Lesson 2 - Expressing Feelings Through Dance
Movement Storytelling
•Year 2
•Dance
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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
Position for clear sound coverage throughout hall
Alternative: Tablet with portable speaker, piano for live accompaniment
Keep accessible for reference during lesson
Alternative: Digital version on tablet, story summary cards
Place in groups of 3 around the space for group formations
Alternative: Cones, hoops, or chalk marks
Visible from all positions in hall for displaying story structure
Alternative: Flipchart paper, pre-made visual aids
Key Vocabulary
A series of movements performed in order to create a dance
When dancers perform the same movements at exactly the same time
Using face and body to show feelings and emotions
The feeling of being left alone or rejected by others
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
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