Lesson 1 - Dance Emotions Exploration
Feelings to Formations
•Year 2
•Dance
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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
Arrange around perimeter of hall with adequate spacing
Alternative: Cones or markers if hoops unavailable
Test audio levels before lesson, prepare upbeat music for warm-up
Alternative: Tablet/phone with portable speaker
'A Raindrop' poem clearly visible to all students
Alternative: Printed copies for each pair
For timing creative work periods and transitions
Alternative: Phone timer function
Key Vocabulary
Feelings that we can express through our face and body movements
How we use energy in our movement - fast, slow, strong, gentle
A short movement pattern that represents an idea or feeling
A complete movement sentence that lasts 8 beats
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
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