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Lesson 3 - Pairs Choreography with Mirror Image

Historical Storytelling Through Movement and Choreography

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Year 5

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Dance

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Big Question

How can we use poetry and movement to tell the story of World War 2 through dance?

Learning Objectives

To develop creative movement inspired by World War 2 poetry
To demonstrate effective communication and teamwork in pairs
To create a 16-32 count choreographed section using mirror image, levels, and direction

Key Outcomes

Students will create original choreography inspired by their World War 2 poems
Students will perform synchronised mirror movements with a partner
Students will combine individual, travelling, and pairs sections into a cohesive dance sequence

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout dance space

Alternative: Bluetooth speaker, tablet with good speakers

World War 2 Music Collection

Pre-loaded with 'American Patrol' and 'The Dam Busters' tracks

Alternative: YouTube playlist, Spotify playlist, CD collection

Poems

1 per student

Students should have their World War 2 poems from previous lessons

Alternative: Shared poems on tablets, printed copies

Markers Cones

8-10

Mark performance area boundaries

Alternative: Masking tape, bean bags, spots

Key Vocabulary

Mirror Image

When one partner copies exactly what the other partner does, as if looking in a mirror

Choreography

The art of creating and arranging dance movements into a sequence

Synchronisation

Moving at exactly the same time as your partner

Levels

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

Motif

A short sequence of movements that can be repeated or developed

Skill Progression Pathway

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

Prior Learning

Created individual motifs in week 1
Developed travelling sequences in week 2
Understanding of different levels, pathways, and directions
Basic knowledge of World War 2 themes and context

Current Skills

Mirror image technique and synchronisation
Translating poetry into physical movement
Collaborative choreography creation
Combining multiple dance sections

Next Steps

Refining complete dance performance
Adding dramatic elements and characterisation
Performance skills and audience awareness

Milestone Indicators

Demonstrates clear mirror movements with partner

Creates movements that clearly relate to poem content

Maintains synchronisation throughout pairs section

Shows confidence in combining all three dance sections

Key Teaching Points

Mirror image requires exact copying with opposite limbs, like looking in a real mirror
Poetry interpretation should focus on images and emotions, not just literal actions
Choreography must include all three elements: mirror image, level changes, direction changes
16-32 counts provides structure - count '1-2-3-4' to help students organise their movements
Partnership collaboration is essential - both students should contribute ideas equally
Performance quality improves when movements connect clearly to the World War 2 theme
Feedback should be specific and constructive, focusing on what worked well and areas for improvement

Common Misconceptions

Mirror image means copying the same side - actually requires opposite limb use
Poetry movements must be literal - encourage abstract and emotional interpretation
Choreography can be created randomly - emphasise importance of structure and counting
Only the 'leader' creates ideas - both partners should contribute equally
Level changes just mean up and down - include floor work and varied heights
Direction changes only mean forward/back - include diagonal and circular pathways

SEN Adaptations

ADHD

Break choreography into shorter segments, provide movement breaks between reflective activities, use engaging music to maintain focus

dyspraxia

Simplify mirror movements initially, provide extra practice time, break choreography into smaller, manageable chunks

autism spectrum

Provide clear structure for choreography sections, offer visual schedules showing lesson progression, allow processing time for creative tasks

visual impairment

Use verbal descriptions of mirror positions, provide tactile guidance for partner positioning, ensure clear audio for music cues

hearing impairment

Use visual demonstrations of counting, provide visual rhythm cues, ensure partner can provide visual timing support

physical disability

Adapt mirror movements to seated or supported positions, modify level changes to accessible alternatives, focus on upper body choreography

Cross-Curricular Links

English

Poetry comprehension, creative interpretation of written text, vocabulary development through movement

Art

Creative expression, interpretation of themes through physical medium, performance as art form

History

World War 2 context, understanding historical themes and emotions through creative expression

Music

Responding to musical phrasing, understanding rhythm and timing in performance

PSHE

Collaboration skills, communication, building confidence, giving and receiving feedback constructively

Teacher Guidance

Positioning

Circulate actively around pairs, position at edges to observe multiple groups simultaneously

Observation Focus

Watch for accurate mirror technique, creative use of poem content, inclusion of required choreographic elements

Intervention Points

Step in if pairs struggling with collaboration, provide movement suggestions if creativity blocks occur

Demonstration Notes

Demonstrate mirror technique clearly, show level changes with exaggerated movements, model how to translate words into actions

Verbal Cues

•'Mirror exactly what you see!'
•'Make your levels really obvious!'
•'I can see your poem story in your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m, suitable for multiple pairs moving simultaneously

Surface Check

Non-slip surface essential, remove any obstacles or furniture from movement area

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All electrical cables secured or covered
•Space markers placed securely and not creating trip hazards

Risk Management

Key Risks

•Collisions between pairs during travelling sequences
•Falls during level changes and floor work
•Overexertion during extended choreography sessions
•Injury from inappropriate stretching

Risk Mitigation

•Clear boundaries established for each pair's working space
•Progressive warm-up before more demanding movements
•Teacher demonstration of safe level changes and transitions
•Regular hydration breaks during extended activity

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during activity
•Circulate actively during choreography creation
•Monitor for safe execution of mirror movements

Emergency Procedures

Stop activity immediately for any injury, assess severity, apply first aid if trained, seek medical attention if required