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Lesson 2 - Action and Reaction in Dance

Cross-Curricular Narrative Dance

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Year 4

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Dance

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1h 1min

Big Question

How can dancers use action and reaction to tell a story through movement?

Learning Objectives

To choose actions which relate to the spy character and theme
To remember and perform longer choreography sequences with a partner
To understand and demonstrate action and reaction in paired dance work

Key Outcomes

Students will perform a complete spy-themed dance incorporating action and reaction
Students will demonstrate control and coordination in partner work
Students will evaluate performances using dance-specific vocabulary

Equipment & Resources Required

Tunnel Systems

Positioned for clear sound across entire space

Alternative: Bluetooth speaker, tablet with external speaker

Track

Pre-loaded and tested, volume adjusted for space

Alternative: Similar tempo instrumental music with mysterious character

Science Videos

Optional visual aid for concept explanation

Alternative: Live demonstration by teacher

Sun Markers

10-15

Define performance space and audience area

Alternative: Cones, spots, or masking tape

Key Vocabulary

Action and reaction

When one dancer's movement directly influences or causes their partner's movement response

Motif

A short movement phrase that can be repeated, developed or varied

Choreography

The planned and structured sequence of dance movements

Phrase

A short section of movement, usually 8 counts long

Levels

The height at which movements are performed - high, medium, low

Timing

When movements happen in relation to the music and other dancers

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling patterns
Understanding of rhythm and counting in 8s
Simple character interpretation through movement
Beginning of spy-themed dance from Lesson 1

Current Skills

Action and reaction partner work
Extended choreography sequences (3 x 8 counts)
Character representation through dance not acting
Feedback and improvement techniques

Next Steps

Complex partner choreography with multiple levels
Improvisation within structured frameworks
Leading group choreography sessions
Advanced spy-themed movement vocabulary

Milestone Indicators

Maintains character throughout entire sequence

Clear action and reaction visible to audience

Smooth transitions between all dance sections

Confident performance with partner synchronisation

Key Teaching Points

Action and reaction means one movement directly influences another - emphasise the connection
Dance the spy character through movement qualities, not through acting or miming
Partner work requires equal contribution from both dancers - encourage shared leadership
8-count phrases provide structure - help students feel the rhythm and timing
Performance is about commitment and character, not perfect technique
Feedback should be specific and constructive - what worked and why
Safety in partner work - dancing together not physical contact

Common Misconceptions

That action and reaction means copying each other - clarify it's about causing a response
That spy movements should be acted/mimed rather than danced abstractly
That one partner should lead all the time - emphasise shared creation
That mistakes in performance are failures - teach that commitment matters most
That feedback means criticising - model positive, constructive observation
That dance has to be complicated to be good - show power of simple, clear movements

SEN Adaptations

ADHD

Frequent movement opportunities, clear and short instructions, regular check-ins and praise for focus

dyspraxia

Break down movements into smaller steps, extra practice time, partner support for sequence memory

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if overwhelmed

visual impairment

Use clear verbal descriptions of movements, buddy system for guidance, tactile cues for timing and positioning

hearing impairment

Visual cues and demonstrations, vibrations for music tempo, clear visual start and stop signals

physical disability

Adapt movements to seated position, use upper body or arm movements for action and reaction, modify partner work as needed

Cross-Curricular Links

English

Character development and storytelling through movement, vocabulary building with dance terminology

Maths

Counting in 8s and different time signatures, patterns and sequences in choreography

Science

Understanding of action and reaction as physical forces, body awareness and spatial relationships

PSHE

Cooperation and teamwork skills, giving and receiving feedback constructively, building confidence through performance

Teacher Guidance

Positioning

Circulate actively but maintain overview of whole class, position where all students can see demonstrations

Observation Focus

Watch for understanding of action and reaction concept, quality of partner cooperation, maintenance of spy character

Intervention Points

Step in if partner work becomes inappropriate, support pairs struggling with creation, help with timing and structure

Demonstration Notes

Use students as demonstration partners when possible, exaggerate movements for visibility, break down complex concepts into simple steps

Verbal Cues

•'Sharp and controlled like a spy!'
•'Show me the connection between your movements!'
•'Dance the character, don't act it!'
•'One movement causes the other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, non-slip surface, adequate ceiling height for jumping

Surface Check

Ensure floor is dry, clean, and free from obstacles or hazards

Equipment Safety

Safety Checks

•Audio equipment positioned safely out of movement area
•Volume at appropriate level to avoid hearing damage
•All electrical equipment checked and PAT tested

Risk Management

Key Risks

•Collisions between pairs during partner work
•Falls during dynamic spy movements
•Overexertion during extended dance sequences
•Inappropriate physical contact during partner work

Risk Mitigation

•Clear boundaries established for each pair's working space
•Progressive skill building from individual to partner work
•Explicit teaching about appropriate partner interaction
•Regular monitoring of energy levels and fatigue
•Clear stop signals and emergency procedures

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs
•Circulate actively during partner work sections
•Monitor for signs of fatigue or overexertion
•Watch for appropriate partner interactions

Emergency Procedures

Stop signal (raised hand), first aid kit accessible, clear evacuation route, emergency contact information available