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Lesson 2 - Travelling Movements & Levels

Creative Space Storytelling

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Year 4

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Dance

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45 min

Big Question

How can we transform static dance actions into dynamic travelling movements that tell a story through space?

Learning Objectives

To creatively adapt static motif actions into travelling movements using different body parts
To demonstrate changes in level and pathway when travelling through space
To show good timing and control whilst maintaining the theme from previous lesson

Key Outcomes

Students will create a 32-count individual travelling section using 2-3 actions from last week's motif
Students will demonstrate clear changes in level and pathway during travel
Students will perform with improved timing and control to musical accompaniment

Equipment & Resources Required

Music Player

Positioned for clear sound throughout hall

Alternative: Tablet or phone with portable speaker

Cards

4 sets

Placed in four corners of the working space

Alternative: Laminated pictures or simple drawings

Cones

8-10

Mark boundaries and pathway examples

Alternative: Spots or chalk marks

Key Vocabulary

Travelling

Moving from one place to another using different locomotor skills

Levels

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

Pathway

The pattern or route taken when moving through space

Motif

A short sequence of movements that can be repeated and developed

Flow

Smooth connection between movements without stops or jerky transitions

Skill Progression Pathway

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

Prior Learning

Students have created a themed motif using static actions from previous lesson
Basic understanding of dance actions and movements
Experience performing simple dance sequences

Current Skills

Adapting static actions into travelling movements
Incorporating changes in level and pathway
Developing individual choreographic skills

Next Steps

Combining individual work with group choreography
Adding more complex rhythmic patterns
Incorporating props or partner work

Milestone Indicators

Smooth transitions between different levels

Clear pathway choices that enhance the theme

Consistent timing with musical accompaniment

Key Teaching Points

Emphasise adaptation rather than complete change of original motif actions
Encourage experimentation with levels - high, medium, low throughout travel
Focus on pathway variety - straight, curved, zigzag routes through space
Maintain connection to theme throughout all movements
Develop timing skills through consistent musical accompaniment
Build performance confidence through supportive feedback environment
Connect previous learning to new challenges for skill progression

Common Misconceptions

That travelling means moving fast - emphasise control over speed
That level changes are only about going up and down - show transitions can be smooth
That creativity means abandoning the original theme - maintain thematic integrity
That 32 counts is too long - break it down into manageable 8-count sections
That all travelling must be forwards - explore sideways, backwards, diagonal movement
That feedback must be critical - model positive, constructive feedback language

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, allow for movement breaks between discussions

dyspraxia

Simplify sequences to 2 actions only, provide additional practice time, use verbal cueing throughout movements

autism spectrum

Provide visual schedule of lesson structure, offer quiet space for breaks, use consistent routine and clear expectations

visual impairment

Use tactile markers for pathway boundaries, provide audio descriptions of corner cards, buddy system for spatial navigation

hearing impairment

Use visual cues for music timing, vibrating speaker for rhythm feeling, clear visual demonstrations of all instructions

physical disability

Adapt travelling to wheelchair movements or seated versions, modify level changes to upper body only, provide alternative pathway options

Cross-Curricular Links

English

Poetry writing homework connects to creative writing skills and vocabulary development

Maths

Counting 32 beats, understanding timing and rhythm patterns, spatial geometry through pathways

Science

Understanding how exercise affects heart rate and breathing, muscle memory and physical adaptation

PSHE

Building confidence through performance, giving and receiving feedback constructively, creativity and self-expression

Teacher Guidance

Positioning

Move around perimeter during travel activities, centre for demonstrations and discussions

Observation Focus

Look for creative adaptation of motif actions, clear level changes, pathway variety, and musical timing

Intervention Points

Step in if students struggling with concept of adapting actions, if safety concerns arise, or if timing becomes too rushed

Demonstration Notes

Use clear, exaggerated movements when showing level changes. Demonstrate pathway options on the floor. Model giving constructive feedback.

Verbal Cues

•'Travel, don't just move in one spot!'
•'Can you make that action happen at a different level?'
•'Listen to the music and let it guide your timing'
•'Keep the theme alive in your movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m hall space with clear boundaries

Surface Check

Non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Ensure corner cards are securely fastened and have no sharp edges
•Check music volume is appropriate and not causing hearing discomfort
•Verify all cones/markers are stable and visible

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Overexertion during continuous movement

Risk Mitigation

•Clear boundaries and traffic flow patterns established
•Emphasis on controlled movement rather than speed
•Regular reminders about spatial awareness
•Graduated introduction of level changes

Supervision & Emergency Procedures

Supervision Points

•Position to observe all corners during corners game
•Circulate during individual work to monitor technique
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact emergency services if required