Lesson 2 - Developing Explorer Motifs with Expression and Emotion
Storytelling Through Movement: Explorer Adventures
•Year 2
•Dance
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How can we move like champion dancers to tell the story of our explorer's journey?
Learning Objectives
- To develop character work by adding movements, expression and emotion to explorer motifs
- To create frozen positions showing emotional reactions to discoveries
- To combine 2-3 movements that represent travelling and exploring
Key Outcomes
- Students will create a sequence of explorer movements with clear expression
- Students will demonstrate emotional reactions through frozen positions
- Students will perform their complete motif with control and creativity
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Tablet with Bluetooth speaker, phone with portable speaker
Test volume levels, have pause/play easily accessible
Alternative: Adventure movie soundtracks, world music, nature sounds
Board 1: Discoveries (treasure, cave, waterfall), Board 2: Emotions (excited, scared, curious)
Alternative: Whiteboard, flip chart paper, laminated cards
Only if enhancing expression work, distributed at activity start
Alternative: Lightweight fabric pieces, streamers
Key Vocabulary
A short sequence of movements that can be repeated and developed
Showing feelings and emotions through face and body movements
A still statue-like pose that shows an emotion or reaction
Moving as if you are a specific person or role
Moving smoothly from one action to another without stopping
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple travelling movements
- Understanding of high and low levels
Current Skills
- Character movement development
- Emotional expression through dance
- Combining movements into motifs
Next Steps
- Partner work and mirroring
- Creating longer dance sequences
- Responding to different musical styles
Milestone Indicators
Key Teaching Points
- Expression involves the whole body, not just the face
- Champion dancers commit fully to their character throughout the performance
- Motifs have clear structure: travel sequence plus discovery moment
- Frozen positions should be stable and emotionally clear
- Flow between movements makes the dance more beautiful and believable
- Every explorer's journey can be different and creative
- Emotional expression should match the type of discovery made
Common Misconceptions
- Expression is only about facial expressions - teach whole body involvement
- All explorers must move the same way - encourage individual interpretation
- Frozen positions don't need to be stable - emphasise balance and sustainability
- Louder or bigger movements are always better - teach about appropriate expression levels
- The discovery must be exciting - explain that curious or mysterious discoveries are equally valid
- Boys can't be expressive dancers - model inclusive attitudes and celebrate all achievements
SEN Adaptations
ADHD
- Use shorter activity segments, provide clear boundaries, offer fidget tools during reflection, allow movement breaks
dyspraxia
- Simplify movement sequences, provide extra demonstration time, offer physical support if needed, celebrate effort over precision
autism spectrum
- Provide clear structure and routine, use visual timetable, allow processing time, offer quiet space if needed
visual impairment
- Use verbal descriptions of emotions, provide tactile word boards, use buddy system for movement guidance
hearing impairment
- Use visual emotion cards, provide clear demonstrations, use hand signals for timing cues
physical disability
- Adapt movements to wheelchair or seated positions, modify frozen positions, focus on upper body expression
Cross-Curricular Links
English
Vocabulary development, descriptive language for emotions and discoveries, storytelling structure
Art
Visual expression of emotions, creating frozen tableaux, understanding character through visual arts
Geography
Exploration themes, different terrains and environments, mapping and discovery
PSHE
Emotional literacy, identifying and expressing feelings, building confidence in performance
Teacher Guidance
Positioning
Move around the outside of the space for best visibility, position near music controls when needed
Observation Focus
Look for sustained character, appropriate emotional expression, controlled movement quality
Intervention Points
Step in if students losing focus, not maintaining character, or moving unsafely
Demonstration Notes
Always demonstrate with full commitment to character, exaggerate key teaching points, model appropriate expression
Verbal Cues
- •'Stay in character!'
- •'Show me with your whole body!'
- •'Control your explorer movements!'
- •'Let your face show the emotion too!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably school hall or large classroom
Surface Check
Clean, dry, non-slip surface free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Music player positioned safely away from movement area
- •Word boards secured and positioned where all can see
- •Any optional props (scarves) distributed safely
Risk Management
Key Risks
- •Collisions during travelling movements
- •Loss of balance in frozen positions
- •Overexertion during energetic movements
Risk Mitigation
- •Clear movement boundaries established
- •Adequate spacing maintained between students
- •Progressive building from simple to complex movements
- •Regular reminders about controlled movement
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor low level movements for safe technique
- •Watch for appropriate emotional expression without overacting
Emergency Procedures
Stop activity immediately if injury occurs, standard first aid procedures apply, have contact details readily available