Lesson 3 - Creating Pairs Choreography Using Visual Stimulus
Cultural Expression and Choreographic Creativity Through the Haka
•Year 6
•Dance
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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
Select diverse images showing strong shapes, emotions, nature, or cultural elements
Alternative: Digital projector, smart board, printed photographs
Ensure clear audio throughout dance space
Alternative: Portable speaker, computer with speakers
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
Mark starting positions for pairs around the room
Alternative: Spots, cones, tape marks on floor
Key Vocabulary
When one partner performs movements that exactly reflect their partner's actions, like looking in a mirror
An image, picture or visual element used to inspire and create movement ideas
The art of creating and arranging dance movements into a sequence or routine
Moving between high, medium and low positions during dance
Travelling or moving in different directions - forwards, backwards, sideways, diagonally
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
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