Exploring Emotions Movement

Context

• Year Levels: Years 2 to 7 (adapted especially for students around Year 2-4 levels, including some lower academic levels, suitable for a remote Aboriginal school context)
• Subject: Drama (The Arts)
• Duration: 80 minutes
• Class size: 7 students
• Unit: Puppet Power: Emotions in Theatre
• Lesson: 2 of 4
• Location: South Australia
• Curriculum Reference: South Australian Curriculum — The Arts: Drama

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WALT (We Are Learning To)

Express emotions through movement to communicate how our puppet characters feel without using words.

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Success Criteria

• Students can demonstrate at least three different movements that represent their puppet's emotions.
• Students use their bodies creatively and clearly to show feelings.
• Students collaborate, support each other, and reflect on their use of movement.

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Curriculum Links

Australian Curriculum - Drama (Years 2-7)

• AC9ADR2D01 (Years 1-2)
  • Use elements of drama and imagination in dramatic play, using movement to communicate feelings and roles.
• AC9ADR4E02 (Years 3-4)
  • Explore drama to communicate emotions, connection, and responsibility using body and movement.
• AC9ADR6C01 (Years 5-6)
  • Use body movement without vocalisation to communicate ideas or intentions using drama elements.
• AC9ADR8C01 (Years 7-8)
  • Employing voice/vocalisation and movement appropriate to situation to shape meaning and tension.

In particular:
Focus on developing physical expression of emotion using movement, as supported by content elaborations suggesting the use of improvisation, body language, and Gesture to communicate character and emotion, which directly align with this lesson's objectives.

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Materials Needed

• Puppets created or assigned in Lesson 1
• Open space for movement activities (inside or outside)
• Visual emotion cue cards (happy, sad, angry, excited, scared, calm)
• Mirror or reflective surface (if possible)
• Comfortable clothing for movement
• Timer or stopwatch
• Audio playback device for calming music (optional)

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Lesson Structure (80 minutes)

1. Welcome and Warm-Up (10 minutes)

• Greet students and remind them briefly of the unit focus: "Puppet Power: Emotions in Theatre."
• Introduce WALT and Success Criteria.
• Gentle whole-body warm-up: stretching, shaking out limbs, breathing exercises.
• Movement Game: "Emotion Mirror" — one student shows an emotion through movement and others mirror it.
• Use simple, clear visual cues for each emotion to support dyslexia-friendly understanding.

2. Emotion Exploration through Movement (15 minutes)

• Show each emotion card and, with teacher demonstration, explore a simple movement representing the emotion (e.g. heavy slumped shoulders for sadness, bouncing light steps for happiness).
• Encourage students to use whole body, facial expressions, and posture.
• Students practise expressing each emotion as their puppet might.
• Pair students to encourage peer support and shared ideas.

3. Puppet Movement Practice (15 minutes)

• Students hold or place their puppets and experiment moving them in ways that convey selected emotions.
• Use prompts like: "How does your puppet move when it feels angry? What about when it’s feeling scared?"
• Support students verbally and visually.
• Allow pair sharing to discuss how movements changed their puppet's feeling.

4. Short Movement Sequence Creation (20 minutes) — Extension for advanced learners, scaffold for others

• Invite students to create 3-5 movement sequences showing three different emotions for their puppet.
• Advanced learners sequence these into a little story or emotional journey.
• Use a visual storyboard or picture sequence for those needing support.
• Teacher circulates to assist, encourage, and record movements through video or notes if possible.

5. Sharing and Reflection (15 minutes)

• Students perform or demonstrate their movement/emotional sequences individually or in pairs.
• Use positive group feedback: "I liked how you showed sadness with your puppet’s slow movement."
• Ask guiding questions to reflect:
  "Which movement was easiest to do?,"
  "How did your body help to show the puppet’s feelings?,"
  "What would you do differently next time?"
• Encourage verbal and visual reflections for dyslexia-friendly comprehension.

6. Cool-Down and Closure (5 minutes)

• Gentle stretches and breathing exercises to calm down.
• Recap the learning — remind students what emotions they explored and how movement can tell a story without words.
• Preview next lesson focus: using voices and sounds with puppets.

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Differentiation Strategies

Learner Profile	Strategies
Students needing peer support	Pair or trio work during movement activities for modelling and reassurance
Students with low literacy	Use visual cards, gestures, and demonstrations in place of verbal instructions
Physically limited students	Encourage use of face expression and upper body movements; seated movement adaptations
Indigenous and cultural context	Integrate respect and connection by acknowledging different cultural ways to express feelings

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Extension Activities

• Advanced students choreograph a small sequence combining the three emotions to be performed to music or daily routine sounds.
• Students can create a simple "Emotion Movement" puppet dance to share with the class or families.
• Use video recording for self-assessment or to share their movement storytelling in other classes.

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Dyslexia-Friendly Options

• Instructions given slowly, clearly, and supported with modelling.
• Key emotion words paired with pictures/icons.
• Use of physical demonstration for each activity step rather than only verbal explanation.
• Break down activities into short 10-15 minute chunks with clear start and finish.
• Visual reminders posted in the classroom to refer back to feelings and movements.

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Assessment

• Informal observation checklist by teacher using the Success Criteria:
  • Can student demonstrate 3 distinct emotional movements related to their puppet?
  • Does the student engage with peers and contribute ideas?
  • Can the student reflect on their movement and emotions verbally or through other communication forms?
• Photos or video recordings can be collected as evidence of student work for moderation.

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Teacher Reflection Notes

• Observe engagement levels and adapt movement complexity for next lessons.
• Note students' non-verbal expression strengths for future drama and literacy integration.
• Consider cultural stories or emotions specifically relevant to the community to link with future lessons.

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This lesson plan aligns with the South Australian Curriculum Drama content, using elements such as body movement to communicate emotions and character (AC9ADR2D01, AC9ADR4E02, AC9ADR6C01) and encourages respectful and culturally responsive practices in drama exploration.

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If you require a printable version or adaptation for other year groups or special needs, please ask!