Lesson 4 - Exploring Pathways and Expression
Musical Movement Storytelling
•Year 1
•Dance
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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
Test audio system before lesson begins
Alternative: Read the story aloud without audio
Have story readily available for reading
Alternative: Memorise key story points
Queue up warm-up track ready to play
Alternative: Use clapping or counting for rhythm
Ensure volume is appropriate for space size
Alternative: Use voice and clapping for rhythm
Key Vocabulary
The route or track your body takes as you move through space
How high or low your body is in space - high, medium, low
Using your face and body to show feelings and emotions
Numbers we use to keep time in dance - usually 1, 2, 3, 4, 5, 6, 7, 8
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
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