Lesson 2 - Character Movement & Motifs
Expressive Animal Dance
•Year 3
•Dance
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How can we use our bodies to tell stories about wild animals through dance?
Learning Objectives
- To develop character movement by embodying wild animal characteristics
- To create and perform a three-movement motif that represents a chosen wild animal
- To work collaboratively to combine and improve dance motifs with expression and creativity
Key Outcomes
- Students will move in character as a wild animal with sustained focus and expression
- Students will create a flowing three-movement motif that captures their animal's essence
- Students will perform combined motifs with a partner and provide constructive feedback
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Tablet with speaker, smartphone with portable speaker
Include tracks with different moods - prowling, energetic, peaceful
Alternative: Nature sounds, instrumental music with varying tempos
Mark safe movement area and any performance spaces
Alternative: Spots, bean bags, rope to mark boundaries
Display around room for inspiration and reference
Alternative: Printed images, tablet with animal photos
Key Vocabulary
A short sequence of movements that can be repeated and developed
Acting and moving as if you are a particular person, animal, or thing
Showing feeling and emotion through your face and body movements
Smooth, continuous movement where one action connects naturally to the next
How high or low your body is - high (standing/jumping), medium (crouching), low (lying down)
Stopping completely and holding your position like a statue
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of body parts and movement
- Experience moving to music with simple actions
- Ability to start and stop on command
Current Skills
- Character embodiment through movement
- Creating and remembering movement sequences
- Working cooperatively with partners
- Expressing creativity through dance
Next Steps
- Developing longer dance sequences
- Creating group choreography
- Using props and costumes in character work
- Performing to different audiences
Milestone Indicators
Key Teaching Points
- Character work requires full commitment - encourage students to 'become' their animal completely
- Motifs should be memorable and repeatable - help students choose movements they can remember and perform consistently
- Expression comes from the whole body, not just arms and legs - emphasise use of face, posture, and energy
- Flow develops through practice - allow time for students to repeat and refine their sequences
- Collaboration requires compromise - teach students to value both partners' contributions equally
- Performance builds confidence - create supportive environments where all students feel successful
- Safety in dance comes from control - encourage strong, controlled movements rather than wild, uncontrolled ones
Common Misconceptions
- Dance is only about looking graceful - clarify that dance can be powerful, strong, and dynamic
- Only certain people are 'good' at dance - emphasise that creativity and expression are more important than technical perfection
- Animal movements need to be realistic - explain that we're creating dance inspired by animals, not copying exactly
- Motifs must be complex to be good - show that simple, clear movements can be more effective than complicated ones
- Boys and girls should move differently - encourage all students to explore the full range of animal characteristics regardless of gender
SEN Adaptations
ADHD
- Built-in movement breaks, clear boundaries and expectations, shorter activity segments, opportunities for leadership roles
dyspraxia
- Simplified movement patterns initially, extra practice time, visual and verbal cues combined, focus on effort over precision
autism spectrum
- Provide visual schedule of lesson activities, offer quiet space for breaks, clear structure and routine, sensory considerations for music volume
visual impairment
- Use clear verbal descriptions of animal characteristics, provide tactile animal models, ensure music has clear audio cues, buddy system for spatial awareness
hearing impairment
- Use visual demonstrations and gesture cues, provide vibrating music equipment if available, visual signals for start/stop, written instructions displayed
physical disability
- Adapt movements to wheelchair or seated positions, focus on upper body expression, modified level changes, alternative ways to show character
Cross-Curricular Links
English
Vocabulary development through animal characteristics, storytelling through movement, descriptive language for feedback
Science
Animal habitats and behaviours, understanding how body parts work together for movement, classification of animal types
Art
Visual representation of movement, understanding expression through different mediums, creativity and imagination
Geography
Exploring where different wild animals live around the world, understanding different environments
PSHE
Collaboration and teamwork, giving and receiving feedback, building confidence through performance, respect for others' creativity
Teacher Guidance
Positioning
Central position during demonstrations, circulation during independent work, edge position during performances for full class view
Observation Focus
Character commitment, creative expression, collaborative skills, safety in movement
Intervention Points
Step in if students struggle with partner cooperation, provide additional character suggestions if needed, support students who lack confidence
Demonstration Notes
Always demonstrate in character, show clear contrasts between different movement qualities, model positive collaboration and feedback
Verbal Cues
- •'Stay in character!'
- •'Let your movements flow like water!'
- •'Show me your animal's personality!'
- •'Work together to create something amazing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for whole class movement, additional space for partner work
Surface Check
Clean, dry, non-slip surface suitable for floor work and dynamic movement
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •No sharp edges on picture cards or displays
- •Ensure adequate ventilation for energetic activity
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during level changes
- •Overexertion during energetic character work
- •Emotional overwhelm during performance
Risk Mitigation
- •Clear movement boundaries established and maintained
- •Emphasis on controlled movement throughout
- •Progressive skill building from simple to complex
- •Supportive, non-competitive performance atmosphere
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during free movement
- •Circulate during partner work to monitor collaboration
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safely occupied