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Lesson 3 - Creating Pairs Choreography Using Visual Stimulus

Cultural Expression and Choreographic Creativity Through the Haka

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Year 6

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Dance

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45 min

Big Question

How can we use images and visual stimuli to create meaningful movement that tells a story through dance?

Learning Objectives

To develop creative dance ideas using visual stimulus as inspiration
To create a 22-second pairs section incorporating mirror image, level changes, and directional movement
To demonstrate effective communication and collaboration skills when working with a partner

Key Outcomes

Students will have created an original 22-second dance section inspired by visual images
Students will demonstrate understanding of mirror image technique and spatial awareness
Students will show improved ability to interpret visual stimuli into meaningful movement

Equipment & Resources Required

Pictures

15-20 different images

Select diverse images showing strong shapes, emotions, nature, or cultural elements

Alternative: Digital projector, smart board, printed photographs

Tunnel Systems

Ensure clear audio throughout dance space

Alternative: Portable speaker, computer with speakers

Music Tracks

Multiple tracks

Have specific tracks ready - 44 seconds to 1:06 for pairs section

Alternative: Ka mate Chants Maoris Te runga Rawa, Haka Maori Frederico Palma Remix

Yoga Mat

15 pairs

Mark starting positions for pairs around the room

Alternative: Spots, cones, tape marks on floor

Key Vocabulary

Mirror image

When one partner performs movements that exactly reflect their partner's actions, like looking in a mirror

Visual stimulus

An image, picture or visual element used to inspire and create movement ideas

Choreography

The art of creating and arranging dance movements into a sequence or routine

Level changes

Moving between high, medium and low positions during dance

Directional movement

Travelling or moving in different directions - forwards, backwards, sideways, diagonally

Pairs section

A part of a dance performance designed specifically for two people working together

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels, pathways and directions in dance
Experience with simple partner work and following instructions
Familiarity with freeze positions and body control

Current Skills

Mirror image technique with a partner
Interpreting visual stimuli into movement
Creating collaborative choreography with level and direction changes

Next Steps

Developing more complex partner choreography with canon and unison
Creating group sequences with multiple visual stimuli
Understanding cultural context and meaning in traditional dance forms

Milestone Indicators

Students demonstrate accurate mirroring with their partner

Movements clearly relate to chosen visual stimulus

Smooth transitions between different levels and directions

Key Teaching Points

Mirror image means opposite sides - like looking in a real mirror
Every movement should connect back to the visual stimulus provided
Level changes should be smooth and controlled, not rushed
Partner work requires constant communication and cooperation
Performance should show commitment to the power and energy of Haka
Creative interpretation is personal - different responses to same image are valuable
Technical elements (mirror, levels, directions) must support artistic intention

Common Misconceptions

Mirror image means copying the same side (clarify it means opposite)
Louder and faster automatically means better performance (emphasise control and meaning)
There is only one 'correct' way to interpret an image (celebrate diversity)
Partner work means one person leads all the time (encourage shared leadership)
Haka is just aggressive movement (explain cultural significance and controlled power)

SEN Adaptations

ADHD

Regular change of activity, clear movement boundaries, specific roles and responsibilities within pairs

dyspraxia

Simpler movement patterns, extra practice time, visual and verbal reminders for sequencing

autism spectrum

Clear structure and routine, visual schedule of lesson stages, quiet space available for breaks if needed

visual impairment

Detailed verbal descriptions of images, tactile exploration of shapes and textures, partner guidance for spatial awareness

hearing impairment

Visual cues and demonstrations, written instructions displayed, vibration to feel music rhythm

physical disability

Adapted movements using available body parts, seated versions of activities, modified partner work as appropriate

Cross-Curricular Links

English

Vocabulary development, describing movement and visual elements, communication and discussion skills

Art

Visual literacy, interpreting images, understanding how visual elements convey meaning and emotion

History

Understanding cultural significance of traditional Maori Haka dance, respecting cultural heritage

PSHE

Cooperation and teamwork, respecting others' creative ideas, building confidence through performance

Teacher Guidance

Positioning

Move between pairs during creative work, central position for demonstrations, clear sightlines during performances

Observation Focus

Partnership cooperation, creative development, technical accuracy in mirror work, safe movement execution

Intervention Points

Support struggling pairs with specific suggestions, ensure all students contribute to creative process, manage timing to keep pace

Demonstration Notes

Use exaggerated movements for clarity, involve students in demonstrations, show both successful and improved versions

Verbal Cues

•'Mirror means opposite - like looking in a mirror'
•'What does that shape in the picture make you think of?'
•'Make your movements strong and clear'
•'Feel the power of the Haka in your performance'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear dance space, suitable flooring for dance movement

Surface Check

Clean, dry, non-slip surface appropriate for dance work including floor movements

Equipment Safety

Safety Checks

•Check images are securely attached/displayed to prevent trips
•Ensure music system cables are safely positioned
•Verify adequate space around performance areas

Risk Management

Key Risks

•Collisions during travelling and directional movement
•Falls during level changes and partner work
•Overexertion during energetic Haka performance

Risk Mitigation

•Clear spatial boundaries and adequate space between pairs
•Progressive building of complex movements
•Emphasis on controlled movement rather than speed
•Partner work guidelines for safe cooperation

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during partner work
•Monitor complex movements for safe execution
•Ensure appropriate energy levels during performance

Emergency Procedures

Standard first aid response, nearest phone location known, register check at lesson end