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Lesson 2 - Expressing Feelings Through Dance

Movement Storytelling

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Year 2

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Dance

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45 min

Big Question

How can we use our whole body to tell a story and show feelings through dance?

Learning Objectives

Create a sequence of movements for performance with clear starting and finishing positions
Demonstrate comprehension of the Penguin Small story through expressive dance movements
Work cooperatively in groups of 3 to improve and adapt dance sequences

Key Outcomes

Students will perform a structured dance sequence showing Penguin Small's journey
Students will demonstrate different emotions through varied movement qualities
Students will work effectively in small groups to create and refine their performance

Equipment & Resources Required

Music Player

1 set

Position for clear sound coverage throughout hall

Alternative: Tablet with portable speaker, piano for live accompaniment

Penguin Book Printout

Keep accessible for reference during lesson

Alternative: Digital version on tablet, story summary cards

Coloured Cones

24 (8 groups of 3)

Place in groups of 3 around the space for group formations

Alternative: Cones, hoops, or chalk marks

Sun Markers

1 set

Visible from all positions in hall for displaying story structure

Alternative: Flipchart paper, pre-made visual aids

Key Vocabulary

Sequence

A series of movements performed in order to create a dance

Unison

When dancers perform the same movements at exactly the same time

Expression

Using face and body to show feelings and emotions

Abandonment

The feeling of being left alone or rejected by others

Character

A person or animal in a story that we can represent through dance

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, jumping)
Understanding of personal space and general space
Experience moving to music with simple rhythm

Current Skills

Creating expressive movements to convey emotions
Working collaboratively in small groups
Structuring dance sequences with clear beginning and end

Next Steps

Developing more complex character portrayals through movement
Creating longer dance sequences with multiple sections
Understanding how movement quality affects storytelling

Milestone Indicators

Can hold starting position for 3 counts with focus

Shows clear difference between happy and sad movements

Demonstrates understanding of unison vs individual performance

Key Teaching Points

Connect all movements clearly to emotional content of the story
Emphasise the difference between unison (together) and individual performance
Use specific praise that identifies what worked well in emotional expression
Model appropriate emotional expression through your own demonstrations
Encourage variety in movement levels, speeds, and pathway choices
Maintain focus on story comprehension throughout all movement activities
Support group collaboration with clear structure and time boundaries

Common Misconceptions

Dance requires specific 'right' movements - emphasise personal interpretation and expression
Only dramatic, big movements show emotions - demonstrate subtle expression can be powerful
Group work means everyone must move identically - show value of individual contributions within ensemble
Abandonment theme is too sad - help children understand emotions are natural and art helps process feelings
Boys don't participate in dance - model inclusive language and emphasise storytelling and character work

SEN Adaptations

ADHD

Regular movement breaks, clear short instructions, physical activity channels energy positively, frequent check-ins

dyspraxia

Simplified movement patterns, extra practice time, focus on expression over technical precision, peer support

autism spectrum

Clear structure with visual schedule, quiet space available if needed, consistent routine and predictable format

visual impairment

Clear verbal descriptions of all movements, tactile guidance for positioning, buddy system for spatial awareness

hearing impairment

Visual demonstration of all instructions, vibrating speaker for music awareness, visual cues for timing

physical disability

Adapted movements using available range of motion, seated versions of sequences, focus on upper body expression

Cross-Curricular Links

English

Story comprehension, character analysis, descriptive vocabulary development, oral communication during reflection

Art

Creating visual representations of emotions through body shapes, understanding how artists express feelings

Music

Moving to rhythm and beat, understanding how music supports storytelling and emotional expression

PSHE

Understanding emotions, empathy development, cooperative working, discussing feelings of abandonment and belonging

Teacher Guidance

Positioning

Central position during whole-group activities, circulating during small group work to support and assess

Observation Focus

Emotional expression, group collaboration, story understanding, movement quality and control

Intervention Points

Step in when groups struggle with cooperation, when movements become unsafe, or when story understanding is unclear

Demonstration Notes

Use exaggerated emotional expression to show clear character differences, demonstrate both unison and individual performance styles

Verbal Cues

•'Show me the feeling in your whole body!'
•'How can we make the character differences clearer?'
•'Remember Penguin Small's emotions in this part of the story'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, adequate for 8 groups of 3 to work simultaneously

Surface Check

Clean, dry, non-slip floor surface suitable for dance movement

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•All electrical cables secured and not crossing pathways
•Group markers placed securely and visible

Risk Management

Key Risks

•Collisions between group members during expressive movement
•Falls during dynamic movements or character portrayals
•Emotional distress from story content about abandonment

Risk Mitigation

•Clear group boundaries established and maintained
•Emphasis on controlled, expressive movement rather than wild actions
•Sensitive handling of emotional themes with positive support

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Move between groups during development phases
•Monitor emotional responses as well as physical safety

Emergency Procedures

Stop all activity immediately, assess situation, provide first aid if required, emotional support for distressed students