🎵

Lesson 3 - Expression and Movement

Musical Movement Storytelling

•

Year 1

•

Dance

•

Big Question

How can we use our bodies to show feelings and bring toys to life through dance?

Learning Objectives

To use expression to show feelings through movement
To safely travel through space whilst maintaining character
To create actions that relate to a dance idea

Key Outcomes

Students will demonstrate appropriate movements for different toy characters
Students will move confidently and safely around the space
Students will show expressive qualities in their dance movements

Equipment & Resources Required

Science Videos

Displayed on screen or pictures placed around room

Alternative: Picture cards of sleeping toys

Beats Audio

Audio system tested and ready to play

Alternative: Teacher reading the story aloud

Clues Document

1 set

Pictures laminated and visible to all students

Alternative: Real toys brought from home (with permission)

Cones

8-10

Mark boundaries of movement area

Alternative: Spots or bean bags

Key Vocabulary

Expression

Using your face and body to show feelings

Character

Pretending to be someone or something else

Travelling

Moving from one place to another

Pathway

The route you take when moving

Level

How high or low your body is

Tempo

How fast or slow you move

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills (walking, galloping)
Understanding of personal space
Simple body actions and movements

Current Skills

Expressing feelings through movement
Character interpretation through dance
Controlled travelling in space
Creative movement exploration

Next Steps

Combining movements into sequences
Working with partners in dance
Using props in dance expression

Milestone Indicators

Maintains character throughout movement

Shows clear differentiation between emotions

Demonstrates spatial awareness whilst in character

Key Teaching Points

Expression involves whole body, not just face
Each toy has unique movement characteristics
Spatial awareness essential for safe creative movement
Emotions can be shown through speed, level, and body language
Performance builds confidence and appreciation skills
Creative interpretation should be celebrated
Sequence structure helps organise creative ideas

Common Misconceptions

Expression only involves facial movements - teach whole body expression
All toys move the same way - emphasise unique characteristics
Louder/faster means better performance - teach controlled expression
Only 'realistic' movements are correct - encourage creative interpretation
Performance is about being perfect - emphasise creativity and effort

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries, regular movement breaks, fidget toys during discussion

dyspraxia

Simplified movement patterns, extra demonstration time, peer support, focus on effort over precision

autism spectrum

Clear structure with visual schedule, predictable routine, quiet space available, preparation for performance element

visual impairment

Use verbal descriptions of movements, tactile demonstrations, audio cues for spatial awareness, buddy system for guidance

hearing impairment

Visual demonstrations, hand signals for timing, written instruction cards, vibration cues for music

physical disability

Adapted movements for different abilities, seated versions of actions, modified toy characters, alternative expression methods

Cross-Curricular Links

English

Storytelling through movement, vocabulary development, character interpretation

Science

Body awareness, effects of exercise, spatial relationships

Art

Creative expression, interpretation of ideas, visual imagination

PSHE

Emotional expression, self-confidence, cooperation, celebrating differences

Teacher Guidance

Positioning

Move around perimeter for visibility, position centrally for demonstrations

Observation Focus

Watch for spatial awareness, character commitment, emotional expression, peer interaction

Intervention Points

Step in if unsafe movement, loss of character focus, or negative peer interaction

Demonstration Notes

Exaggerate movements for clarity, use full body expression, maintain character throughout demonstrations

Verbal Cues

•'Stay in character as your toy!'
•'Show me that feeling with your whole body!'
•'Find your own safe space!'
•'Big expressions so everyone can see!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for individual movement and group circle

Surface Check

Dry, even surface suitable for floor work and movement

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Cones/markers checked for stability and no sharp edges
•All equipment stored safely during movement

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during floor work
•Over-excitement leading to loss of control

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing emphasised throughout
•Controlled, gradual progression of movement intensity
•Clear stop signals established and practiced
•Safe sleeping positions demonstrated

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during travelling
•Monitor spatial awareness during character work
•Ensure safe transitions between floor and standing work

Emergency Procedures

Clear stop signal, immediate assessment, appropriate first aid response, emergency contact procedures