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Lesson 5 - Facial Expressions in Dance

Character Storytelling Dance

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Year 3

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Dance

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45 min

Big Question

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

Chairs

1 per student (30)

Arranged around hall perimeter for easy access during sequence

Alternative: Benches or floor markers if chairs unavailable

Music Player

Matilda soundtrack ready to play, volume tested

Alternative: Tablet or phone with speaker

Cards

1 set

Fear, sad, happy, angry, scared, shy, tired cards prepared

Alternative: Written emotion words on whiteboard

Sun Markers

30 (optional)

To mark safe distances if needed for social distancing

Alternative: Spots or cones

Key Vocabulary

Facial expression

Using your face to show different emotions and feelings

Emotion

A feeling such as happiness, sadness, anger, or fear

Performance

Showing your dance to an audience

Expression clarity

Making your facial expressions clear and easy to understand

Character portrayal

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

Clear, exaggerated facial expressions visible from audience distance

Consistent use of appropriate expressions throughout sequences

Ability to switch between different emotions smoothly

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.