Expressing Emotions

Unit Context

Unit: Dance for All
Year: Prep
Lesson: 7 of 8
Duration: 30 minutes
Class Size: 10 students

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Curriculum Links (NSW Curriculum: The Arts – Dance)

Learning Area: The Arts – Dance

Stage: Early Stage 1 (Prep)

Content Descriptions:

• Explore, imitate and create movement sequences for personal expression and communication of ideas, including representing characters, situations and stories (ACADRM002).
• Respond to and interpret information to create movement sequences using the elements of dance, such as body, space, time and energy (ACADRM004).
• Demonstrate safe dance practices (ACADRM005).

Learning Outcomes:

• Make and respond to movement in a dance context that communicates ideas, including roles and emotions.
• Experiment with a range of movement styles and express feelings through movement.
• Develop confidence and cooperation in performing movement with peers.

Focus Areas for Prep:

• Express emotions and ideas through movement.
• Use imagination to explore characters and situations.
• Respond respectfully to others’ movements.

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Lesson Overview

In this lesson, students will embody different animals through dance to explore and express various emotions. By mimicking animal movements, students use their imagination and physicality to communicate feelings such as happiness, fear, excitement, and calmness. The lesson fosters creativity, body awareness, and social-emotional learning crucial for Prep students.

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Learning Objectives

By the end of this lesson, students will:

• Use movement to express emotions inspired by animals.
• Develop awareness of how body actions can show feelings.
• Collaborate respectfully with peers during movement activities.
• Demonstrate safe movement and spatial awareness in group dance activities.

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Resources

• Open space or hall area safe for movement.
• Soft background music with nature or animal sounds (optional).
• Pictures or flashcards of various animals (e.g., kangaroo, snake, bird, elephant).

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Lesson Structure

1. Welcome and Warm-Up (5 minutes)

• Gather students in a circle.
• Briefly recap previous lessons about body movement and expressing feelings through dance.
• Lead a gentle warm-up with stretches and simple animal walks (e.g., tiptoe like a cat, hop like a kangaroo).
• Discuss how animals move differently and can show emotions without words.

Teacher prompts:

• "How do you think a happy kangaroo moves?"
• "What movement might a scared snake do?"

2. Main Activity: Dance Like Animals (15 minutes)

• Show an animal picture/card and name the animal with the group.
• Guide students to explore the animal’s typical movements, encouraging them to exaggerate and add emotional expression (e.g., a slow, heavy elephant might feel calm or tired; a quick, light bird might feel excited or joyful).
• Encourage using whole body: changes in speed, level (high, low), and energy (soft, sharp).
• Alternate between solo, pair and whole group movement explorations to build confidence and connection.
• Prompt students to share the emotion they are expressing with their movement through simple questions ("Are you feeling happy, scared, calm?") and affirm those emotions.

Teacher focus:

• Use positive feedback to highlight expressive movement and creative ideas.
• Remind students to be mindful of space and others.

3. Reflection and Cool Down (7 minutes)

• Sit in a circle and invite students to share which animal they liked moving like and how it made them feel.
• Lead a gentle cool down with slow, stretching movements.
• Discuss how dance and movement help us understand and show emotions without using words.

Reflection questions:

• "How did moving like an animal make you feel?"
• "Can you show me one movement that shows excitement?"

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Assessment (Formative)

• Observe students’ ability to use expressive movement to show emotions, noting participation and creativity.
• Listen to students’ descriptions of their movements and emotions during reflection.
• Assess safe movement practices and cooperative behaviour with peers.

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Safety and Inclusivity Notes

• Ensure space is free of trip hazards.
• Encourage students to respect personal space and avoid collisions.
• Provide encouragement for students with different movement abilities, adapting movements where needed.
• Use positive, inclusive language to affirm all students' contributions.

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Teacher’s Reflection Post-Lesson

• Did the students show understanding of emotional expression through animal-inspired movements?
• How engaged were the students with the imaginative aspects of the lesson?
• Were all students able to participate safely and confidently?
• What adjustments might be made for the final lesson in the unit?

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Alignment Summary

This lesson follows the NSW Curriculum for The Arts - Dance for Early Stage 1 by focusing on personal movement expression, developing body awareness, creativity, and safe practice, all through the engaging context of animals and emotions . It builds skills for sequencing and performing dance in informal settings, which is appropriate for Prep students.

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This plan aims to inspire teachers with structured yet flexible activities that promote joyful learning and emotional literacy through dance.