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Lesson 2 - Travelling Movements and Pathways

Cultural Storytelling Dance

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Year 3

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Dance

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Big Question

How can we transform our static dance movements into exciting travels that tell stories through different levels and pathways?

Learning Objectives

To creatively adapt static motif actions into travelling movements using different body parts
To demonstrate changes in level and pathway whilst maintaining control and timing
To develop a 32-count individual travelling sequence incorporating motif elements

Key Outcomes

Students will create flowing travelling movements that incorporate their themed motif
Students will demonstrate understanding of levels, pathways and spatial awareness
Students will perform with improved timing, control and creative expression

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space

Alternative: Portable speaker, tablet with speakers

Cards

4 different images

Fix securely in each corner of the dance space

Alternative: A4 laminated pictures, themed photographs

Music Tracks

3 tracks minimum

Rocking All Over the World (Status Quo), Around the World (Daft Punk)

Alternative: Streaming playlist, CD collection

Whiteboards

Visible to all students for recap and objectives

Alternative: Paper sheets, visual aids

Key Vocabulary

Travelling

Moving through space whilst performing dance actions

Levels

The height at which movements are performed - high, medium, low

Pathway

The route or direction of travel through space

Motif

A short sequence of movements that can be repeated and developed

Flow

How movements connect smoothly together

Control

Having command over your body and movements

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students have created a themed static motif using mind-mapped actions
Students understand basic dance vocabulary of actions and dynamics
Students can perform simple travelling movements

Current Skills

Adapting static movements into travelling sequences
Demonstrating levels and pathways in movement
Creating individual choreography with timing and control

Next Steps

Combining individual work into group compositions
Adding country-specific dance styles and cultural elements
Developing performance skills and audience awareness

Milestone Indicators

Smooth transitions between static and travelling movements

Clear demonstration of high, medium and low levels

Consistent timing with musical accompaniment

Key Teaching Points

Maintain the essence and quality of original motif actions during adaptation
Emphasise control and safety over speed and complexity in travelling movements
Build confidence through positive reinforcement and celebration of creative solutions
Connect movement exploration to specific musical timing and phrasing
Encourage spatial awareness and consideration of others during travelling
Foster constructive peer feedback culture using specific criteria
Link current learning to previous lessons and future cultural exploration

Common Misconceptions

That faster movement is better than controlled movement - emphasise quality over speed
That all students should create identical adaptations - celebrate diverse creative solutions
That mistakes in timing mean failure - normalise learning process and adjustment
That complex movements are more impressive - focus on clear execution of simple ideas
That dance requires natural talent - emphasise that creativity and control can be developed
That feedback should focus on entertainment value - redirect to lesson objectives and technique

SEN Adaptations

ADHD

Regular movement breaks built into lesson, clear physical boundaries, opportunities for leadership roles

dyspraxia

Simplified movement patterns, extra practice time, focus on personal progress rather than comparison

autism spectrum

Clear structure with visual schedule, predictable routine elements, quiet space available if needed

visual impairment

Clear verbal descriptions of level changes, partner guidance for spatial awareness, tactile markers for personal space boundaries

hearing impairment

Visual cues for timing, vibration-based music experience, clear line-of-sight for demonstrations

physical disability

Adapted level changes within individual ability, wheelchair-accessible pathways, modified travelling movements

Cross-Curricular Links

English

Vocabulary development through dance terminology, creative writing in country poem homework, speaking and listening in feedback sessions

Science

Understanding body systems during exercise, forces and motion in travelling movements, balance and centre of gravity in level changes

Art

Creative expression and composition, visual interpretation of corner card images, aesthetic appreciation of movement

Geography

Cultural awareness through country-specific dance styles, spatial concepts through pathway exploration

Mathematics

Counting beats and phrases, spatial awareness and geometry through pathways, pattern recognition in movement sequences

PSHE

Self-expression and confidence building, constructive peer feedback skills, collaboration and mutual respect

Teacher Guidance

Positioning

Move around periphery during exploration, central for demonstrations, close for individual support

Observation Focus

Creative adaptation process, inclusion of required elements, peer interaction quality

Intervention Points

When students struggle with adaptation concept, during unsafe movement, if feedback becomes negative

Demonstration Notes

Show clear contrasts between static and travelling, exaggerate level changes for visibility, model positive feedback language

Verbal Cues

•'Keep the feeling of your original action!'
•'Show me high, medium, and low!'
•'Travel through the whole space!'
•'Smooth transitions make beautiful dance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, preferably larger hall or studio

Surface Check

Non-slip floor surface, free from water or debris, appropriate for dance movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner cards securely fixed to prevent movement or falling
•No trailing wires or trip hazards

Risk Management

Key Risks

•Collisions during travelling movements
•Slips or falls during level changes
•Overexertion during energetic travelling
•Emotional vulnerability during performance

Risk Mitigation

•Clear spatial boundaries and awareness training
•Progressive building from static to travelling movements
•Emphasis on control over speed or complexity
•Positive, supportive performance environment

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travel phases
•Monitor individual comfort levels during performance
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed