Energy Tells Stories

Overview

Lesson 3 of 4 in Dance Without Fear. Students explore how energy qualities change the feeling and meaning of movement through safe, playful group work. No student needs to perform alone; choice, encouragement and respectful observation are central.

Learning intentions

• WALT explore energy qualities through our bodies.
• WALT use contrast, such as strong/light or fast/slow, to change a movement phrase.
• WALT make movement choices that communicate an emotion or idea.
• WALT describe how energy changes the meaning of dance.

Success criteria

• I can safely show at least two different energy qualities.
• I can change a simple movement phrase using energy, weight, speed or flow.
• I can work cooperatively without requiring anyone to perform alone.
• I can explain how an energy choice changes what a movement communicates.

Curriculum links

• Explore and express ideas in dance using the elements of body, space, time, energy and relationships.
• Develop and perform movement sequences with control, confidence and awareness of others.
• Respond to and discuss dance, describing how movement choices communicate meaning.
• Build participation, collaboration, communication and creative thinking through the arts learning area and the refreshed New Zealand Curriculum.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, safety and hook Welcome students into a clear personal space. Explain that energy is how a movement is performed, not just what movement is made. Open with the opening question and energy images: “How could the same action look friendly, frightening, tired or excited?” Establish safety expectations: eyes open when travelling, avoid contact, keep space, and choose a comfortable level of challenge.

2. 5–12 minutes – Teacher modelling and whole-class exploration Model a simple phrase: reach, fold, step, turn and freeze. Repeat it using contrasting qualities: strong/light, sharp/smooth, fast/slow, and bound/free. Students copy or adapt the phrase together, then respond to the four energy contrast slides. Prompt: “What changed in your muscles, timing, pathway or focus?”

3. 12–19 minutes – Image, sound and emotion responses Show one image or play a short sound at a time, such as a storm, falling feather, marching feet or flowing water. Students create three-to-five-second movements in their own space, changing energy rather than inventing a long sequence. Use the image, sound and emotion prompts and invite students to choose an emotion such as calm, nervous, proud or playful. Students may observe, mark the movement small, or work seated if needed.

4. 19–32 minutes – Pair movement transformation Place students in pairs, with groups of three available where helpful. Give each pair the base phrase: reach, fold, step, turn and freeze. Partners practise it together, then transform it twice: first with one assigned contrast, then with a contrast they choose. Distribute the energy transformation planning sheet so students record or draw their two versions and the feeling or idea each communicates. Remind students that both partners contribute and nobody has to perform alone.

5. 32–39 minutes – Small-group sharing and noticing Join two or three pairs into groups of four to six. Each pair shares one transformation while the others watch respectfully. Observers identify the energy qualities they noticed and offer one evidence-based comment: “I noticed the movement was sharp because…” Use the respectful feedback prompts. Pairs may perform facing their group, side by side, or with the group moving together.

6. 39–45 minutes – Reflection and next-step link Bring the class together for a short discussion: “Which energy change made the biggest difference to meaning?” “Could the same movement communicate a different emotion?” Students complete the final reflection on the energy transformation planning sheet by naming one energy quality they used and one choice to develop in Lesson 4. Preview that the next lesson will combine energy with space, relationships and performance confidence.

Resources

• the Dance Without Fear lesson deck
• the energy transformation planning sheet
• Device and screen for the slide deck
• Optional short, school-appropriate sound clips
• Four contrasting images: storm, feather, marching feet and flowing water
• Clear open floor space
• Emotion words displayed or written on the board
• Timer and speaker

Assessment

• Observe whether students safely explore at least two contrasting energy qualities and adapt the base phrase with control.
• Listen to partner and group explanations for accurate use of terms such as strong, light, sharp, smooth, fast, slow, bound and free.
• Use the worksheet and final discussion to assess whether students can connect energy choices with emotion, idea or meaning.

Differentiation

• Support students by modelling each quality clearly, reducing the phrase to three actions, allowing seated or small-scale movement, and pairing them with a trusted peer.
• Provide visual word-and-picture prompts and sentence starters: “It looked ___ because…” and “We changed ___ to make it feel ___.”
• For EAL learners, gesture each quality, rehearse vocabulary orally, and accept drawing, pointing or demonstrating as well as written responses.
• Extend confident students by layering two contrasting qualities, controlling a gradual change from one quality to another, or creating two different meanings from the same phrase.
• Offer sensory choice: students may watch instead of use sounds, move at a lower intensity, or take a quiet observation role before rejoining.