Lesson 3 - Mirror Image & Interpretation
WW2 Dance Storytelling
•Year 8
•Dance
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How can we use poetry as inspiration to create meaningful dance that tells the story of World War II?
Learning Objectives
- To create imaginative movement sequences inspired by World War II poetry
- To demonstrate effective teamwork and collaborative choreography skills
- To incorporate mirror image, level changes, and directional variations in pair work
Key Outcomes
- Students will create a 16-32 count dance sequence inspired by their World War II poems
- Students will demonstrate accurate mirror image technique with their partner
- Students will perform choreography that clearly shows changes in level and direction
Equipment & Resources Required
Position centrally for clear audio throughout dance space
Alternative: Portable speaker with Bluetooth connectivity
Cue up 'American Patrol' for warm-up and 'Dam Busters' for performance
Alternative: Spotify playlist: 'WW2 Music for Dance' or YouTube playlist
Students should have these from previous lesson homework
Alternative: Printed poem examples if students forgot homework
Optional for floor work and stretching
Alternative: Towels or designated floor spaces
Key Vocabulary
Exact copying of partner's movements as if looking in a mirror
The inspiration or starting point for creating choreography
Your personal understanding and expression of ideas through movement
The art of creating and arranging dance movements into sequences
The energy and quality of movement - fast/slow, strong/gentle, flowing/sharp
The height at which movements are performed - high, medium, low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of levels, pathways and directions from previous lessons
- Experience creating individual motifs and travelling sequences
- Knowledge of World War II historical context
Current Skills
- Mirror image technique and synchronisation
- Creative interpretation of poetry through movement
- Collaborative choreography development in pairs
Next Steps
- Combining individual, pair and group sections into extended sequences
- Advanced choreographic devices like canon and counterpoint
- Performance skills and stage presence
Milestone Indicators
Key Teaching Points
- Mirror image means exact opposite movements - emphasise this constantly during partner work
- Poetry interpretation should be personal and meaningful - encourage individual responses to text
- Creative process is as valuable as final product - celebrate exploration and risk-taking
- Technical elements (levels, directions) must be clearly visible and deliberately included
- Partnership collaboration requires communication, compromise and mutual support
- Performance quality comes from commitment to the story and emotions being portrayed
- World War II context should inform movement choices and emotional expression
Common Misconceptions
- Mirror image means copying the same side - correct this by demonstrating left/right opposition clearly
- Dance must be 'pretty' or conventional - encourage authentic response to war poetry themes
- Mistakes in performance are failures - reframe as part of creative learning process
- Only 'good dancers' can create effective choreography - emphasise that creativity matters more than technical perfection
- Poetry must be interpreted literally - show how abstract interpretation can be more powerful
- Boys can't or shouldn't engage fully with dance - create inclusive environment where all students feel safe to express
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear physical boundaries for movement areas, specific roles and responsibilities in partner work, regular positive reinforcement
dyspraxia
- Simplified movement patterns, extra practice time for sequences, visual and verbal cues for coordination, celebration of effort over technical perfection
autism spectrum
- Clear structure and routine for each section, visual schedule of lesson activities, quiet space available if needed, consistent partner pairings, explicit social interaction guidance
visual impairment
- Tactile guidance for mirror image positioning, verbal descriptions of all demonstrations, audio cues for timing and positioning, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all instructions, written copies of poems and key instructions, vibrotactile cues for music timing, clear visual signals for activity changes
physical disability
- Adapted movements suitable for wheelchair users or limited mobility, modified mirror image work focusing on achievable body parts, seated versions of travelling activities
Cross-Curricular Links
English
Poetry analysis and interpretation, understanding literary devices and imagery, developing vocabulary for creative and critical expression
Art
Visual composition in movement, understanding of line, shape and form in space, creative interpretation and personal expression
Drama
Performance skills, character expression through physicality, understanding audience-performer relationship, collaborative creation
History
Deep exploration of World War II historical context, understanding impact of war on individuals and communities, connecting past events to creative expression
Music
Rhythm and timing in movement, responding to musical structure and phrasing, understanding how music enhances narrative
PSHE
Collaborative skills, mutual respect and support, building confidence in performance, empathy through historical understanding
Teacher Guidance
Positioning
Move around the space during activities to observe all students, position centrally during instructions and demonstrations
Observation Focus
Watch for accurate mirror image technique, creative interpretation of poetry, effective partnership collaboration, and safe movement execution
Intervention Points
Step in if mirror image technique is incorrect, if partnerships are struggling with collaboration, if movements become unsafe, or if students need creative inspiration
Demonstration Notes
Use clear, exaggerated movements for mirror image examples, demonstrate connection between poetry and movement with specific examples, show performance quality with full commitment to encourage students
Verbal Cues
- •'Mirror image means exact opposite - if they go right, you go left!'
- •'Let the words paint pictures in your mind and move your body!'
- •'Support your partner - you're creating this together!'
- •'Make it bigger, clearer, more committed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 12m x 12m clear space for 30 students working in pairs, free from obstacles
Surface Check
Non-slip surface suitable for dance movement, free from debris or hazards
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Volume at appropriate level to allow communication
- •Poems kept secure when not in use to avoid trip hazards
Risk Management
Key Risks
- •Collisions between pairs during travelling activities
- •Falls during level changes or complex movements
- •Muscle strain from insufficient warm-up or overexertion
Risk Mitigation
- •Clear boundaries established for each pair's working space
- •Progressive skill building from simple to complex movements
- •Adequate warm-up before demanding movements
- •Teacher circulation to monitor safety during all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during partner work
- •Monitor high-activity areas during travelling and level changes
- •Watch for signs of fatigue or overexertion
- •Ensure respectful behaviour during sharing and performance
Emergency Procedures
Stop music and activity immediately, assess situation, provide appropriate first aid or support, notify relevant staff if needed