Lesson 3 - Pairs Choreography with Mirror Image
Historical Storytelling Through Movement and Choreography
•Year 5
•Dance
•Start Planning Better PE Lessons
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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
Position for clear audio throughout dance space
Alternative: Bluetooth speaker, tablet with good speakers
Pre-loaded with 'American Patrol' and 'The Dam Busters' tracks
Alternative: YouTube playlist, Spotify playlist, CD collection
Students should have their World War 2 poems from previous lessons
Alternative: Shared poems on tablets, printed copies
Mark performance area boundaries
Alternative: Masking tape, bean bags, spots
Key Vocabulary
When one partner copies exactly what the other partner does, as if looking in a mirror
The art of creating and arranging dance movements into a sequence
Moving at exactly the same time as your partner
The height at which movements are performed - high, middle, or low
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
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