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Lesson 3 - Partner Communication

Historical Movement to Performance

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Year 4

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Dance

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Big Question

How can we use visual images and partner work to create meaningful dance movements that tell a story?

Learning Objectives

Develop effective communication skills through movement with a partner
Create dance actions inspired by visual stimuli and images
Demonstrate mirror image techniques and level changes in choreography

Key Outcomes

Students will create a 16-count paired dance section using picture stimuli
Students will effectively communicate through movement and respond to their partner
Students will demonstrate understanding of mirror image and level changes in dance

Equipment & Resources Required

Pictures

15-20 different images

Pre-select images that inspire clear movement possibilities

Alternative: Printed photos, tablet/smartboard display, magazine cutouts

Cards

4 sets

Place one card in each corner of the room before lesson

Alternative: Laminated cards, wall displays, cones with attached words

Music Player

1 set

Test volume levels before lesson begins

Alternative: Bluetooth speaker, tablet with good volume

Yoga Mat

1 per student (30)

Arranged around perimeter for stretching activities

Alternative: Towels, carpet squares, marked floor spaces

Key Vocabulary

Mirror image

When partners perform the same movement as if one is looking in a mirror

Levels

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

Stimulus

Something that inspires or influences the creation of dance movements

Choreography

The art of creating and arranging dance movements and sequences

16-count section

A dance sequence that lasts for 16 beats of music

Skill Progression Pathway

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

Prior Learning

Basic understanding of dance motifs and individual travel movements
Experience working independently in dance
Awareness of different levels and directions in movement

Current Skills

Partner communication through movement
Creating dance from visual stimuli
Mirror image techniques and level changes

Next Steps

Complex group choreography work
Performance skills and stage presence
Creating original dance narratives

Milestone Indicators

Can create 4-count actions inspired by images

Demonstrates clear mirror image with partner

Shows variety in levels during dance sequences

Provides constructive feedback to peers

Key Teaching Points

Mirror image requires eye contact and careful observation of partner
Level changes must be controlled and safe - never rush transitions
Picture interpretation should be creative, not literal copying
Partner cooperation is essential - both students must contribute equally
Feedback should be specific, positive and constructive
Performance quality comes from confidence and practice
Counting helps maintain timing and structure in dance sequences

Common Misconceptions

Mirror image means copying exactly (correction: opposite hand/foot like a mirror reflection)
Level changes are just up and down jumps (correction: controlled, purposeful transitions between heights)
Pictures must be copied literally (correction: use images as creative inspiration for movement)
Only one partner needs to lead (correction: both partners should contribute ideas and leadership)
Feedback means finding problems (correction: feedback includes celebrating successes)
Dance sections must be complicated (correction: simple, clear movements are often most effective)

SEN Adaptations

ADHD

Provide frequent movement breaks, use shorter activity segments, offer leadership roles to maintain engagement

dyspraxia

Simplify movement sequences, allow extra practice time, provide verbal prompts for sequence memory

autism spectrum

Provide structured routine with clear transitions, allow processing time for picture interpretation, offer fidget tools during discussion

visual impairment

Use high-contrast images, provide verbal descriptions of pictures, pair with sighted partner for mirror work support

hearing impairment

Use visual cues for music timing, provide written instructions, demonstrate all movements clearly with facing position

physical disability

Adapt level changes to seated positions, modify mirror work for available movement range, focus on upper body interpretations

Cross-Curricular Links

English

Creating descriptive poetry for homework, discussing interpretation of visual images, developing vocabulary for movement description

Art

Analysing visual images for meaning and emotion, translating visual concepts into physical form, understanding artistic interpretation

History

Connecting to historical themes through picture content, understanding how movement can tell stories from the past

PSHE

Developing cooperation skills, giving and receiving feedback constructively, building confidence through performance

Teacher Guidance

Positioning

Central position with clear sight lines to all working pairs, mobile to provide individual support

Observation Focus

Partner communication quality, safe execution of techniques, creative engagement with stimulus material

Intervention Points

Step in if mirror image technique incorrect, unsafe level changes observed, or partner conflicts arise

Demonstration Notes

Use confident students for demonstrations, exaggerate movements for visibility, always count clearly during timed sections

Verbal Cues

•'Remember to watch your partner's eyes during mirror work'
•'Make your level changes slow and controlled'
•'What does this picture make you feel?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, suitable for partner work and group formations

Surface Check

Non-slip surface, free from obstacles, adequate cushioning for floor work

Equipment Safety

Safety Checks

•Pictures laminated with no sharp edges
•Corner cards securely attached
•Mats clean and positioned safely
•Music volume at appropriate level

Risk Management

Key Risks

•Collisions during partner movement
•Unsafe level changes causing falls
•Slips during dynamic movements
•Overexertion during sustained activity

Risk Mitigation

•Clear boundaries for pair working spaces
•Progressive introduction of level changes
•Emphasis on controlled, safe movement
•Regular breaks and hydration reminders

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs simultaneously
•Monitor level changes for safe execution
•Watch for partner cooperation issues
•Ensure appropriate music volume

Emergency Procedures

Stop music immediately for injuries, assess severity, provide appropriate first aid, contact emergency services if required