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Lesson 2 - Floor Patterns and Travelling Steps

Traditional to Creative Barn Dance

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Year 3

•

Dance

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1h 3min

Big Question

How can we use different travelling steps to create exciting floor patterns that tell a story through movement?

Learning Objectives

Explore different ways of travelling and link movements to Barn Dance style
Work as a team to follow floor patterns and create shapes on the floor
Create travelling dance steps which follow a structured floor pattern

Key Outcomes

Students will demonstrate at least 3 different travelling steps with correct Barn Dance characteristics
Students will successfully perform line, semi-circle, and diagonal floor patterns as a team
Students will create and perform their own floor pattern dance in groups of 4

Equipment & Resources Required

Music Player

1 set

Position for clear sound throughout hall, test volume levels

Alternative: Portable speaker with Bluetooth, smartphone with amplifier

Music Tracks

Playlist ready

Queue tracks in advance, test all music before lesson

Alternative: Folk music with strong 4/4 beat, traditional country music

Court Diagrams

1 set per group

Laminated cards showing line, semi-circle, and X patterns

Alternative: Chalk for outdoor use, whiteboard drawings, printed diagrams

Dish Cones

Use to mark starting positions and pattern endpoints

Alternative: Masking tape crosses, bean bags, small hoops

CD Player

Have Barn Dance videos queued and ready to play

Alternative: Tablet, smartphone, interactive whiteboard

Key Vocabulary

Floor Pattern

The shape or design created by dancers moving across the floor space

Gallop

A travelling step where one foot leads and the other follows, like a horse's gait

Hop-Step-Ball-Change

A dance step combining a hop, step, and quick weight transfer

Formation

The arrangement of dancers in relation to each other

Semi-circle

Half of a circle shape, like a rainbow arc

Diagonal

A straight line that goes from one corner to another, not vertical or horizontal

Skill Progression Pathway

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

Prior Learning

Basic walking and marching in time to music
Understanding of personal and general space
Simple travelling movements like skipping and jumping
Introduction to Barn Dance style from Unit 5 Lesson 1

Current Skills

Travelling in different ways whilst maintaining floor patterns
Performing gallop and hop-step-ball-change steps
Creating and following line, semi-circle and diagonal patterns
Working collaboratively to maintain formation

Next Steps

Combining travelling steps with upper body movements
Creating more complex floor patterns with direction changes
Developing performance quality and expression
Learning traditional Barn Dance sequences

Milestone Indicators

Maintains pattern shape while travelling

Travels in time with music and partners

Demonstrates characteristic Barn Dance posture and energy

Shows spatial awareness and avoids collisions

Key Teaching Points

Emphasise teamwork and collective responsibility for pattern success
Connect all movements to Barn Dance style with high energy and lifted posture
Build complexity gradually from walking patterns to travelling steps
Celebrate creativity while maintaining safety and pattern integrity
Use clear counting and rhythm to support timing and coordination
Encourage positive peer feedback and inclusive group dynamics
Link individual movements to group formations throughout lesson

Common Misconceptions

That floor patterns are just decorative rather than fundamental to dance structure
That travelling steps can be performed without attention to spacing and formation
That individual technique is more important than group coordination
That patterns must be complex to be interesting or valuable
That Barn Dance style is just about speed rather than energy and posture
That watching others perform is less important than doing
That patterns only work with specific music or in formal dance contexts

SEN Adaptations

ADHD

Frequent activity changes, clear movement boundaries, partner support system, celebrate small successes regularly

dyspraxia

Simplified patterns initially, extra practice time, visual guides for foot placement, buddy support for complex sequences

autism spectrum

Clear visual schedule of lesson segments, predictable pattern structures, quiet space available, warning before pattern changes

visual impairment

Use high contrast floor markers, verbal descriptions of all patterns, tactile guidance from partners, clear audio cues for direction changes

hearing impairment

Visual demonstration of all steps, visual rhythm cues, partner mirroring, written pattern cards with pictures

physical disability

Adapted patterns for wheelchair users, seated travelling movements, modified group sizes, alternative formation roles

Cross-Curricular Links

Art

Pattern and design principles, symmetry and asymmetry in floor formations, creative expression through movement

Geography

Mapping and direction - creating floor 'maps' with movement, understanding diagonal directions, spatial orientation

History

Traditional folk dances and cultural heritage, understanding how Barn Dance connects to rural communities

Teacher Guidance

Positioning

Move around space to observe all groups, central position for demonstrations

Observation Focus

Watch for pattern accuracy, teamwork, and travelling step technique

Intervention Points

Step in if groups struggling with pattern design or safety issues arising

Demonstration Notes

Always demonstrate travelling steps clearly from multiple angles, use teaching assistant or confident student as partner

Verbal Cues

•'Keep the pattern shape!'
•'Listen to the beat!'
•'Work together as a team!'
•'Lift those knees for energy!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m, clear of obstacles, non-slip surface essential

Surface Check

Dry, even surface free from trip hazards, adequate grip for travelling steps

Equipment Safety

Safety Checks

•Music volume at safe level for hearing
•Spot markers placed safely away from movement paths
•Visual aids securely positioned
•No loose equipment in movement space

Risk Management

Key Risks

•Collisions during pattern crossing
•Slips during travelling steps
•Overexertion during energetic movements
•Falls during balance-challenging steps

Risk Mitigation

•Clear boundaries and movement pathways established
•Adequate spacing between groups during practice
•Progressive skill building from walking to advanced steps
•Emergency stop signal practiced and understood

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor crossing patterns carefully for collision risks
•Watch for fatigue during repetitive practice
•Ensure appropriate footwear throughout

Emergency Procedures

Clear stop signal, first aid kit accessible, adult assistance available for any injuries