Visual & Performing Arts · 2nd Grade · Movement and Story: Dance and Theater · Weeks 19-27

Developing Characters

Students explore character traits and motivations through improvisation and short scenes.

• Common Core State Standards
• NCAS: Creating TH.Cr3.1.2
• NCAS: Performing TH.Pr4.1.2

About This Topic

Storytelling Through Dance introduces students to the concept of movement as a narrative language. They learn to distinguish between locomotive movements (moving through space, like leaping) and non-locomotive movements (moving in one spot, like twisting). This topic is essential for developing physical coordination and understanding how abstract movement can represent concrete ideas or stories.

This unit connects to science through the study of force and motion, and to ELA through narrative structure (beginning, middle, and end). By creating 'movement sentences,' students learn that dance is a purposeful way to communicate. This topic comes alive when students can physically model the patterns of a story, such as the growth of a seed or the journey of a river, through collaborative choreography.

Key Questions

1. How would you create a character with their own special personality?
2. How do you think your character would react if something surprising happened?
3. Why does your character do the things they do in the story?

Learning Objectives

• Identify specific character traits and motivations demonstrated through movement and dialogue in a short scene.
• Analyze how a character's internal thoughts might influence their external reactions to unexpected events.
• Create a short improvised scene demonstrating a character's distinct personality and motivations.
• Explain the relationship between a character's motivations and their actions within a narrative.

Before You Start

Movement and Story: Dance and Theater (Weeks 19-27)

Why: This topic builds directly on the foundational understanding of using movement to tell stories and express ideas introduced earlier in the unit.

Basic Story Elements

Why: Students need a basic understanding of characters, setting, and plot from prior ELA or drama lessons to explore character traits and motivations effectively.

Key Vocabulary

Character Trait	A special quality or characteristic that makes a person or character unique, like being brave, shy, or funny.
Motivation	The reason why a character does something or behaves in a certain way; their goal or desire.
Improvisation	Creating and performing a scene or story spontaneously, without a script or prior planning.
Reaction	How a character responds physically or verbally to something that happens in the story.

Watch Out for These Misconceptions

Common Misconception

Dance is only 'ballet' or 'hip hop.'

What to Teach Instead

Students often think dance must follow a specific style. Teach them that 'creative movement' is any way the body moves to express an idea. Using 'everyday movement' prompts (like 'dance like you're brushing your teeth') helps broaden their definition.

Common Misconception

You have to move fast for it to be a dance.

What to Teach Instead

Many children think stillness is 'boring.' Use a 'Freeze Dance' variation where the 'frozen' poses are the most important part of the story, showing that stillness can be a powerful way to communicate a moment of surprise or tension.

Active Learning Ideas

Inquiry Circle: Movement Sentences

Small groups are given three 'action words' (e.g., spin, melt, jump). They must link these moves together to create a 'sentence' that tells a tiny story, then perform it for another group who tries to 'read' the story.

30 min·Small Groups

Simulation Game: The Weather Dance

The teacher narrates a changing weather report (calm breeze, sudden storm, falling snow). Students must use locomotive and non-locomotive moves to show how they would move in that environment, focusing on the 'energy' of the movement.

20 min·Whole Class

Think-Pair-Share: Mirroring Emotions

In pairs, one student is the 'dancer' and the other is the 'mirror.' The dancer performs a slow movement representing a feeling (like 'lonely' or 'proud'), and the mirror copies it. They then discuss what specific move made the feeling clear.

15 min·Pairs

Real-World Connections

• Actors in movies and on stage use character traits and motivations to make their characters believable to audiences. They study scripts and practice movements to show how a character feels and why they make choices.
• Children's book authors and illustrators develop characters with distinct personalities and reasons for their actions, helping young readers connect with the story and learn about different types of people.

Assessment Ideas

Quick Check

After an improvisation, ask students: 'Name one character trait your partner showed. What was one thing that motivated their character?' Record student responses.

Exit Ticket

Provide students with a scenario (e.g., 'Your character finds a lost puppy'). Ask them to write or draw: 1. One character trait they would use. 2. One motivation for their character's action.

Discussion Prompt

Pose the question: 'If your character was suddenly given a superpower, how would their personality traits (like being shy or adventurous) change how they used it?' Facilitate a brief class discussion.

Frequently Asked Questions

What if I don't have a large space for dance?

Focus on 'non-locomotive' movement. Students can do a lot of expressive storytelling just using their arms, torsos, and heads while staying at their desks. You can also use 'aisle dancing' where students move in a straight line and back, which requires very little lateral space but still allows for locomotive practice.

How can active learning help students learn choreography?

Active learning strategies like 'Add-on Dance' are great. One student does a move, the next student repeats it and adds their own, and so on. This collaborative building of a sequence helps students use their 'muscle memory' and peer observation to learn and retain complex patterns without needing written instructions.

How do I assess dance in a fair way?

Focus on 'intent' rather than 'ability.' Ask: Did the student try to show a specific idea? Did they use different levels (high/low)? Did they follow the rhythm? Using a simple checklist that students can also use for 'peer feedback' makes the assessment transparent and focused on the learning goals.

Why is dance important for 2nd grade physical development?

At age 7, students are still refining their gross motor skills and balance. Dance provides a structured way to practice 'cross-lateral' movements (crossing the midline of the body), which is essential for brain development and even helps with skills like handwriting and reading.