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Lesson 3 - Partner Choreography Ideas

Creative Dance in Ancient Egypt

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Year 4

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Dance

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45 min

Big Question

How can we use pictures and mirrors to create expressive dance movements with a partner?

Learning Objectives

To create a 16-count pairs dance section using picture stimulus
To demonstrate effective use of mirror image and changes in level
To communicate clearly with a partner through movement and feedback

Key Outcomes

Students will create and perform a cohesive 16-count pairs section using picture inspiration
Students will demonstrate mirror image technique and varied levels in their choreography
Students will give and receive constructive feedback on dance performances

Equipment & Resources Required

Pictures

15.5 (one per pair)

Pre-select clear, inspiring images: pyramids, pharaohs, camels, hieroglyphs, desert scenes

Alternative: Printed images, tablet displays, or smartboard projections

Cards

4 corner markers

Words like: Strong, Flowing, Sharp, Smooth - place one in each corner

Alternative: Laminated paper, cones with attached cards, or wall displays

Tunnel Systems

1 with good volume

Test volume levels - music should inspire movement but allow voice instructions

Alternative: Portable speaker, hall sound system, or laptop with external speakers

Yoga Mat

30 (optional)

For stretching sections and defining pair working spaces

Alternative: Marked floor spots or designated areas

Key Vocabulary

Mirror Image

When partners perform the same movement but as if looking in a mirror - left becomes right

Level Changes

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

16-count Sequence

A dance phrase lasting exactly 16 beats of music, often structured as 4 sets of 4 counts

Stimulus

Something that inspires or triggers a creative response - in this case, pictures that inspire movement

Synchronisation

Moving at exactly the same time as your partner, staying together with the music

Skill Progression Pathway

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

Prior Learning

Understanding of 32-count travel sequences from previous lesson
Basic knowledge of dance motifs and their structure
Experience working individually in dance composition

Current Skills

Partner cooperation and communication through movement
Creative interpretation of visual stimulus into dance actions
Technical skills: mirror image and level changes

Next Steps

Combining individual, pair and group sections into complete performance
Adding dynamics and expression to choreographed sequences
Evaluating and refining complete dance compositions

Milestone Indicators

Maintains synchronisation with partner throughout sequence

Demonstrates clear understanding of mirror image concept

Shows creative interpretation of picture stimulus

Provides constructive feedback to peers

Key Teaching Points

Mirror image means opposite hand/foot movements while facing partner
Level changes add visual interest and technical challenge to choreography
Creative interpretation connects visual stimulus to personal movement response
16-count structure provides clear framework for dance composition
Partner communication is essential for successful synchronisation
Performance confidence develops through positive practice and feedback
Egyptian theme provides cultural context and creative inspiration

Common Misconceptions

Mirror work means doing exactly the same movements (correction: opposite spatial directions)
Level changes must be dramatic jumps or drops (correction: subtle transitions are equally effective)
Dance must be perfect on first attempt (correction: exploration and refinement are part of creative process)
Picture stimulus limits creativity (correction: images should inspire personal interpretation)
Complex movements make better dances (correction: clear, well-executed simple movements are more effective)

SEN Adaptations

ADHD

Regular movement breaks, clear physical boundaries for pair work, shorter sequence lengths, frequent positive reinforcement

dyspraxia

Simplified movement patterns, extra practice time, visual aids for sequencing, peer buddy support for timing

autism spectrum

Clear visual schedule of lesson sections, quiet reflection space available, predictable structure, advance warning of transitions

visual impairment

Provide large print picture cards, use high contrast images, verbal descriptions of picture content, tactile props where possible

hearing impairment

Visual demonstrations of all movements, hand signals for timing, vibration cues for music, written instruction cards

physical disability

Adapted movements from seated position, upper body mirror work, modified level changes, wheelchair-accessible picture displays

Cross-Curricular Links

English

Vocabulary development (Egyptian terminology), creative writing (homework poem), communication skills

Maths

Counting sequences (4, 16 counts), patterns and symmetry in mirror work

Art

Visual interpretation and creative response to stimulus, understanding artistic elements

History

Ancient Egyptian culture and themes, connecting to historical studies

Music

Rhythm and timing, responding to musical structure and beats

PSHE

Partnership skills, giving constructive feedback, building confidence and cooperation

Teacher Guidance

Positioning

Central for demonstrations, circulating during pair work, corner position for performance viewing

Observation Focus

Partner cooperation, creative interpretation, technical accuracy of mirror work and levels

Intervention Points

When pairs struggle with communication, timing issues, or unsafe movement choices

Demonstration Notes

Always demonstrate mirror work from front view, use exaggerated movements for clarity, count aloud consistently

Verbal Cues

•'Show me perfect mirrors!'
•'Make it higher/lower!'
•'Stay with your partner!'
•'1-2-3-4, keep the beat!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m hall space, clear of obstacles, with room for pairs to move safely

Surface Check

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

Equipment Safety

Safety Checks

•Pictures laminated or protected to prevent paper cuts
•Corner cards securely attached to prevent slipping
•Music system positioned safely away from movement area

Risk Management

Key Risks

•Collisions between pairs during energetic movement
•Falls during level changes and floor work
•Overexertion during extended creative sessions

Risk Mitigation

•Clear boundaries established for each pair's working space
•Progressive building from simple to complex movements
•Teacher demonstration of safe level transitions
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during partner work
•Circulate actively during exploration phases
•Monitor energy levels and provide rest opportunities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, seek additional support if needed