Energy in Movement

Overview

This is Lesson 5 of 15 from the unit Dancing Through Our Stories designed for Year 3 students in New Zealand. The focus is on understanding how energy influences movement in drama and dance.

WALT (We Are Learning To):
Discover how energy affects movement.

Success Criteria:

• Demonstrate movements using varying energy levels (high and low energy).
• Identify and describe the effect of energy levels on movement expression.

Differentiation:

• Provide clear examples of high and low energy movements.
• Use visual and verbal prompts to support students who need additional guidance.
• Offer opportunities for movement exploration at individual comfort levels.

Extension:

• Create a short dance sequence alternating between high and low energy movements, either individually or in small groups.

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Links to the New Zealand Curriculum

Learning Area: The Arts – Drama (Years 1-3)

• Level 1 Achievement Objectives relevant to this lesson:
  • Explore and express ideas, feelings, and stories through movement and drama.
  • Use body, voice, space, and movement to express ideas.
• This lesson supports the Key Competencies:
  • Participating and Contributing by collaborating in movement activities.
  • Using Language, Symbols, and Texts as students interpret movement energy to communicate meaning.

Curriculum Principles to Support:

• High Expectations — encouraging all students to actively engage in physical expression and drama.
• Treaty of Waitangi — integrating stories and movements connected to Aotearoa New Zealand’s culture (can be connected to other lessons in the unit).
• Inclusion — differentiated to meet diverse learning needs.

Strand: Movement and Expression

• Fosters physical confidence and expressive skills appropriate for Year 3 developmental stages.
• Builds foundational physical literacy by focusing on energy as a movement element.

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Lesson Plan (45 Minutes)

1. Warm-Up & Introduction (10 minutes)

• Activity: Simple group warm-up focusing on whole-body stretches and gentle movements to prepare bodies for varied energy levels.
• Teacher Role: Model slow (low energy) and fast (high energy) movements, such as flowing arms versus sharp, quick jumps.
• Discussion: Briefly talk about energy in movement – what does “high energy” mean? What does “low energy” feel like? Ask students to share ideas.

2. Exploration of Energy in Movement (15 minutes)

• Activity:
  • Use call-and-response style games where the teacher demonstrates a movement with either high or low energy, and students copy.
  • Examples:
    • High energy: jumping, stomping, swinging arms fast.
    • Low energy: tiptoeing, flowing waving, slow bending.
• Differentiation:
  • Provide visual prompts (e.g., pictures or icons showing “fast” vs. “slow”) for students needing extra support.
  • Allow movement at individual pace and offer alternative low-impact options for students with physical needs.

3. Group Movement Challenge (10 minutes)

• Activity: In small groups (4–5 students), students create a simple movement sequence alternating between high and low energy.
• Groups present their movements to the class.
• Teacher Role: Encourage creative ideas and guide students to exaggerate energy shifts for emphasis.

4. Reflection & Discussion (5 minutes)

• Activity: Class circle discussion reflecting on:
  • How did changing energy affect the feeling and look of the movement?
  • Which movements did you like best and why?
• Teacher guides language use modelling words like "fast", "strong", "soft", "slow" to deepen understanding.

5. Extension/Challenge Task (if time permits or as homework)

• Students create a short individual dance or movement story that uses alternating high and low energy movements inspired by a simple story or character.
• Could be recorded or presented next lesson.

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Resources

• Open space or hall for movement.
• Visual aids showing high vs. low energy (pictures, icons, or colour cards—red for high, blue for low).
• Music with contrasting tempos if desired (optional).

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Assessment & Feedback

• Observe student participation and ability to demonstrate both high and low energy movements.
• Use questioning during reflection to assess understanding of energy concepts.
• Positive feedback on effort and creativity particularly when students successfully contrast energy levels in their movements.

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Additional Notes

• Incorporate cultural stories or local themes within movement to link with broader curriculum and unit goals.
• Watch for different processing and physical needs; offer movement choices to ensure inclusive engagement.
• Emphasise safe movement practices throughout.

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This detailed lesson plan supports the curriculum’s emphasis on physical expression, creativity, and communicative competence aligned with the New Zealand Curriculum for Years 1-3 Drama and The Arts learning area. It encourages active learning with clear success criteria, differentiation strategies, and extension opportunities designed to engage and challenge all Year 3 students.