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Lesson 4 - Exploring Pathways and Expression

Musical Movement Storytelling

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Year 1

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Dance

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Big Question

How can we use different pathways and levels to show emotions and tell stories through dance?

Learning Objectives

To explore pathways and expression in dance movements
To perform basic actions and choose appropriate movements for different dance ideas
To develop counting skills and rhythm awareness in dance sequences

Key Outcomes

Students will demonstrate appropriate movements for different dance ideas
Students will explore and use various pathways in their movement
Students will perform basic body actions using counts and show expressive qualities

Equipment & Resources Required

Beats Audio

Test audio system before lesson begins

Alternative: Read the story aloud without audio

Clues Document

1 copy for teacher

Have story readily available for reading

Alternative: Memorise key story points

Warm-Up Music

Queue up warm-up track ready to play

Alternative: Use clapping or counting for rhythm

Tunnel Systems

Ensure volume is appropriate for space size

Alternative: Use voice and clapping for rhythm

Key Vocabulary

Pathway

The route or track your body takes as you move through space

Levels

How high or low your body is in space - high, medium, low

Expression

Using your face and body to show feelings and emotions

Counts

Numbers we use to keep time in dance - usually 1, 2, 3, 4, 5, 6, 7, 8

Stimulus

Something that gives us ideas for our dance - like a story or music

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, hopping, skipping)
Understanding of personal space
Simple counting to 8

Current Skills

Exploring pathways in movement
Using different levels (high, low)
Partner cooperation in dance
Expressing emotions through movement

Next Steps

Creating longer dance sequences
Using music to guide movement timing
Developing more complex partner work

Milestone Indicators

Maintains character throughout dance sequence

Changes levels smoothly during searching actions

Coordinates movement with partner

Key Teaching Points

Encourage exaggerated, toy-like movements to develop character
Use clear counting to develop rhythm and timing skills
Emphasise use of different levels and pathways in movement
Build confidence through positive audience experiences
Connect story elements to movement choices throughout
Develop spatial awareness through 'bubble' concept
Foster cooperation and communication in partner work

Common Misconceptions

That dance movements should be small and realistic - encourage big, exaggerated actions
That counting is separate from movement - integrate counting with physical actions
That all students must move the same way - celebrate individual interpretation
That pathways are just walking routes - show how pathways can include levels and character
That performance is about perfection - emphasise expression and effort over technical accuracy

SEN Adaptations

ADHD

Shorter activity segments, frequent movement breaks, clear boundaries and expectations

dyspraxia

Slower pace for complex movements, additional practice time, simplified pathway options

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed

visual impairment

Clear verbal descriptions of movements, tactile guidance for positioning, consistent spatial arrangements

hearing impairment

Visual demonstrations, hand signals for counting, vibrotactile cues for rhythm

physical disability

Adapted movements for different mobility levels, seated versions of actions, modified pathways

Cross-Curricular Links

English

Listening to stories, descriptive vocabulary development, expressing ideas about performances

Maths

Counting to 4 and 8, understanding sequences and patterns, spatial awareness and direction

Art

Creative expression, understanding of levels and space, visual interpretation of stories

PSHE

Cooperation and teamwork, building confidence, respecting others' performances

Teacher Guidance

Positioning

Move around perimeter of space to observe all students, central position for demonstrations

Observation Focus

Character consistency, spatial awareness, partner cooperation, safe movement practices

Intervention Points

["Step in if spatial awareness becomes unsafe", "Support students struggling with character expression", "Assist partnership difficulties", "Provide additional counting support if needed"]

Demonstration Notes

Use exaggerated movements for visibility, maintain toy character throughout, show clear counting and rhythm

Verbal Cues

•'Show me your toy character!'
•'Use all the space available!'
•'Remember to count together!'
•'Make your movements big and clear!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally school hall or gymnasium

Surface Check

Dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Test audio equipment before lesson starts
•Ensure volume is appropriate and not too loud
•Check electrical leads are safely positioned

Risk Management

Key Risks

•Collisions during travelling movements
•Falls when changing levels
•Dizziness from turns and spins
•Overcrowding during partner activities

Risk Mitigation

•Clear personal space boundaries established
•Gradual introduction of level changes
•Controlled spinning with balance focus
•Organised spacing for partner work

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students
•Monitor spatial awareness during travelling
•Watch for signs of fatigue or over-excitement
•Ensure safe transitions between activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, maintain calm atmosphere