Lesson 3 - Mirror Image Interpretation
WWII Dance Storytelling
•Year 7
•Dance
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How can we use poetry as inspiration to create expressive dance movements that tell a story through our bodies?
Learning Objectives
- To creatively interpret World War 2 poetry through dance movement using mirror image technique
- To demonstrate effective teamwork and communication skills during partner choreography
- To incorporate mirror image, level changes, and directional changes into a cohesive dance sequence
Key Outcomes
- Students will create a 16-32 count pairs dance section inspired by their World War 2 poetry
- Students will demonstrate accurate mirror image technique with a partner
- Students will perform their complete dance sequence combining individual motifs, travelling sections, and pairs work
Equipment & Resources Required
Position centrally for clear audio throughout hall
Alternative: Portable speaker with phone/tablet connection
Cued and ready to play for warm-up section
Alternative: Any upbeat World War 2 era music for warm-up activities
Cued and ready for final performance section
Alternative: Any atmospheric World War 2 film music for performance
Students should have copies accessible during skill development
Alternative: Teacher-provided war poetry extracts if homework not completed
Mark clear performance spaces for pairs work
Alternative: Chalk marks or tape to define performance areas
Key Vocabulary
Performing exact opposite movements to your partner, as if looking in a mirror
The inspiration or starting point for creating dance movement, in this case poetry
The art of designing and arranging dance movements into a sequence
Translating the meaning, mood, and imagery of poetry into physical movement
Understanding your position in space relative to your partner and the room
The rhythmic framework that organises dance movements, typically in groups of 8
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of levels, pathways and directions in dance from previous lessons
- Individual motif creation and performance from week 1
- Travelling section development from week 2
- Written World War 2 poetry completed as homework
Current Skills
- Mirror image technique and spatial awareness
- Creative interpretation of literary stimulus
- Partner collaboration and communication
- Seamless transition between dance sections
Next Steps
- Group choreography incorporating multiple pairs
- Advanced compositional skills including canon and unison
- Performance skills including projection and expression
- Critical evaluation of own and others' creative work
Milestone Indicators
Key Teaching Points
- Mirror image means exact opposite movements - demonstrate clearly with emphasis on spatial relationships
- Creative interpretation should connect genuinely to poetry content but doesn't need to be literal representation
- Partnership communication is essential - encourage verbal and non-verbal dialogue during creation
- Level changes must be dramatic enough for audience to clearly observe the variation
- Direction changes should involve actual travel through space, not just facing different ways
- Performance quality transforms technique into artistic expression - encourage commitment and storytelling
- Feedback should be specific and constructive, using appropriate dance vocabulary to build learning
Common Misconceptions
- Mirror image confusion - students often copy instead of reflecting movements; correct by emphasising 'opposite sides'
- Poetry interpretation too literal - encourage abstract emotional responses rather than acting out specific events
- Level changes too subtle - demonstrate that changes should be clearly visible from high to medium to low positions
- Losing partnership connection - remind students that mirror work requires constant visual and spatial awareness of partner
- Performance versus practice - help students understand difference between rehearsal mode and full performance commitment
- Creative work has 'wrong' answers - reassure students that multiple interpretations of poetry are valid and valuable
SEN Adaptations
ADHD
- Break choreography into shorter sections, provide regular movement breaks, use partner support for focus, allow different expression of creativity if sitting difficult
dyspraxia
- Simplify mirror patterns initially, provide additional practice time, use verbal cues alongside visual, break down complex movements into smaller components
autism spectrum
- Provide clear structure and routine, offer visual schedule of lesson sections, allow processing time for creative tasks, provide quiet space if needed for overwhelm
visual impairment
- Use verbal descriptions of mirror movements, physical guidance for positioning, partner with sighted student for support, describe spatial relationships clearly
hearing impairment
- Use visual demonstrations for all instructions, provide written poetry if audio not accessible, use visual cues for music timing, ensure face-to-face communication
physical disability
- Adapt mirror work for seated position, modify level changes to achievable range, adjust spatial requirements, provide alternative movement vocabulary
Cross-Curricular Links
English
Poetry analysis and interpretation, creative writing themes, understanding historical context through literature, expressive communication through alternative medium
Art
Visual interpretation of themes, composition and structure in creative work, artistic expression and communication
History
World War 2 context and themes, understanding civilian and military experiences, exploring emotional impact of historical events
PSHE
Collaboration and teamwork skills, building confidence through performance, empathy and understanding different perspectives, emotional literacy through creative expression
Teacher Guidance
Positioning
Move around perimeter during partner work to observe all pairs, position centrally during whole-group discussions and demonstrations
Observation Focus
Watch for mirror technique accuracy, safe execution of level and direction changes, quality of partnership communication and creative risk-taking
Intervention Points
Step in if mirror technique is incorrect, partnerships are struggling with communication, movements become unsafe, or students show distress with war content
Demonstration Notes
Use clear, exaggerated movements for mirror technique, emphasise slow pace for teaching, demonstrate with confident student volunteer when possible, show artistic expression as well as technical accuracy
Verbal Cues
- •'Opposite arms - if they go right, you go left!'
- •'Show me those level changes - high, medium, low!'
- •'Travel through space together while staying connected!'
- •'Let your poetry inspire your movement choices!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 20m with clear floor free from obstacles, adequate ceiling height for arm extensions
Surface Check
Clean, dry, non-slip dance floor or hall surface, free from any water, dust, or debris
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area with secure cable management
- •Volume levels appropriate - audible but not damaging to hearing
- •Emergency stop accessible on music system
Risk Management
Key Risks
- •Collisions between pairs during travelling sequences
- •Falls during level changes or direction changes
- •Overexertion during sustained choreographic work
- •Emotional distress from war poetry content
Risk Mitigation
- •Clear boundaries established for each pair's working space
- •Emphasis on controlled movement during level changes
- •Regular monitoring of student energy levels and hydration needs
- •Sensitive handling of war themes with support available for affected students
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs during mirror work for safety and accuracy
- •Monitor high-activity areas during travelling sequences
- •Watch for signs of fatigue or frustration during challenging choreographic work
- •Be alert to emotional responses during poetry sharing
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid support, ensure other students continue safely under instruction