear Viking-themed words
Alternative: Laminated A4 sheets, cone markers with word cards
Capable of playing suggested Viking-themed music tracks
Alternative: Bluetooth speaker, laptop with speakers
Include 'Northmen' soundtrack and 'Vikings Attack' from TV series soundtrack
Alternative: Any atmospheric instrumental music suitable for Viking theme
Key Vocabulary
When partners perform identical movements as if looking in a mirror, moving in opposite directions
The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)
A series of dance movements that takes 16 beats of music to complete
Something that inspires or provides ideas for creating dance movements
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
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