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Lesson 3 - Mirror Image Choreography

British Values in Creative Dance

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Year 7

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Dance

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1h 14min

Big Question

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

Tunnel Systems

1 set

Position centrally for even sound distribution, test volume levels before lesson

Alternative: Portable Bluetooth speaker with phone/tablet connection

Mission Impossible Main Theme Music

1 track

Cued and ready to play, approximately 3-4 minutes needed

Alternative: Any dramatic, medium-tempo instrumental music suitable for movement

James Bond Theme Music

1 track

Cued for performance section, should be familiar to students for confidence

Alternative: Any iconic instrumental theme music with clear beat

Pictures

1 per pair (15 pictures for 30 students)

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

Sun Markers

2-3 markers

For recording key vocabulary and success criteria during lesson

Alternative: Flipchart paper and markers

Key Vocabulary

Mirror image

When one dancer copies the exact movements of their partner as if looking in a mirror

Stimulus

An image, idea, or concept that inspires creative movement and choreography

Pairs choreography

Dance movements created and performed by two dancers working together

Level changes

Moving between high (jumping, reaching up), medium (standing), and low (crouching, floor work) positions

Direction changes

Moving forwards, backwards, sideways, or diagonally to create varied pathways

Reciprocal feedback

When partners or groups take turns giving each other constructive comments about performances

Collaboration

Working together effectively, sharing ideas and compromising to create something better

British Values

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

Accurate mirror image with consistent timing

Clear incorporation of stimulus themes in movement

Smooth transitions between different levels and directions

Effective communication and compromise in pairs work

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