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Lesson 3 - Circus Movement Expression

Space to Synchronisation

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Year 2

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Dance

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1h 11min

Big Question

How can we use our whole body to tell the exciting story of a visit to the circus?

Learning Objectives

To use clear pathways when moving through space
To create interesting shapes and levels to represent circus characters
To use facial expressions to show different character emotions

Key Outcomes

Students will perform a complete circus dance sequence with clear pathways
Students will demonstrate contrasting levels and shapes for different characters
Students will show character emotions through facial expressions and body language

Equipment & Resources Required

Base Stations

30 (1 per student)

Distributed evenly throughout the space

Alternative: Bean bags, hoops, or marked spots on floor

Themed Music

Audio system with appropriate tracks

Pre-loaded and tested before lesson

Alternative: Carnival music, classical circus pieces, or rhythmic percussion

Video Resources

Images or cards showing circus characters

Visible to all students during introduction

Alternative: Printed pictures, digital slides, or picture books

Benches

2-4 benches

Positioned safely for warm-up circuit if used

Alternative: Low platforms or mats for step-ups

Key Vocabulary

Pathway

The route or line of travel through space when moving

Levels

The height at which movements are performed - high, medium, low

Dynamic qualities

The way movement is performed - strong/gentle, fast/slow, flowing/sharp

Expression

Using face and body to show emotions and character

Character

A person or role in a story that we pretend to be

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (walking, running, skipping)
Simple body shapes and balances
Following basic rhythm patterns

Current Skills

Using pathways purposefully in dance
Creating contrasting levels and shapes
Expressing character through movement and facial expression

Next Steps

Combining multiple pathways in sequence
Creating group formations and patterns
Developing more complex character narratives

Milestone Indicators

Maintains character throughout entire sequence

Shows clear pathway choices in movement

Demonstrates confident performance skills

Key Teaching Points

Character must be shown through both movement and facial expression
Pathways should be clear and purposeful, not wandering
Level changes create visual interest and show different characters
Timing with counts helps create structure and performance quality
Performance requires commitment and confidence to engage audience
Each circus character has unique movement qualities and expressions
Smooth transitions between sections create flow in the complete dance

Common Misconceptions

Students may think character is only shown through costume - emphasise movement and expression
May believe pathways don't matter if they reach the destination - stress the importance of clear, straight lines
Could think poses just need to look strong - emphasise the importance of muscle tension and facial expression
May assume spinning faster is better - teach controlled, purposeful spinning
Might think performance is just showing off - emphasise storytelling and sharing with audience

SEN Adaptations

ADHD

Shorter activity segments with clear starts and stops, movement breaks between instruction, clear boundaries and expectations

dyspraxia

Simplified movement patterns, extra practice time, visual and physical demonstrations, break down complex sequences

autism spectrum

Clear visual schedule of lesson sections, quiet practice space available, consistent routine and structure

visual impairment

Use tactile markers for base stations, provide detailed verbal descriptions of movements, partner support for pathway guidance

hearing impairment

Visual demonstrations for all instructions, use of visual cues and signals, vibration awareness for music timing

physical disability

Adapted movements using available body parts, seated versions of poses, modified pathways appropriate to mobility

Cross-Curricular Links

English

Character development, storytelling through movement, vocabulary building with circus terminology

Maths

Counting in time with music, spatial awareness and pathways, understanding levels and directions

Science

Body awareness and control, balance and coordination, understanding muscle tension and relaxation

Art

Character design and expression, creating visual images through body shapes, colour and costume discussions

History

Traditional circus performances and entertainment, cultural significance of circus arts

PSHE

Confidence building through performance, cooperation and audience skills, celebrating creativity and differences

Teacher Guidance

Positioning

Central position for demonstrations, move around space during practice for individual support

Observation Focus

Character portrayal, pathway accuracy, expression quality, performance confidence

Intervention Points

Step in if students struggling with character concept, losing spatial awareness, or lacking confidence

Demonstration Notes

Use exaggerated movements and expressions for visibility, perform alongside students to maintain energy, celebrate creative interpretations

Verbal Cues

•'Show me your circus character!'
•'Make your pathway clear and straight!'
•'Let your face tell the story!'
•'Use all the space available!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space, suitable for 30 students with individual base stations

Surface Check

Non-slip surface, clear of obstacles, suitable for spinning and floor work

Equipment Safety

Safety Checks

•Base stations/cones checked for stability and no sharp edges
•Adequate spacing between equipment for safe movement
•Music system positioned safely away from movement area

Risk Management

Key Risks

•Collisions during pathway movements
•Loss of balance during spinning activities
•Overexertion during strongman poses
•Trips over base stations

Risk Mitigation

•Clear personal space boundaries established
•Controlled spinning with spotting technique taught
•Emphasis on appropriate effort during strength poses
•Visible base station placement and movement awareness

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during pathways
•Monitor spinning activities for balance and control
•Watch for appropriate effort levels during poses

Emergency Procedures

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