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Lesson 1 - Dance Emotions Exploration

Feelings to Formations

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Year 2

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Dance

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45 min

Big Question

How can we use our bodies to show different emotions and feelings that rain can bring?

Learning Objectives

To create and perform short dances reflecting different emotions and moods
To identify and demonstrate contrasting dynamics in movement
To work collaboratively to compose dance phrases using 8-beat structures

Key Outcomes

Students will perform dance movements that clearly represent different emotions
Students will demonstrate understanding of dynamics through varied movement qualities
Students will create structured dance phrases using 8-beat patterns

Equipment & Resources Required

Hoops

11 for class of 30

Arrange around perimeter of hall with adequate spacing

Alternative: Cones or markers if hoops unavailable

Music Player

1 set

Test audio levels before lesson, prepare upbeat music for warm-up

Alternative: Tablet/phone with portable speaker

Display

1 (smartboard/poster)

'A Raindrop' poem clearly visible to all students

Alternative: Printed copies for each pair

Stopwatch

For timing creative work periods and transitions

Alternative: Phone timer function

Key Vocabulary

Emotion

Feelings that we can express through our face and body movements

Dynamics

How we use energy in our movement - fast, slow, strong, gentle

Motif

A short movement pattern that represents an idea or feeling

Phrase

A complete movement sentence that lasts 8 beats

Levels

High, medium and low positions we can use in dance

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, skipping)
Understanding of fast and slow movement
Ability to follow simple instructions and work with others

Current Skills

Creating movements that represent emotions
Working with dynamics and contrasting qualities
Structuring movement into 8-beat phrases

Next Steps

Developing more complex dance sequences
Using props and music to enhance emotional expression
Creating group choreography with clear narrative structure

Milestone Indicators

Clear differentiation between happy and sad movements

Ability to maintain 8-beat structure consistently

Confident performance to an audience

Key Teaching Points

Emotions can be clearly expressed through whole-body movement, not just facial expressions
Different dynamics (fast/slow, strong/gentle) enhance emotional expression in dance
8-beat phrases provide structure that helps students remember and perform their dances
Partner collaboration supports creativity and builds confidence in performance
Clear contrasts between emotions make dances more interesting and expressive
The raindrop theme connects movement to real-world experiences and feelings
Performance skills develop through practice and supportive audience experiences

Common Misconceptions

Movement quality doesn't matter as long as students are moving - emphasise how different qualities convey different emotions
Only facial expressions show emotions - teach that whole body contributes to emotional expression
All movements should be big and energetic - show that gentle, slow movements can be equally expressive
Students should create entirely new movements - explain that adapting familiar actions with emotional qualities is perfectly valid
8-beat structure is too rigid for creative expression - demonstrate how structure actually supports creativity and memory

SEN Adaptations

ADHD

Frequent movement breaks built into lesson, clear boundaries marked, shorter activity segments, fidget tools available if needed

dyspraxia

Simplified movement patterns, extra practice time, demonstration repeated frequently, visual and verbal cues combined

autism spectrum

Clear routine and structure, visual schedule of lesson activities, quiet space available, predictable transitions with warnings

visual impairment

Verbal descriptions of all movements, partner guidance, use of sounds to indicate emotions, tactile feedback for positioning

hearing impairment

Visual demonstrations of all instructions, visual emotion cards, use of gestures and facial expressions, vibrating signals for music stops

physical disability

Adapted movements using available range of motion, focus on facial expression and upper body, seated dance variations, peer support

Cross-Curricular Links

English

Vocabulary development around emotion words, listening to poetry with expression, describing movement using adjectives

Maths

Counting beats in sequences, understanding of number patterns in 8-beat phrases, timing and rhythm concepts

Science

Understanding body movement and muscle control, weather and water cycle connections, cause and effect

Art

Creative expression, understanding of mood and atmosphere, appreciation of different interpretive approaches

PSHE

Emotional awareness and regulation, expressing feelings appropriately, cooperating with others, building confidence

Teacher Guidance

Positioning

Move around the space during partner work, position centrally for whole-class instruction and demonstrations

Observation Focus

Watch for clear emotional expression, safe movement practices, positive partner collaboration, and engagement with learning

Intervention Points

Step in if movements become unsafe, support students struggling with emotional expression, guide discussions to stay on track

Demonstration Notes

Always demonstrate emotional movements with exaggerated clarity, use face and body together, show contrasts clearly

Verbal Cues

•'Show me that emotion with your whole body!'
•'Let's see clear differences between happy and sad'
•'Remember to count your 8 beats'
•'How can you make that movement even more surprising?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear area, larger preferable for 30 students

Surface Check

Non-slip surface essential, check for water/obstacles before lesson

Equipment Safety

Safety Checks

•Hoops inspected for cracks or sharp edges
•Music volume at appropriate level for instruction
•Poem display secure and not creating hazards

Risk Management

Key Risks

•Collisions during energetic movements
•Slips during dynamic emotional expressions
•Overexertion during warm-up fitness activities
•Emotional sensitivity around performing to others

Risk Mitigation

•Clear boundaries and spacing established before movement
•Progressive increase in movement intensity
•Positive, supportive atmosphere for all performances
•Alternative participation for students uncomfortable performing

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during partner work
•Move around space during exploration phases
•Monitor emotional wellbeing during performance

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed