Lesson 3 - Mirror Image Expression
Victorian Dance Motifs & Performance
β’Year 7
β’Dance
β’Start Planning Better PE Lessons
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How can we use mirror image and creative expression to bring Victorian poetry to life through dance?
Learning Objectives
- To be creative with ideas when using poems as stimulus for movement
- To demonstrate good teamwork and communication skills in pairs work
- To include use of mirror image and changes in level and direction in choreography
Key Outcomes
- Students will create 4-8 count actions inspired by Victorian poem vocabulary
- Students will demonstrate accurate mirror image work with a partner
- Students will choreograph a 16-32 count pairs section incorporating mirror image, levels and direction changes
- Students will perform their complete dance sequence with confidence and expression
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Portable speaker, tablet with speakers
Cue up 'Izzy Electro' for warm-up, 'Victorian Dream' for main work
Alternative: Victorian-era inspired music, instrumental versions
Check all students have poems before lesson begins
Alternative: Pre-written Victorian poems if homework incomplete
Ensure clear pathways for travelling work and pair formations
Alternative: Hall, large classroom with furniture moved
Key Vocabulary
One person copies exactly what another person does as if looking in a mirror
Choreography designed specifically for two people working together
High, medium and low positions in space used to create visual interest
Forward, backward, sideways, diagonal - the pathways we travel through space
The art of designing sequences of movements to create a dance
Something that inspires or provides ideas for movement creation
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of levels in dance (high, medium, low)
- Experience with travelling movements and pathways
- Ability to work in pairs and follow simple choreographic instructions
Current Skills
- Creating movement from literary stimulus
- Accurate mirror image technique
- Combining choreographic elements in pairs work
- Providing constructive peer feedback
Next Steps
- Developing more complex group choreography
- Creating seamless transitions between dance sections
- Advanced choreographic devices and techniques
Milestone Indicators
Key Teaching Points
- Mirror image means opposite movements - demonstrate clearly and repeatedly
- Creative interpretation should connect clearly to chosen words from poems
- All movements must be performed with commitment and expression
- Partner work requires constant communication and eye contact
- Level changes should be distinct and deliberate, not incidental
- Performance quality comes from confidence and character, not just technical accuracy
- Feedback should be specific and constructive, focusing on technique and creativity
Common Misconceptions
- Mirror work means copying exactly (Correction: Mirror means opposite, like looking in a real mirror)
- Level changes just mean jumping up and down (Correction: Levels include high, medium, low positions and transitions)
- Creative interpretation can be abstract and unclear (Correction: Movements should clearly represent the chosen word)
- Choreography is just making up random movements (Correction: Choreography has structure, technique and purpose)
- Quiet students can't be creative (Correction: Support all students to find their creative voice)
- Performance only matters for confident dancers (Correction: Everyone can perform with expression at their level)
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries for creative work, immediate positive feedback
dyspraxia
- Simplified choreography patterns, extra practice time, buddy support system, break down complex movements
autism spectrum
- Clear routine structure, visual timetable of lesson sections, quiet reflection space available
visual impairment
- Verbal descriptions of mirror work, tactile guidance for positioning, bright/contrasting clothing for partners
hearing impairment
- Visual cues for music changes, demonstration-heavy teaching, written poem copies if reading difficulties
physical disability
- Seated versions of movements, adapted mirror work using upper body only, modified level changes
Cross-Curricular Links
English
Poetry analysis, creative writing stimulus, vocabulary development, performance speaking
Art
Visual interpretation of words, understanding levels and space as design elements
Drama
Character development, performance skills, audience awareness, creative expression
History
Victorian era understanding, social context of period, costume and character research
Music
Understanding rhythm and beat, interpreting musical style, steampunk genre appreciation
Teacher Guidance
Positioning
Move around perimeter of space during activities, centre for demonstrations
Observation Focus
Monitor mirror accuracy, creative engagement, partner communication, technical progression
Intervention Points
Step in if pairs struggling with communication, mirror work inaccurate, or inappropriate behaviour
Demonstration Notes
Always demonstrate with confident student volunteer, exaggerate movements for clarity, use positive body language
Verbal Cues
- β’'Mirror means opposite - if I go right, you go left!'
- β’'Show me three clear levels in that action!'
- β’'Make it bigger so everyone can see your Victorian character!'
- β’'Eyes on your partner - stay connected!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear area per 8 students, adequate ceiling height for jumping
Surface Check
Non-slip surface essential, check for any wet areas or debris
Equipment Safety
Safety Checks
- β’Music system positioned safely away from movement area
- β’Ensure adequate volume without being harmful to hearing
- β’Check all electrical equipment is PAT tested
Risk Management
Key Risks
- β’Collisions during travelling work
- β’Falls during level changes
- β’Overexertion during extended choreography
- β’Inappropriate physical contact during mirror work
Risk Mitigation
- β’Clear boundaries established for pairs work
- β’Progressive skill building from simple to complex
- β’Adequate spacing between working pairs
- β’Clear guidelines about appropriate touching in mirror work
- β’Regular breaks to prevent fatigue
Supervision & Emergency Procedures
Supervision Points
- β’Position for visibility of all working pairs
- β’Monitor high-energy sections for safe execution
- β’Circulate during creative work to check understanding
- β’Watch for students struggling with partner work
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid response, contact school office if serious