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Lesson 2 - Creative Travel with Levels

Creative Dance in Ancient Egypt

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Year 4

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Dance

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Big Question

How can we transform static dance movements into dynamic travelling sequences that tell a story?

Learning Objectives

To creatively transform static actions from themed motifs into travelling movements
To demonstrate different levels and pathways whilst travelling
To show good timing and control when performing individual sequences

Key Outcomes

Students will create a 32-count individual travelling section using 2-3 actions from previous motif
Students will show changes in level and pathway when travelling
Students will demonstrate creative thinking and problem-solving in dance

Equipment & Resources Required

Music Player

Playlist ready

Position where all students can hear clearly, test volume levels before lesson

Alternative: Bluetooth speaker, laptop with external speakers

Cards

4 sets

Place one card in each corner of hall - Egyptian themed images work well

Alternative: Laminated images, drawings on A4 paper, themed props

Cones

8-12

Use to define corners and boundaries, create pathway guides if needed

Alternative: Spot markers, masking tape, chalk lines

Key Vocabulary

Travelling

Moving through space using different locomotor actions like walking, running, sliding, or rolling

Levels

The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Pathways

The route or pattern that movement follows through space - straight, curved, zigzag, circular

Motif

A short sequence of movements that can be repeated, developed and varied

32-count sequence

A choreographed section that lasts for 32 beats of music

Control

Moving with purpose and precision, starting and stopping movements cleanly

Skill Progression Pathway

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

Prior Learning

Created themed motifs using mind mapping techniques
Performed static actions related to Egyptian theme
Understand basic dance elements of body parts and space

Current Skills

Transform static actions into travelling movements
Use different levels and pathways creatively
Combine movements into flowing sequences

Next Steps

Develop more complex choreographic devices
Work with others to create group compositions
Use poetry and spoken word to enhance dance narrative

Milestone Indicators

Can identify which original motif actions have been incorporated

Shows clear contrast between high, medium and low levels

Travels using curved, straight and zigzag pathways

Maintains character and theme throughout sequence

Key Teaching Points

Maintain Egyptian character throughout all travelling movements
Emphasise control and safety during travelling sequences
Encourage creative risk-taking within safe parameters
Build performance confidence through positive feedback structures
Connect all activities back to levels, pathways and timing concepts
Support peer assessment skills with specific observation criteria
Link learning to previous lessons and future homework expectations

Common Misconceptions

That travelling means moving quickly - emphasise controlled, quality movement
That pathways must be complex - simple, clear pathways are often more effective
That level changes should be dramatic - subtle level changes can be very effective
That creativity means abandoning technique - maintain quality while being creative
That 32 counts is too long to remember - break into smaller sections for learning
That feedback should focus on mistakes - emphasise positive, constructive observation

SEN Adaptations

ADHD

Frequent activity changes built into structure, clear physical boundaries for travelling, specific roles during partner work, movement breaks between seated reflection

dyspraxia

Simple pathway patterns initially, additional practice time for sequences, break down travelling into smaller steps, visual demonstrations of all movements

autism spectrum

Clear visual schedule of lesson structure, consistent routine for warm-up and cool-down, quiet space available if needed, advance warning of music and activity changes

visual impairment

Use tactile markers for corners, verbal descriptions of pathway shapes, partner guidance for spatial awareness, clear vocal cues for all activities

hearing impairment

Visual demonstrations of all instructions, vibrating speaker for musical beat, hand signals for timing, visual cues for activity changes

physical disability

Modify travelling to wheelchair or seated versions, adapt levels to arm movements, provide alternative pathway creation using upper body

Cross-Curricular Links

English

Creating 4-line themed poems, using descriptive language for feedback, developing vocabulary around dance and movement

Maths

Counting 32-beat sequences, understanding patterns and repetition, exploring spatial concepts through pathways

Art

Visualising movement pathways, understanding levels as artistic composition, interpreting images creatively through movement

Geography

Understanding River Nile pathways, exploring concepts of direction and routes through movement

History

Exploring Ancient Egyptian culture, understanding historical context for themed movement, connecting dance to cultural expression

Music

Moving to beat and rhythm, understanding 32-count musical phrases, listening skills for musical interpretation

Teacher Guidance

Positioning

Central position during instruction, circulating during exploration, corner of room during performances for full visibility

Observation Focus

Creative problem-solving, safe travelling speeds, use of levels and pathways, integration of motif actions

Intervention Points

Step in if students struggling with creative ideas, if unsafe travelling observed, if partner feedback becomes unconstructive

Demonstration Notes

Model Egyptian character strongly, show clear level changes during travelling, emphasise smooth transitions between movements

Verbal Cues

•'Show me different levels as you travel!'
•'Think about your pathway - straight, curved, or zigzag?'
•'Keep the Egyptian character strong!'
•'Control your travelling speed for safety and quality!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space, suitable for individual travelling with multiple students

Surface Check

Non-slip surface essential, adequate space between students for safe travelling

Equipment Safety

Safety Checks

•Check corner cards are securely attached and visible
•Test music system volume levels appropriate for space
•Ensure no obstacles in corners or travelling pathways

Risk Management

Key Risks

•Collisions during travelling sequences
•Overexertion during creative exploration
•Slips during level changes or floor work

Risk Mitigation

•Clear boundaries established for individual working spaces
•Controlled travelling speeds emphasised throughout
•Progressive warm-up to prepare bodies for movement
•Clear instructions about safe pathway choices

Supervision & Emergency Procedures

Supervision Points

•Position to observe all corners during warm-up game
•Circulate during individual creation time
•Monitor partner work for appropriate interactions

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, contact emergency services if required