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Lesson 2 - Greek God Partner Sequences and Compositional Principles

Ancient Greece Through Movement: Gods, Warriors and Olympic Ceremony

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Year 5

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Dance

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Big Question

How can we work with a partner to create expressive Greek god dances that tell a story through movement and music?

Learning Objectives

To work with a partner to extend Greek god sequences using expressive vocabulary and compositional principles
To interpret and respond to music whilst maintaining character throughout performance
To apply choreographic devices including canon, unison, matching and mirroring in partner work

Key Outcomes

Students will perform extended Greek god sequences with a partner showing clear character and expression
Students will demonstrate understanding of compositional principles in their choreography
Students will evaluate and improve their own and others' performances with constructive feedback

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Bluetooth speaker, tablet with speakers

Greek Mythology Music

Pre-loaded and tested before lesson

Alternative: Classical music, dramatic instrumental pieces

Cards

Greek god characteristics - graceful, powerful, mysterious, etc.

Alternative: Whiteboard with word list, printed sheets

Markers Cones

Mark performance areas around hall perimeter

Alternative: Spots, masking tape

Key Vocabulary

Motif

A short sequence of movements that represents a character or idea

Canon

When dancers perform the same movements but start at different times, like a round in music

Unison

When dancers perform exactly the same movements at exactly the same time

Mirroring

When one dancer copies another's movements as if looking in a mirror

Flow

Smooth connection between different movements or sections of dance

Dynamics

The way energy is used in movement - sharp, smooth, strong, gentle

Expression

Using face, body and movement to show emotion and character

Skill Progression Pathway

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

Prior Learning

Basic understanding of Greek gods and their characteristics
Individual motif creation for chosen Greek god
Simple dance movements with changes in level and speed
Basic performance skills and staying in character

Current Skills

Partner work and collaboration in dance
Using expressive vocabulary to enhance movement quality
Applying compositional principles (canon, unison, matching, mirroring)
Creating flowing sequences between different motifs

Next Steps

Group choreography with multiple partners
Complex narrative dance sequences
Advanced compositional devices and formations
Performance for wider audiences

Milestone Indicators

Maintains character throughout partner work

Demonstrates smooth transitions between individual and partner sections

Shows understanding of at least two compositional devices

Provides constructive feedback to peers

Key Teaching Points

Maintain Greek god character interpretation throughout all activities
Emphasise the power of adjectives to transform movement quality and expression
Support collaborative partner work with clear communication and shared decision-making
Use compositional devices (canon, unison, mirroring, matching) to create interesting choreography
Encourage creative risk-taking while maintaining safe movement practices
Build performance confidence through supportive audience behaviour and constructive feedback
Connect movement exploration to broader understanding of character and storytelling

Common Misconceptions

Thinking that mirroring and matching are the same - mirroring is opposite sides, matching is copying exactly
Believing that changing adjectives means changing the actual movements rather than the quality
Assuming that 'bigger' always means 'better' without considering character appropriateness
Thinking that canon means everyone must do exactly the same thing rather than the same movements at different times
Misconception that partner work means both people must always move at the same time

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use energetic music and dynamic activities, offer leadership roles

dyspraxia

Simplify movement sequences, provide extra practice time, use visual and verbal cues together, celebrate effort over precision

autism spectrum

Provide clear structure and routine, use visual timetables for lesson sections, offer quiet space if needed, prepare for performance expectations

visual impairment

Use tactile cues and verbal descriptions of movements, provide close partner support, use contrasting sounds or music for different sections

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure clear sight lines for all demonstrations

physical disability

Adapt movements for seated or supported positions, focus on upper body expression, modify level changes to be achievable

Cross-Curricular Links

English

Developing expressive vocabulary, using adjectives to describe character, discussing and reflecting on experiences

History

Understanding ancient Greek culture and mythology, exploring characteristics of Greek gods and goddesses

Music

Responding to different musical styles and tempos, understanding rhythm and timing in performance

PSHE

Collaboration and teamwork, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move around perimeter to observe all pairs, position centrally for demonstrations

Observation Focus

Watch for character consistency, effective partner collaboration, safe use of space and levels

Intervention Points

["Step in if partner dynamics become negative or exclusive", "Support pairs struggling with compositional device concepts", "Provide encouragement to students lacking confidence in performance"]

Demonstration Notes

Use exaggerated movements and expressions to show clear contrasts, involve confident students in demonstrations, model positive partner collaboration throughout

Verbal Cues

•'Stay in character!'
•'Make it bigger and clearer!'
•'How can you make that flow smoothly?'
•'Show me your god's personality!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space, minimum 10m x 15m clear area for partner work

Surface Check

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

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Space markers/cones with rounded edges
•Word cards stored securely when not in use

Risk Management

Key Risks

•Collisions during partner work and travelling movements
•Falls when changing levels or moving at speed
•Overexertion during dynamic movements

Risk Mitigation

•Clear boundaries established for pair working areas
•Progressive building of trust and communication between partners
•Controlled exploration of speed and level changes
•Regular safety reminders during dynamic activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during partner work
•Monitor partner interactions for safety and inclusion
•Be alert during level changes and dynamic movements

Emergency Procedures

Clear access to first aid, know location of emergency exits, immediate stop signal established