Movement That Communicates

Overview

Lesson 2 of 4 in Move, Meaning, Message. Students explore how gestures, facial expressions, body shapes and movement dynamics communicate feelings and simple messages. In pairs, they create and perform a short movement phrase, then explain what helped the audience understand it.

Learning intentions

• WALT use our bodies to communicate an idea or feeling.
• WALT explore gestures, facial expressions, shapes and dynamics.
• WALT create and perform a short movement phrase with a partner.
• WALT notice and describe how movement communicates meaning.

Success criteria

• I can use a gesture, facial expression or body shape to show an idea or feeling.
• I can change speed, size, level or energy to make my message clearer.
• I can work safely and cooperatively with a partner.
• I can explain which movement choices helped the audience understand.

Curriculum links

• Dance: Developing practical knowledge — explore and use the elements of body, space, time, energy and relationships.
• Dance: Developing ideas — select and organise movement to communicate an idea, feeling or experience.
• Dance: Communicating and interpreting — perform movement and respond to the meaning communicated by others.
• Key competencies — managing self, relating to others, participating and contributing, and using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 minutes — Welcome, warm-up and learning intention Clear the dance space and establish safety expectations: eyes up, hands to self, move with control and freeze when signalled. Open with the hook and learning intention slides. Ask: “How could you show ‘excited’ without speaking?” Students make a silent pose, then gently move around the space.

2. 5–12 minutes — Explore movement signals Use the movement signals teaching slides to introduce four ways movement can communicate: gesture, facial expression, shape and dynamics. Model a neutral walk, then change one feature at a time: tiny/large, slow/fast, light/strong, high/low. Students copy and briefly discuss what changed and what meaning they noticed.

3. 12–20 minutes — Guess the feeling Call out simple feelings or messages such as happy, worried, proud, tired, surprised, “come here” or “stop”. Students create a three-second movement response using their face, hands and whole body. Partners take turns performing while the observer guesses and explains one clue. Remind students that there can be more than one correct interpretation.

4. 20–25 minutes — Plan a movement phrase Place students in pairs and distribute the movement message planning sheet. Each pair chooses one feeling or simple message and plans a phrase with three parts: a clear beginning shape, a movement that develops the idea, and a final shape. Encourage pairs to include at least two communication tools, such as facial expression plus a change in speed or level. Support pairs to rehearse safely within their own space.

5. 25–36 minutes — Create and rehearse Pairs develop and repeat their phrase, making it approximately 10–15 seconds long. Display the pair-creation instructions and success criteria while students work. Circulate and ask: “What do you want us to understand?” “Which movement shows that?” and “Could you make that choice clearer?” Invite pairs to refine one movement rather than simply making the phrase longer.

6. 36–42 minutes — Share and interpret Invite six to eight pairs to perform, with remaining pairs watching respectfully. After each performance, ask two audience members: “What did you think the message was?” and “What helped you know?” Performers briefly confirm their intention and identify one deliberate choice. If time permits, show two contrasting versions of the same message, such as a small/slow version and a large/fast version.

7. 42–45 minutes — Reflect and close Revisit the plenary reflection slide. Students complete the final sentence on their planning sheet: “Our message was clear because…” Invite a few responses. Reinforce that dancers communicate through purposeful choices, not only through spoken words, and preview that the next lesson will develop movement phrases further.

Resources

• Device and screen for the movement and performance slide deck
• Printed copies of the movement message planning sheet, one per pair
• Open, hazard-free dance space
• Music player and instrumental music, optional
• Board or chart paper and marker
• Feelings and simple message suggestions
• Clearly marked audience and performance areas
• Water and a quiet space for students who need a short break

Assessment

• Observe whether students use at least two movement tools—such as gesture, facial expression, shape, level, speed or energy—to communicate meaning.
• During pair work, listen for students explaining and refining intentional movement choices.
• Use audience interpretations and students’ planning-sheet reflections to assess whether the intended message was communicated clearly.

Differentiation

• Provide a choice of pictured feelings or messages and model each movement tool for students who need support.
• Allow students to perform seated, with a smaller range of movement, or with a trusted partner; offer a quiet rehearsal space for students sensitive to noise or observation.
• Pair students thoughtfully and give clear roles such as mover, observer and encourager before swapping.
• Extend confident dancers by asking them to communicate the same feeling in two contrasting ways, or to use a transition that changes the meaning.