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Lesson 2 - Character Movement & Motifs

Expressive Animal Dance

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Year 3

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Dance

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45 min

Big Question

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

Music Player

Position centrally for clear audio throughout space

Alternative: Tablet with speaker, smartphone with portable speaker

Thematic Music Playlist

1 playlist

Include tracks with different moods - prowling, energetic, peaceful

Alternative: Nature sounds, instrumental music with varying tempos

Markers Cones

8-12

Mark safe movement area and any performance spaces

Alternative: Spots, bean bags, rope to mark boundaries

Cards

20-30 cards

Display around room for inspiration and reference

Alternative: Printed images, tablet with animal photos

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Character

Acting and moving as if you are a particular person, animal, or thing

Expression

Showing feeling and emotion through your face and body movements

Flow

Smooth, continuous movement where one action connects naturally to the next

Level

How high or low your body is - high (standing/jumping), medium (crouching), low (lying down)

Freeze

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

Sustained character movement for 2+ minutes

Smooth transitions between different movements

Constructive peer feedback and evaluation

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