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Lesson 3 - Partner Choreography & Stimulus

Viking Narrative Dance

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Year 4

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Dance

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45 min

Big Question

How can we use pictures to inspire creative movement and work effectively with a partner?

Learning Objectives

To develop partner choreography skills using picture stimulus
To demonstrate mirror image and level changes in dance
To communicate effectively through movement and collaborate successfully

Key Outcomes

Students will create a 16-count partner dance section inspired by pictures
Students will demonstrate effective use of mirror image and level changes
Students will provide constructive feedback to peers about dance performance

Equipment & Resources Required

Pictures

15-20 pictures (1 per pair)

Pictures should be Viking-themed or related to current topic, A4 size preferred

Alternative: Projected images on smartboard, picture books, printed photographs

Cards

4 sets

Attach one set to each corner of the hall before lesson begins

Alternative: Laminated A4 sheets, cones with attached images, wall displays

Tunnel Systems

Test volume levels and have Viking-themed music ready to play

Alternative: Portable speaker with phone/tablet, school sound system

Music Player

3-4 tracks

Suggested: 'Northmen' soundtrack, 'Vikings Attack' soundtrack, or similar epic music

Alternative: Any dramatic or theme-appropriate instrumental music

Key Vocabulary

Mirror Image

When partners perform identical movements facing each other, like looking in a mirror

Level Changes

Moving between high, medium and low positions in space

Stimulus

Something that inspires or gives ideas for movement creation

Choreography

The art of designing and arranging dance movements into sequences

16-count Section

A dance sequence that lasts for 16 beats of music

Reciprocal Feedback

When partners or groups take turns watching each other and giving helpful comments

Skill Progression Pathway

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

Prior Learning

Students can perform the established motif sequence
Students can create individual travelling sequences
Students understand basic dance actions and simple partner work

Current Skills

Creating dance movements inspired by visual stimulus
Working cooperatively with a partner in choreography
Demonstrating mirror image and level changes in movement

Next Steps

Combining all dance sections into a complete performance piece
Adding more complex partner interactions and lifts
Developing storytelling through extended dance sequences

Milestone Indicators

Clear synchronisation with partner during mirror work

Smooth transitions between different levels

Creative interpretation of picture stimulus into movement

Key Teaching Points

Emphasise that creativity has no wrong answers when interpreting pictures
Mirror image requires facing each other and using opposite sides of the body
Level changes should be smooth and controlled, not sudden or dangerous
Partner work succeeds through communication and compromise
4-count and 16-count structures provide framework for choreography
Feedback should be specific, positive, and use correct dance vocabulary
Performance confidence grows through practice and encouragement

Common Misconceptions

Thinking mirror image means doing exactly the same movements (correct: opposite sides)
Believing there's only one 'right' way to interpret a picture (correct: multiple creative responses)
Assuming level changes must be extreme (correct: subtle changes can be effective)
Thinking faster movements are always better (correct: control and timing are more important)
Believing one partner should lead everything (correct: both should contribute equally)
Assuming feedback must include criticism (correct: positive, specific observations are most helpful)

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement breaks, use positive reinforcement frequently

dyspraxia

Demonstrate movements multiple times, allow extra practice time, provide simpler sequence options, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, use visual schedules, allow processing time for creative tasks, quiet space available

visual impairment

Provide tactile picture cards or describe images verbally, use clear verbal cues for mirror work, buddy system for navigation

hearing impairment

Use visual signals for music starts/stops, provide written instructions, demonstrate all movements clearly

physical disability

Adapt level changes to seated/supported positions, modify mirror work for individual abilities, focus on upper body movements if needed

Cross-Curricular Links

English

Poetry writing homework connects to creative writing skills and vocabulary development

Maths

Counting in fours and sixteens, understanding numerical patterns in dance sequences

Art

Interpreting visual images and translating them into movement, understanding artistic stimulus

PSHE

Partner cooperation, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move around the space to observe all pairs, position to see both technique and cooperation

Observation Focus

Watch for creative interpretation, quality partner work, safe execution of techniques

Intervention Points

Step in when pairs are struggling with collaboration or when safety is compromised

Demonstration Notes

Use students as demonstrators when possible, model positive feedback language, show enthusiasm for creative choices

Verbal Cues

•'Mirror your partner!'
•'Show me high, medium, low!'
•'What does this picture make you think of?'
•'Count together - 1, 2, 3, 4!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear space, hall or large classroom with smooth floor

Surface Check

Even, non-slip surface free from obstacles, adequate cushioning for level work

Equipment Safety

Safety Checks

•Pictures have no sharp edges or staples that could cause injury
•Corner cards securely attached to avoid falling
•Music volume at safe levels to avoid hearing damage

Risk Management

Key Risks

•Collisions during partner work and travelling
•Falls during level changes, particularly when moving to floor
•Overexertion during continuous movement sections

Risk Mitigation

•Clear boundaries established and maintained throughout lesson
•Adequate spacing between pairs during all activities
•Progressive introduction of level changes with technique instruction
•Regular monitoring of students' fatigue levels

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during partner work
•Circulate during creation time to support and monitor
•Focus on level change transitions for safety

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed