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Lesson 1 - Expressing Emotions Through Dance

Structured Dance Exploration

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Year 1

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Dance

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45 min

Big Question

How can we use our bodies and movement to show different feelings and emotions like the raindrop in our poem?

Learning Objectives

To perform short dances that show different emotions and moods
To identify and describe actions that represent contrasting emotions
To recognise dynamics within dance movements

Key Outcomes

Students will create and perform a dance showing at least two different emotions
Students will demonstrate understanding of how movement can express feelings
Students will work cooperatively with a partner to create movement phrases

Equipment & Resources Required

Hoops

11 for class of 30

Place around perimeter of hall for warm-up activity

Alternative: Mats, cones, or chalk circles on playground

Music Player

1 set

Test volume and ensure clear sound throughout space

Alternative: Phone/tablet with portable speaker

Display

1 large poster or smartboard display

Position where all students can see clearly

Alternative: Printed copies, or read aloud from book

Sun Markers

1 set

For recording emotion words and movement ideas

Alternative: Flip chart paper and pens

Key Vocabulary

Emotion

A feeling such as happy, sad, surprised or angry

Dynamics

How we change the energy and speed of our movements - fast, slow, strong, gentle

Phrase

A short sequence of movements that fit together, like a sentence in dance

Levels

How high or low we move our bodies - high (standing), medium (crouching), low (on floor)

Raindrop

A single drop of rain that can fall in different ways - gently, heavily, or bouncing

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, jumping)
Following simple instructions and copying movements
Understanding of fast and slow movement

Current Skills

Expressing emotions through body language and movement
Creating and remembering short movement sequences
Working cooperatively with a partner

Next Steps

Creating longer dance sequences with clear structure
Using music to guide rhythm and timing
Performing with confidence to larger audiences

Milestone Indicators

Students can clearly show the difference between happy and sad movements

Students can create a simple 8-beat phrase and repeat it

Students can work with a partner without adult support

Key Teaching Points

Emotions can be shown through whole body movement, not just facial expressions
Different dynamics (slow/fast, strong/gentle) help create emotional qualities in dance
Working cooperatively means sharing ideas and making decisions together
Dance is a form of communication - we can tell stories and show feelings through movement
Everyone's creative ideas are valuable and should be respected
Practice helps us remember and improve our movement sequences
Watching others' work helps us learn new ideas and appreciate different approaches

Common Misconceptions

Misconception: 'Dancing is only for girls' - Correction: 'Dance is for everyone and helps us all express ourselves'
Misconception: 'I can't dance because I'm not good at it' - Correction: 'Everyone can move and show emotions - there's no wrong way to express yourself'
Misconception: 'Sad movements have to be on the floor' - Correction: 'We can show emotions at any level - high, medium, or low'
Misconception: 'We have to copy each other exactly' - Correction: 'Each person can show emotions in their own special way'
Misconception: 'Fast movements are always happy' - Correction: 'Fast movements can show different emotions like anger or excitement too'

SEN Adaptations

ADHD

Provide clear boundaries for movement, use shorter activity bursts, offer fidget tools during discussion time

dyspraxia

Break movements into smaller steps, allow extra practice time, focus on personal best rather than comparison to others

autism spectrum

Provide clear visual schedule of lesson activities, allow sensory breaks if needed, use consistent routines and familiar language

visual impairment

Use clear verbal descriptions of emotions, allow tactile exploration of movements, partner with sighted buddy for spatial awareness

hearing impairment

Use visual demonstrations of emotions and movements, incorporate sign language for key emotion words, use visual cues for rhythm

physical disability

Adapt movements to seated or supported positions, focus on upper body expression, use assistive devices as appropriate

Cross-Curricular Links

English

Vocabulary development through emotion words, listening skills during poem reading, descriptive language for movement feedback

Music

Moving to rhythm and beat, understanding tempo changes, responding to musical dynamics

PSHE

Understanding and expressing emotions, cooperation and teamwork, empathy and supporting others

Teacher Guidance

Positioning

Move around the space to observe all pairs, position centrally during whole-class activities

Observation Focus

Watch for genuine emotional expression, cooperative partnership work, and creative movement choices

Intervention Points

Step in if partnerships are struggling, provide movement ideas if students seem stuck, ensure all students feel supported

Demonstration Notes

Demonstrate: Use your own body expressively, exaggerate emotional qualities for clarity, model positive partnership behaviour

Verbal Cues

•'Show the emotion in your whole body, not just your face'
•'Think about how a raindrop would really move'
•'Work together - both partners' ideas are important'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 10m x 10m with clear floor area for movement

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check hoops have no cracks or sharp edges
•Ensure music volume is appropriate for space and hearing protection
•Test all audio equipment before lesson starts

Risk Management

Key Risks

•Collisions between students during movement
•Slips if floor becomes wet or students wearing inappropriate footwear
•Overexcitement leading to unsafe movement choices
•Students feeling self-conscious or unwilling to participate

Risk Mitigation

•Clear boundaries for working spaces
•Emphasis on controlled movement rather than speed
•Teacher positioning for maximum visibility of all students
•Positive, inclusive atmosphere to encourage participation

Supervision & Emergency Procedures

Supervision Points

•Position where all students are visible during movement activities
•Circulate during partner work to monitor cooperation and safety
•Watch for students who may need additional emotional support

Emergency Procedures

Stop activity immediately if anyone is hurt, follow school first aid procedures, have contact details for school office readily available