Overview

Duration: 80 minutes
Class size: 25
Age: Year 8 (12-13 years old)
Theme: Inside Out (Film)
Lesson focus: Dance – exploring moods and themes through choreography and performance

---

Curriculum Links

• National Curriculum for Physical Education (Dance) KS3:

  • Develops physical, emotional and social skills through dance.
  • Pupils create, perform, and appreciate dance that communicates ideas and moods.
  • Use choreographic devices such as canon, tempo, size of movement.

• Personal, Social, Health and Economic (PSHE) Education:

  • Understanding and expressing emotions healthily.
  • Empathy and collaboration through group work and feedback.

---

Learning Objectives

By the end of the lesson, students will:

• Identify and articulate key moods and themes from the Inside Out film clip.
• Create and develop group choreography that expresses these moods/themes through dance.
• Apply choreographic devices: canon, tempo and size of movement in choreography.
• Perform and provide constructive peer feedback focused on emotional expression and choreographic technique.

---

Equipment & Resources

• Projector and sound system
• Clip from Inside Out (approx. 5 minutes) – ensure Screening Rights or use approved classroom clip
• Open dance space
• Whiteboard and markers
• Challenge board (printed or projected) with extension tasks
• Stopwatch or timer

---

Structure and Detailed Activities

1. Introduction & Engagement (10 minutes)

• Welcome & Context: Briefly introduce Inside Out, focusing on how the film explores emotions and the inner world.
• Watch clip: Show a key film sequence that highlights a variety of emotions clearly (e.g. Joy, Sadness, Anger).
• Whole-class Discussion:
  • What are the moods/themes observed?
  • What is the basic plot of the film?
• Teacher prompts: Guide to key themes – emotions as characters, internal/external conflict, balance of feelings.
• Write student responses on the board as mood/theme keywords.

---

2. Warm-up & Movement Exploration (10 minutes)

• Neutral walk: Students walk around room in neutral, silent state.
• Emotion Calls: Teacher calls out an emotion (e.g. Joy, Fear, Disgust) and students respond with whole-body movement—no words, only body language and facial expression.
• Focus on exploring levels (high/low), speed, size and shape of movement.

---

3. Group Work: Freeze Frames (15 minutes)

• Organise class into 5 groups of 5. Each group is assigned 2 emotions from Inside Out.
• Task: Create one clear freeze frame for each assigned emotion.
  • Use levels (standing, crouching, floor) to enhance visual interest.
  • Aim to communicate emotion clearly through posture and facial expression.
• Groups add smooth, emotionally expressive transitions between freeze frames, ensuring flow while maintaining the mood.

---

4. Choreographic Development (20 minutes)

• Introduce choreographic devices with examples:
  • Canon: staggered performance of the same movement.
  • Change of tempo: varying speed to reflect emotional shifts.
  • Size of movement: large/exaggerated vs small/restrained movements.
• Task: Transform freeze frames into short choreography incorporating:
  • Canon alone
  • Canon and tempo changes
  • Canon, tempo and size of movement combined
• Encourage creative experimentation and rehearsing patterns.
• Use peer coaching to facilitate ideas and refine choreography.

---

5. Challenge Board (Optional Extension)

• Once groups feel confident, select one or more from:
  • Add accumulation (layering movements progressively)
  • Use repetition to intensify emotional expression
  • Include asymmetrical formations for storytelling depth
• Challenge both technical and expressive skills.

---

6. Performance & Peer Feedback (15 minutes)

• Each group performs their choreography to the class.
• Class uses a simple feedback framework:
  • What Went Well? (Did the group express moods/themes clearly? Use of canon, tempo, size?)
  • Even Better If… (Suggestions for clearer expression, more canon, dynamic tempo, varied movement size)
• Teacher models positive and specific feedback language to encourage respectful critique.

---

7. Plenary / Exit Task (10 minutes)

• Group discussion: What was the difference between accumulation, repetition and canon?
• Students write a short reflection (3-5 sentences) answering the question in their books or on mini whiteboards.
• Select a few verbal responses to consolidate understanding.

---

8. Teacher Reflection & Next Steps

• Note group successes and areas needing more support.
• Plan next lesson to revisit choreography and incorporate new skills (e.g. use of spatial pathways or contact work).

---

Differentiation

• Support: Provide visual emotion prompts or cue cards; assign peer ‘movement mentors’ in each group.
• Challenge: Offer advanced tasks on the challenge board and encourage students to choreograph small solo passages expressing complex emotions.

---

Assessment Criteria

• Clear identification and communication of moods and themes related to Inside Out.
• Effective use of canon, tempo and size of movement within group choreography.
• Engagement during performance and ability to provide/receive peer feedback.
• Understanding of choreographic devices through exit task.

---

Pedagogical Notes

• The lesson fosters emotional literacy—linking dance to social-emotional learning (SEL).
• Encourages kinaesthetic, visual and interpersonal learning styles through movement, discussion and group work.
• Use of film theme supports cross-curricular literacy and media education.
• Emphasise creating a safe, inclusive environment where all emotional expressions are valued and respected.

---

End of Plan