Lesson 1 - Expressing Emotions Through Dance
Structured Dance Exploration
•Year 1
•Dance
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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
Place around perimeter of hall for warm-up activity
Alternative: Mats, cones, or chalk circles on playground
Test volume and ensure clear sound throughout space
Alternative: Phone/tablet with portable speaker
Position where all students can see clearly
Alternative: Printed copies, or read aloud from book
For recording emotion words and movement ideas
Alternative: Flip chart paper and pens
Key Vocabulary
A feeling such as happy, sad, surprised or angry
How we change the energy and speed of our movements - fast, slow, strong, gentle
A short sequence of movements that fit together, like a sentence in dance
How high or low we move our bodies - high (standing), medium (crouching), low (on floor)
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
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