Lesson 5 - Facial Expressions in Dance
Character Storytelling Dance
•Year 3
•Dance
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How can our faces tell a story through dance?
Learning Objectives
- To incorporate facial expressions to bring emotion and life to dance movements
- To use appropriate dance vocabulary when evaluating performances
- To suggest specific improvements for enhancing dance performances
Key Outcomes
- Students will perform dance sequences with clear, appropriate facial expressions
- Students will use dance terminology to describe and evaluate performances
- Students will identify specific areas for improvement in dance performances
Equipment & Resources Required
Arranged around hall perimeter for easy access during sequence
Alternative: Benches or floor markers if chairs unavailable
Matilda soundtrack ready to play, volume tested
Alternative: Tablet or phone with speaker
Fear, sad, happy, angry, scared, shy, tired cards prepared
Alternative: Written emotion words on whiteboard
To mark safe distances if needed for social distancing
Alternative: Spots or cones
Key Vocabulary
Using your face to show different emotions and feelings
A feeling such as happiness, sadness, anger, or fear
Showing your dance to an audience
Making your facial expressions clear and easy to understand
Using your whole body and face to become a character in the story
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance movements and sequences
- Understanding of different emotions
- Basic performance skills from previous Matilda routine lessons
Current Skills
- Integrating facial expressions with dance movements
- Using appropriate expressions for different emotions
- Evaluating and improving dance performances
Next Steps
- Combining multiple performance elements (movement, expression, timing)
- Creating original dance sequences with emotional storytelling
- Leading and teaching dance sequences to others
Milestone Indicators
Key Teaching Points
- Facial expressions must be exaggerated for performance - bigger than normal daily expressions
- Expression should match the emotion and story context throughout the entire sequence
- Safety with chair work is paramount - always demonstrate safe mounting and dismounting
- Character work should be performance-based, not genuinely frightening or upsetting
- Peer feedback should be constructive and specific, focusing on how expressions enhance storytelling
- Connection between facial expression and body language helps create believable characters
- Expression clarity allows audiences to understand the story without words
Common Misconceptions
- That subtle expressions are sufficient for performance - emphasise visibility from audience distance
- That making faces is silly - explain the professional skill of performance expression
- That expressions only happen during 'expression time' - encourage integration throughout all movement
- That scary characters should actually frighten people - distinguish between performance and reality
- That criticism means the performance was bad - teach constructive feedback as improvement tool
- That facial expressions are separate from dance - show how they enhance and complete the movement story
SEN Adaptations
ADHD
- Use clear structure with frequent activity changes, provide regular movement breaks, use visual and verbal cues for transitions, allow fidget tools during reflection time
autism spectrum
- Provide visual schedule of lesson structure, allow breaks if emotional work becomes overwhelming, offer alternative to Mrs Trunchbull character if too intense
visual impairment
- Use verbal descriptions of expressions, allow tactile exploration of facial features, provide audio cues for timing, ensure adequate contrast for any visual demonstration materials
hearing impairment
- Use visual expression cards, demonstrate all expressions clearly, use visual timing cues, ensure students can see teacher and demonstrations clearly
physical disability
- Adapt chair work for wheelchair users or those with mobility needs, allow alternative positions for floor work, provide seated alternatives for all movements
Cross-Curricular Links
English
Character analysis and emotional understanding from Matilda story, vocabulary development for describing expressions and emotions
Art
Understanding facial expressions in portraits and character artwork, visual storytelling techniques
PSHE
Understanding and expressing emotions appropriately, empathy development through character work, cooperation and peer feedback skills
Teacher Guidance
Positioning
Move around the space to observe all students during movement activities, position centrally for demonstrations and discussions
Observation Focus
Watch for expression clarity, safe chair work, emotional appropriateness, and story connection throughout performance
Intervention Points
Step in if expressions become inappropriate, if chair work appears unsafe, or if students seem emotionally overwhelmed by character work
Demonstration Notes
Always demonstrate expressions in exaggerated, clear form. Show the difference between subtle daily expressions and performance expressions. Model safe chair work consistently.
Verbal Cues
- •'Make it bigger so the audience can see!'
- •'Show me the story in your face!'
- •'Safe hands on the chair!'
- •'It's performance emotion, not real emotion!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space with additional room for chair storage
Surface Check
Clean, dry surface free from obstacles. Check for adequate grip for dance movements
Equipment Safety
Safety Checks
- •Inspect all chairs for stability before use
- •Ensure chair legs are even and secure
- •Check adequate spacing (minimum 2m) around each chair for safe movement
Risk Management
Key Risks
- •Falls from chairs during choreography
- •Collisions during movement around chairs
- •Emotional overwhelm from character work
- •Facial strain from excessive expression practice
Risk Mitigation
- •Demonstrate safe chair mounting/dismounting techniques
- •Establish clear boundaries for Mrs Trunchbull character (performance not real intimidation)
- •Monitor for appropriate emotional engagement without real distress
- •Regular breaks during expression work to prevent facial fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all chair work
- •Monitor emotional responses during character work
- •Check spacing remains adequate throughout lesson
- •Watch for signs of fatigue during full performance
Emergency Procedures
Stop activity immediately if any chair instability or collision occurs. Have clear pathway to first aid kit. Know location of nearest phone for emergency contact.