Lesson 3 - Pairs Choreography - Mirror Image and Levels
Storytelling Through Movement: World War 2 Dance Narratives
•Year 6
•Dance
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How can we use mirror image and changes in level to bring World War 2 stories to life through dance?
Learning Objectives
- To develop creative pairs choreography using poems as inspiration
- To incorporate mirror image, changes in level and direction into dance sequences
- To demonstrate effective communication and teamwork in dance partnerships
Key Outcomes
- Students will create a 16-32 count pairs section incorporating their poems
- Students will successfully use mirror image techniques with a partner
- Students will combine individual, travelling and pairs sections into a complete dance
Equipment & Resources Required
Test volume levels - clear enough for instruction but not overwhelming
Alternative: Portable speaker with device, recorded music
Have tracks ready to play, know start/stop points
Alternative: American Patrol, Dam Busters, wartime era music
Ensure all students have access to their written work from previous lessons
Alternative: Printed copies if students forgot originals
Mark performance area and safe boundaries
Alternative: Spots, bean bags for area definition
Key Vocabulary
One dancer leads whilst the other copies their movements exactly, as if looking in a mirror
The art of creating and arranging dance movements into sequences
The height at which movements are performed - high, middle, or low
The beat or timing used to structure dance movements
A short sequence of movements that can be repeated or developed
Performing movements at exactly the same time as your partner
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic dance movements and travelling
- Experience with individual motifs and travelling sections
- Knowledge of World War 2 themes and historical context
- Basic partner work and following simple instructions
Current Skills
- Mirror image technique with precise timing
- Creative interpretation of poetry through movement
- Choreographic composition using multiple devices
- Partner communication and collaboration skills
Next Steps
- Advanced partner lifts and contact work
- Complex group choreography and formations
- Performance quality and audience engagement
- Creative composition using multiple stimuli
Milestone Indicators
Key Teaching Points
- Mirror image must be exact - left becomes right, movements perfectly synchronized
- Creative interpretation should connect clearly to poem content and meaning
- All three technical requirements (mirror, levels, direction) must be meaningfully included
- Partnership skills are as important as dance technique
- Complete dance should tell a coherent story from individual through to pairs work
- Performance energy and commitment enhance the storytelling aspect
- Feedback should be specific, positive, and connected to learning objectives
Common Misconceptions
- Mirror image means copying the same side (not true - must be true mirror reflection)
- Level changes can be random additions (should enhance narrative meaning)
- Choreography is just linking movements together (must serve creative interpretation)
- Partner work means one person leads throughout (should involve shared creative responsibility)
- Technical requirements are separate from creative content (should be integrated meaningfully)
- Performance is about perfect technique (expression and storytelling equally important)
SEN Adaptations
ADHD
- Shorter practice segments with regular feedback, clear role definitions in partnerships, movement breaks between sitting activities
dyspraxia
- Simplified choreographic patterns, additional practice time, buddy support system, focus on creative expression over technical precision
autism spectrum
- Clear structure and predictable progression, visual schedules for lesson phases, quiet reflection spaces available
visual impairment
- Clear verbal descriptions of movements, tactile guidance for mirror image work, audio cues for timing
hearing impairment
- Visual demonstrations prominent, vibration cues for music, clear sight lines for lip reading
physical disability
- Adapted movements for different mobility levels, seated or supported versions of activities, focus on achievable elements
Cross-Curricular Links
English
Poetry analysis, creative interpretation, vocabulary development, speaking and listening skills
Art
Creative expression, composition principles, translating visual imagery into physical form
History
World War 2 context, historical empathy, understanding of wartime experiences and emotions
Music
Rhythm and timing, responding to musical mood and style, performance skills
PSHE
Collaboration skills, empathy, communication, confidence building, respect for others' creativity
Teacher Guidance
Positioning
Move around perimeter during practice, central position for demonstrations, close proximity during partner allocation
Observation Focus
Watch for genuine collaboration, creative risk-taking, and inclusion of technical requirements
Intervention Points
Step in if partnerships become unbalanced, provide support for struggling creative interpretation, ensure all students included
Demonstration Notes
Use clear, exaggerated movements for technical elements, show both good and improved versions, involve students in demonstrations when appropriate
Verbal Cues
- •'Show me your mirror image accuracy!'
- •'Where's your level change?'
- •'I can see your poem's story in that movement!'
- •'Count together - 1, 2, 3, 4!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space, suitable for 30 students in pairs
Surface Check
Clean, dry, non-slip surface suitable for dance movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Poems stored safely when not in use
- •Any boundary markers stable and low-profile
Risk Management
Key Risks
- •Collisions between pairs during travelling sections
- •Falls during level changes or directional movements
- •Overexertion during sustained creative work
Risk Mitigation
- •Clear boundaries and spatial awareness emphasised
- •Progressive introduction of technical elements
- •Regular breaks and cool-down period included
- •Partner support system for challenging movements
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during practice
- •Circulate during exploration phase to monitor collaboration
- •Monitor energy levels and provide breaks as needed
Emergency Procedures
Standard first aid procedures, clear access routes maintained, know location of nearest trained first aider