Emotion Stories Dance

Overview

In this third lesson of “Exploring Māori Myths through Arts”, students explore how movement can show emotion and meaning from a selected Māori myth. They create short dance sequences that tell parts of the story through body shape, gesture, and changing movement patterns.

Learning intentions

• Students will use dance movements to show feelings and key moments from a myth.
• Students will practise linking movements into a simple story sequence (beginning, middle, end).
• Students will respond to others’ movements using respectful, specific feedback.

Success criteria

• I can create movements that clearly show an emotion or theme from the myth.
• I can link at least 6 movements into a short dance sequence with a start, middle, and end.
• I can use space safely (levels, directions, and pathways) to support the story.
• I can give and receive feedback kindly and make one improvement.

Curriculum links

• Arts education: making and sharing arts ideas through movement and storytelling.
• Communicating and interpreting meaning: showing emotions and messages through actions.
• Key competencies: thinking (planning movement), communicating (sharing ideas), participating and contributing (group work), self-management (trying again), relating to others (respectful feedback).
• Social sciences/cultural context: learning through stories and arts expressions with respect.

Lesson structure (45 minutes)

1. 0–5 min: Welcome and focus

• Briefly recap from the unit: in this lesson we’ll “show” emotions using body movement and build a short story dance.
• Clarify group expectations: safe space, kind voices, and using respectful responses.

2. 5–10 min: Myth prompt and emotion sorting

• Teacher shares (or revisits) the selected myth moments you are using for this unit (e.g., a challenge, a transformation, a warning, a triumph).
• In pairs, students choose one emotion/theme for two story beats (for example: awe, fear, determination, relief, or sadness) and act it out for a few seconds.

3. 10–18 min: Movement warm-up (emotion-to-motion)

• Whole-class warm-up led by teacher:
• Level changes (high/medium/low) while students “feel” the chosen emotion.
• Tempo changes (slow/fast) and force (soft/strong) to match the emotion.
• Gesture practice (arm shapes, facial expression, hands/eyes) to show meaning.
• Quick check: students show one movement that best matches the emotion, then repeat with a clear beginning and ending.

4. 18–28 min: Create a mini dance phrase

• Students work in small groups (3–5). Each group chooses:
• Beat 1 (beginning): one emotion moment
• Beat 2 (middle): one shift or conflict moment
• Beat 3 (end): resolution moment
• Groups create a phrase with at least 6 connected movements:
• Movement 1–2: beginning
• Movement 3–4: middle (show a change)
• Movement 5–6: end (show coming together or settling)
• Teacher circulates using prompts: “What emotion do you want the audience to see?” “What tells us the story changed?”

5. 28–37 min: Share and feedback (dance gallery)

• Groups take turns performing their mini dance for classmates (30–45 seconds each).
• Audience uses a simple “Star and Grow” routine:
• Star: one thing they clearly understood (emotion/theme or story beat)
• Grow: one suggestion to make the story clearer (e.g., add a level change, make the transition stronger)
• Performers choose one improvement to try immediately.

6. 37–45 min: Refine and regroup

• Groups rehearse their revised version once.
• End with a quick reflection circle:
• “What movement choice helped the story most?”
• “What feedback did we use?”

Resources

• Space for safe movement (mats optional, clear boundaries)
• Simple music or drum beat options (low volume, for tempo only)
• Picture cards or short prompt cards for emotions/themes
• Teacher prepared myth story-beat cards (age-appropriate summaries)
• Timer and/or countdown signal
• Feedback sentence starters on cards (Star/Grow)
• Optional: scarf or ribbon for gesture and pathway (1 per student or per group)
• Whiteboard or chart paper for “Begin–Middle–End” checklist

Assessment

• Observation during creation: can students match movements to emotion/theme and connect movements into a sequence?
• Performance evidence: mini dance includes a clear start, middle, end and at least 6 connected movements.
• Feedback quality: students can describe what they understood and offer one actionable improvement.

Differentiation

• Support:
• Provide a movement template with three boxes (Begin/Middle/End) and specific movement starters (e.g., “curl low” for fear, “reach high” for hope).
• Offer sentence starters for feedback and prompts for group roles (creator, performer, timekeeper, feedback helper).
• Extension:
• Ask students to add an extra transition movement or vary pathway (circle, zig-zag, straight line) to strengthen storytelling.
• Challenge groups to show a clear “turning point” using a sudden tempo or level shift.
• EAL:
• Use visual emotion cards and demonstration; allow students to explain meaning through gesture or drawing if needed.
• SEN:
• Provide limited choices (two options per beat) and practise movements in slower, step-by-step chunks before combining.