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Lesson 3 - Mirror Image Expression

Victorian Dance Motifs & Performance

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Year 7

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Dance

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1h 14min

Big Question

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

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Portable speaker, tablet with speakers

Music Tracks

2 tracks minimum

Cue up 'Izzy Electro' for warm-up, 'Victorian Dream' for main work

Alternative: Victorian-era inspired music, instrumental versions

Poems

1 per student

Check all students have poems before lesson begins

Alternative: Pre-written Victorian poems if homework incomplete

Mats

Minimum 8m x 8m clear area

Ensure clear pathways for travelling work and pair formations

Alternative: Hall, large classroom with furniture moved

Key Vocabulary

Mirror image

One person copies exactly what another person does as if looking in a mirror

Pairs section

Choreography designed specifically for two people working together

Levels

High, medium and low positions in space used to create visual interest

Directions

Forward, backward, sideways, diagonal - the pathways we travel through space

Choreography

The art of designing sequences of movements to create a dance

Stimulus

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

Clear differentiation between levels in movement

Accurate and simultaneous mirror image work

Creative interpretation of word stimulus

Confident performance with expression

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

•'Mirror means opposite - if I go right, you go left!'
•'Show me three clear levels in that action!'
•'Make it bigger so everyone can see your Victorian character!'
•'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

•Music system positioned safely away from movement area
•Ensure adequate volume without being harmful to hearing
•Check all electrical equipment is PAT tested

Risk Management

Key Risks

•Collisions during travelling work
•Falls during level changes
•Overexertion during extended choreography
•Inappropriate physical contact during mirror work

Risk Mitigation

•Clear boundaries established for pairs work
•Progressive skill building from simple to complex
•Adequate spacing between working pairs
•Clear guidelines about appropriate touching in mirror work
•Regular breaks to prevent fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all working pairs
•Monitor high-energy sections for safe execution
•Circulate during creative work to check understanding
•Watch for students struggling with partner work

Emergency Procedures

Stop activity immediately, assess injury, appropriate first aid response, contact school office if serious