Lesson 3 - Expression and Movement
Musical Movement Storytelling
•Year 1
•Dance
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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
Displayed on screen or pictures placed around room
Alternative: Picture cards of sleeping toys
Audio system tested and ready to play
Alternative: Teacher reading the story aloud
Pictures laminated and visible to all students
Alternative: Real toys brought from home (with permission)
Mark boundaries of movement area
Alternative: Spots or bean bags
Key Vocabulary
Using your face and body to show feelings
Pretending to be someone or something else
Moving from one place to another
The route you take when moving
How high or low your body is
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
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