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Lesson 3 - Mirror Image & Directions

British Values Dance

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Year 8

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Dance

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50 min

Big Question

How can we use our bodies to reflect British values whilst creating visually striking mirror choreography?

Learning Objectives

To develop creative movement responses to British Values stimuli
To demonstrate effective teamwork through collaborative choreography
To incorporate mirror image, level changes, and directional changes in dance sequences

Key Outcomes

Students will create a 16-32 count pairs dance sequence incorporating mirror image work
Students will demonstrate understanding of British Values through movement interpretation
Students will provide constructive feedback to peers on choreographic choices

Equipment & Resources Required

Music Player

Position centrally for clear audio throughout space

Alternative: Portable speaker connected to tablet/phone

Mission Impossible Music

1 track

Cued ready for warm-up activities

Alternative: Any dramatic instrumental music with clear beat

James Bond Theme Music

1 track

Prepared for main performance section

Alternative: Alternative cinematic theme music with strong rhythm

Cards

15 cards (1 per pair)

Distributed face-down initially, revealed when pairs formed

Alternative: Printed images showing democracy, rule of law, liberty, respect, tolerance

Markers

8-10 cones

Mark safe movement boundaries around perimeter

Alternative: Tape lines or natural boundaries

Key Vocabulary

Mirror image

When partners perform identical movements simultaneously, as if one is the reflection of the other

Stimulus

Source material that inspires creative movement responses

Pairs choreography

Dance sequences created and performed by two dancers working together

Level changes

Moving between high, medium, and low positions in space

Direction changes

Altering the pathway or facing during movement sequences

Reciprocal feedback

Two-way exchange of constructive comments between performers and audience

Creative interpretation

Using personal artistic vision to translate ideas into movement

Synchronisation

Performing movements at exactly the same time as your partner

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic dance movements and spatial awareness from previous lessons
Understanding of pathways, levels, and directions in movement
Initial exploration of individual motif work from week 1
Individual travelling sequences from week 2

Current Skills

Mirror image technique and synchronisation
Collaborative choreography creation
Interpretation of visual stimuli through movement
Integration of technical requirements into creative work

Next Steps

Development of group choreography with multiple dancers
Advanced partnering techniques and contact work
Performance skills and stage presence
Choreographic composition and structure

Milestone Indicators

Students maintain visual connection during mirror work

Movement sequences flow smoothly between levels and directions

Creative responses clearly relate to stimulus material

Pairs demonstrate mutual support and cooperation

Key Teaching Points

Mirror image means opposite sides - demonstrate clearly with your own body
Creative interpretation is more valuable than literal copying of stimulus
Collaborative choreography requires compromise and shared decision-making
Technical requirements enhance rather than restrict creative expression
British Values can be expressed through abstract movement qualities
Performance confidence grows through supportive rehearsal and feedback
Integration of multiple weeks' learning demonstrates progression and retention

Common Misconceptions

Mirror work means copying exactly (correction: it means opposite sides)
Creative dance has no structure or rules (correction: framework supports creativity)
British Values are only political concepts (correction: they're about how we treat each other)
Pairs must move identically throughout (correction: variety and contrast can be effective)
Feedback should focus on mistakes (correction: celebrate successes and suggest improvements)

SEN Adaptations

ADHD

Regular movement breaks built into structure, clear role definitions, immediate positive feedback

dyspraxia

Simplified counting systems, extra rehearsal time, movement broken into smaller components

autism spectrum

Clear structure with visual schedule, predictable partner pairings, quiet reflection spaces available

visual impairment

Use verbal descriptions of British Values pictures, tactile exploration of movements, audio cues for timing

hearing impairment

Visual demonstrations of rhythm and counting, written British Values descriptions, vibration cues for music

physical disability

Adapted movements for wheelchair users, seated variations of choreography, modified partner positions

Cross-Curricular Links

English

Developing vocabulary related to values, democracy, and creative expression

Art

Creative interpretation of abstract concepts through physical expression and visual stimulus

Citizenship

Exploring fundamental British Values through creative expression and democratic participation

History

Understanding democratic traditions and their development in British society

Music

Understanding rhythm, phrasing, and musical structure in choreographic creation

PSHE

Building collaborative skills, mutual respect, and understanding of diverse perspectives

Teacher Guidance

Positioning

Circulate actively during partner work, position centrally during demonstrations

Observation Focus

Watch for creative interpretation, collaborative skills, technical accuracy

Intervention Points

Support pairs struggling with communication, guide those needing technical help

Demonstration Notes

Use clear, exaggerated movements for visibility, involve students in demonstrations when possible

Verbal Cues

•'Mirror means opposite - if they go left, you go right!'
•'Count together to stay synchronized!'
•'Show me your British Value through your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space, suitable for 30 students in pairs

Surface Check

Non-slip surface, clear of obstacles, appropriate for dynamic movement

Equipment Safety

Safety Checks

•Music equipment positioned safely out of movement area
•Picture cards secured when not in use
•No loose items on floor during movement

Risk Management

Key Risks

•Collisions during travelling sections
•Falls during level changes
•Overexertion during dynamic sequences

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between pairs maintained
•Progressive build-up of intensity
•Controlled level changes with proper technique

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all pairs during partner work
•Monitor high-energy sections for signs of fatigue
•Watch for safe execution of level changes

Emergency Procedures

Stop music immediately if needed, clear assessment protocols, first aid available