Lesson 3 - Mirror Image Choreography
British Values in Creative Dance
•Year 7
•Dance
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How can we use creative movement to express British values whilst working collaboratively with a partner?
Learning Objectives
- To develop creative choreography using visual stimulus and British Values themes
- To demonstrate effective teamwork and collaborative skills in pairs work
- To incorporate mirror image, level changes, and directional changes in choreography
Key Outcomes
- Students will create a 16-32 count pairs dance section inspired by British Values imagery
- Students will demonstrate mirror image technique with precision and synchronisation
- Students will work collaboratively to combine individual creativity with partner coordination
Equipment & Resources Required
Position centrally for even sound distribution, test volume levels before lesson
Alternative: Portable Bluetooth speaker with phone/tablet connection
Cued and ready to play, approximately 3-4 minutes needed
Alternative: Any dramatic, medium-tempo instrumental music suitable for movement
Cued for performance section, should be familiar to students for confidence
Alternative: Any iconic instrumental theme music with clear beat
Varied images showing diverse representations of British Values - voting, helping others, celebrating differences, following rules
Alternative: Printed images, projected slides, or tablet/phone images showing democracy, liberty, respect themes
For recording key vocabulary and success criteria during lesson
Alternative: Flipchart paper and markers
Key Vocabulary
When one dancer copies the exact movements of their partner as if looking in a mirror
An image, idea, or concept that inspires creative movement and choreography
Dance movements created and performed by two dancers working together
Moving between high (jumping, reaching up), medium (standing), and low (crouching, floor work) positions
Moving forwards, backwards, sideways, or diagonally to create varied pathways
When partners or groups take turns giving each other constructive comments about performances
Working together effectively, sharing ideas and compromising to create something better
Core principles including democracy, rule of law, individual liberty, and mutual respect and tolerance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding from previous dance lessons
- Understanding of levels (high, medium, low) and directions from Week 2
- Experience of individual motif creation from Week 1
Current Skills
- Mirror image technique and synchronisation with partners
- Creative interpretation of visual stimuli
- Collaborative choreography development in pairs
- Integration of technical elements (levels, directions) with creative expression
Next Steps
- Group choreography incorporating multiple pairs
- Advanced synchronisation techniques
- Performance skills and stage presence
- Evaluation and refinement of choreographic works
Milestone Indicators
Key Teaching Points
- Mirror image requires exact copying - emphasise opposite sides (my right = your left)
- Creative interpretation of stimulus should go beyond literal copying of images
- Collaboration means both partners contribute equally to choreographic decisions
- Level changes must be clear and distinct - make high really high, low really low
- British Values can be expressed through movement themes of fairness, freedom, respect
- Counting out loud together helps maintain synchronisation and timing
- Performance energy and commitment make choreography more effective and engaging
Common Misconceptions
- Mirror image means copying the same side - correct by emphasising 'opposite sides like a real mirror'
- Creative movement must be literal copying of picture content - encourage abstract interpretation of themes and feelings
- One partner should lead all choreographic decisions - emphasise equal contribution and compromise
- Level changes can be small and subtle - stress the need for clear, visible differences between high, medium, low
- Dance is only about individual performance - highlight the collaborative and communicative aspects
- Feedback should focus on what went wrong - teach positive, constructive feedback structure
SEN Adaptations
ADHD
- Shorter activity segments with frequent changes, clear physical boundaries, regular movement breaks, immediate feedback
dyspraxia
- Simplified movement patterns, extra practice time, visual/verbal cues for sequencing, supportive partner pairing
autism spectrum
- Provide visual schedule of lesson structure, quiet space available if needed, consistent partner pairings, clear routine
visual impairment
- Use tactile guidance for mirror image, verbal descriptions of pictures, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all concepts, written instruction cards, vibration cues for rhythm and timing
physical disability
- Adapt movements for seated or limited mobility, focus on achievable mirror image variations, modified level changes
Cross-Curricular Links
English
Interpreting visual texts, expressing ideas through movement, giving and receiving constructive feedback
Maths
Counting beats and rhythmic patterns, understanding spatial relationships and geometric shapes in movement
Art
Analysing visual composition and translating artistic concepts into movement form
Citizenship
Exploring democracy, individual liberty, mutual respect, and tolerance through embodied learning
History
Understanding British Values through historical context and cultural development
PSHE
Developing collaboration skills, self-confidence, respect for others, and emotional expression
Teacher Guidance
Positioning
Circulate actively during pairs work, position at corner during performances for full class visibility
Observation Focus
Watch for collaboration quality, technical skill development, creative risk-taking, and safe movement execution
Intervention Points
Step in when pairs struggling with collaboration, when technical skills need refinement, or when safety concerns arise
Demonstration Notes
Use clear, exaggerated movements for visibility, employ confident students as additional demonstrators, break down complex skills into manageable steps
Verbal Cues
- •'Mirror image means exactly the same - check each other!'
- •'Make your levels really different - high, medium, low!'
- •'Use your picture for inspiration - what does it make you feel?'
- •'Work together - both of your ideas matter!'
- •'Count together out loud to stay in time!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for pairs movement and performance area
Surface Check
Non-slip surface suitable for dance movement, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Sound system positioned safely to avoid trip hazards
- •Music volume checked to prevent hearing damage
- •Pictures laminated or securely handled to prevent tears/cuts
Risk Management
Key Risks
- •Collisions between pairs during travelling and choreography
- •Slips and falls during level changes and dynamic movement
- •Overexertion during extended choreography development
- •Emotional stress from performance anxiety or peer feedback
Risk Mitigation
- •Clear boundaries and adequate spacing between pairs established
- •Progressive skill building from simple to complex movements
- •Controlled level changes avoiding dangerous positions
- •Supportive environment for performance and feedback
- •Regular checking for fatigue and hydration needs
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs during movement exploration
- •Active monitoring during performance phases for technical safety
- •Close attention during feedback sessions for emotional wellbeing
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or emotional support, contact emergency services if required