Grade 7 Creative Arts Lesson Plan: Introduction to Movement and Gesture in Dance

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Materials Needed:

  • A large, open space for movement
  • Music player with selected music tracks
  • Whiteboard and markers
  • Visual aids (posters or images of different dance poses and gestures)
  • Journals or notebooks for student reflections

Learning Objectives:

  1. Students will understand the importance of movement and gesture in dance.
  2. Students will learn and practice basic dance gestures.
  3. Students will explore how dance can convey different emotions and stories.
  4. Students will develop a short dance sequence incorporating learned gestures.
  5. Students will reflect on their learning experience and the role of movement in dance.

Vocabulary:

  1. Gesture: A movement of part of the body, especially a hand or the head, to express an idea or meaning.
  2. Choreography: The arrangement of movements and steps in a dance.
  3. Expression: The process of making known one’s thoughts or feelings through movement.
  4. Sequence: A particular order in which related movements, events, or things follow each other.
  5. Improvisation: The act of creating and performing spontaneously without pre-planned movements.

Previous Learning:

Students have explored basic elements of dance including rhythm, space, and timing in Term 1. They have also learned simple dance routines and understand the importance of physical warm-ups and cool-down exercises.

Anticipated Challenges and Solutions:

  • Challenge: Some students may feel self-conscious or shy about dancing in front of peers.
  • Solution: Start with group activities to build confidence and encourage a supportive environment.
  • Challenge: Students may struggle with coordinating gestures with music.
  • Solution: Break down the movements into smaller parts and practice them slowly before increasing tempo.

Beginning Activities (4 minutes):

  1. Introduction (2 minutes):
  2. Briefly explain the learning objectives and what will be covered in the lesson.

  3. Use visual aids to show examples of different dance gestures.



  4. Warm-Up Activity (2 minutes):


  5. Lead a simple, full-body warm-up to prepare students for physical activity.

Middle Activities (32 minutes):

  1. Direct Instruction (8 minutes):
  2. Explain and demonstrate basic dance gestures (e.g., waving, pointing, flowing movements).

  3. Discuss how these gestures can express different emotions and tell a story.



  4. Guided Practice (10 minutes):


  5. Students practice the demonstrated gestures in pairs, giving and receiving feedback.

  6. Use music to help students align their gestures with rhythm.



  7. Group Activity (8 minutes):


  8. In small groups, students create a short dance sequence incorporating different gestures.

  9. Each group performs their sequence for the class.



  10. Improvisation Exercise (6 minutes):


  11. Play different types of music and have students improvise dance movements expressing various emotions (e.g., happiness, sadness, excitement).

End Activities (4 minutes):

  1. Reflection (2 minutes):

  2. Students write a brief reflection in their journals about what they learned and how they felt during the activities.



  3. Cool-Down Activity (2 minutes):


  4. Lead a cool-down stretch focusing on relaxing muscles and calming the mind.

Assessment and Checks for Understanding:

  • Observation: Monitor students during guided practice and group activities to ensure they understand and correctly perform the gestures.
  • Performance: Assess students’ short dance sequences for creativity and use of gestures.
  • Reflection Journals: Review students’ written reflections to gauge their understanding and personal connection to the lesson.

Differentiation Strategies for Diverse Learners:

  • For students needing additional support, provide one-on-one guidance and use verbal prompts to help them remember gestures.
  • For advanced students, offer opportunities to create more complex dance sequences and explore additional gestures.
  • Incorporate multimedia resources (videos of professional dancers) to inspire and support visual learners.

Teaching Notes:

This lesson aims to build students’ confidence in using movement to express emotions and tell stories. Emphasise the importance of a supportive and encouraging class environment, as dance can be a personal and sometimes vulnerable activity for students. Ensure that all materials and activities are accessible to students with disabilities; this may include providing alternative methods for students with mobility challenges to participate in gesture work.

Encourage students to respect each other’s creativity and efforts, fostering a positive and inclusive dance experience for everyone.