Making Waves
Developing ideas
Lesson Plan 3 – Emotions
Aim:
Developing from the solos previously generated about the different emotions people might feel when
going on a journey. Children develop their solos into group dances.
Objectives
Participants will…
 Re-cap and develop solos previously created
 Develop communication and team working skills to make a group dance
 Explore and choreograph changes of relationship, unison and cannon within the team
 Use basic contact skills within the team
Stimulus
Resources
Key Words
Emotions
and the sea
Class photos, sketches and notes from museum visit
Stories/letters of various journeys out to sea, e.g.
Titanic, explorers, sailors.
National Maritime Museum online collection
Music
Team work
Relationship
Same/Different
Opposite.
Activities
Introduction:
 Discuss and remember what children worked on previously.
Individual solos using six open or closed positions that show an emotion (love, joy, sorrow,
anticipation) linked to the feelings of a journey out to sea
Warm-up:
 To raise cardiovascular - either travelling in space or across the room.
Teacher to direct students to find a variety of ways to travel, including walking in different
directions, small and large steps, roll, jump, turn, extending etc.
 Re-cap solos. Children to remember their solos including: six positions showing different
emotions, on various levels, directions, and transitional actions.
Exploration and Development:
 Groups. In groups of six children perform solos side by side. Notice where someone might have a
similar emotional movement to yours, or where they might contrast, e.g. one person reaching, and
another closing in.
 Children highlight and develop any visual connections between their group of six.
This might be done through: directions that are the same, different or in opposition; levels that
may be the same, different or contrasting; reaching over, under or towards someone in their group
 Contact. Get the children to see if there are any moments where a moment of contact could be
added. As though offering support to someone, reaching for their hand, shouldering/supporting
their burden perhaps.
What did we learn? Performance, appreciation and evaluation:
 Children can watch each other’s group dances at the end of the session and discuss how they are
communicating different emotions and relationships within the groups. Giving positive and
constructive feedback.
Cool-down and plenary:
 Use gentle stretching exercise to return the breathing and body back to normal.
 Closure: re-link activity to Maritime resources. Do the group dances created give an impression of
the emotions people might feel journeying to sea?