Exploring Shapes and Space · Term 2

Properties of Quadrilaterals

Students investigate and compare the properties of various quadrilaterals (e.g., squares, rectangles, parallelograms, trapezoids).

About This Topic

Dancing Our Feelings focuses on the expressive power of dance to communicate emotions. Foundation students learn that they don't need words to tell an audience how they feel; instead, they can use facial expressions, body tension, and the quality of their movements. This topic aligns with the ACARA goal of using dance to express ideas and feelings, helping students develop both artistic skills and emotional literacy.

Students explore how 'sharp' movements might show anger or surprise, while 'soft, flowing' movements might show happiness or peace. By observing their peers and professional dancers, they learn to interpret the 'body language' of others. This topic comes alive when students can physically model different emotions, experimenting with how a 'sad' walk feels different from a 'joyful' leap in a supportive, collaborative environment.

Active Learning Ideas

Role Play: The Emotion Mirror

In pairs, one student acts as the 'dancer' and the other as the 'mirror.' The dancer moves to show a specific feeling (like 'brave' or 'shy'), and the mirror must copy the movements and facial expressions exactly.

⏱ 15 min·Pairs

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Gallery Walk: Dancing Statues

Half the class creates a 'frozen' dance pose that shows a feeling. The other half walks through the 'gallery,' trying to guess the emotion before switching roles so everyone gets a turn to perform.

⏱ 20 min·Whole Class

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Simulation Game: The Magic Music Box

Play different snippets of music (e.g., a fast fiddle, a slow cello). Students must change their dance style to match the 'feeling' of the music, focusing on how their faces and hands show the emotion.

⏱ 15 min·Whole Class

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Watch Out for These Misconceptions

Common Misconception

You only use your face to show feelings.

What to Teach Instead

Students often focus only on making 'sad faces.' Encourage them to think about their 'sad knees' or 'angry elbows' to show how the whole body carries emotion.

Common Misconception

All happy dances must be fast.

What to Teach Instead

Children often equate speed with joy. Use slow, graceful music to show that happiness can also be calm and steady, helping them broaden their expressive range.

Frequently Asked Questions

How can active learning help students express emotions through dance?

Active learning provides a safe space for students to 'try on' different emotions physically. Through role play and mirroring, they observe how others use their bodies to communicate, which builds their own expressive vocabulary. This student-centered approach moves beyond 'mimicking the teacher' and instead helps students to find their own unique ways to move, making the connection between internal feelings and external movement more personal and profound.

What if a student is too shy to dance their feelings?

Start with small movements, like just using hands or fingers behind a screen or desk. Gradually move to whole-body movements as they become more comfortable with the group and the activity.

How do I explain 'body tension' to five-year-olds?

Use the 'Uncooked vs. Cooked Spaghetti' analogy. Uncooked spaghetti is stiff and tense (showing anger or strength), while cooked spaghetti is floppy and relaxed (showing calm or tiredness).

Why is emotional expression important in the Arts curriculum?

It allows students to process their own experiences and develop empathy for others. In the Arts, this is the foundation of 'performance', the ability to connect with an audience on an emotional level.

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