🎵

Lesson 8 - Journey Through Movement

Cross-Curricular Narrative Dance

•

Year 4

•

Dance

•

Big Question

How can we use our bodies to tell the story of an incredible journey?

Learning Objectives

To use gestures and movements to represent different places and ideas
To explore and create different pathways in dance
To develop and refine a collaborative dance phrase with clear narrative

Key Outcomes

Students will create expressive gestures that clearly represent their chosen destination
Students will demonstrate understanding of pathways through purposeful movement
Students will work collaboratively to create and perform a cohesive dance narrative

Equipment & Resources Required

Cones

Spread evenly throughout the dance space, approximately 2 metres apart

Alternative: Bean bags, markers, or spots

Tunnel Systems

Position centrally for clear sound distribution, test volume before lesson

Alternative: Bluetooth speaker, tablet with speaker

Carnival Warm-Up Music

1 track

Queue track ready for warm-up section

Alternative: Any upbeat music with clear 4/4 beat

Cards

1 set

Prepare cards with exciting destinations: moon, jungle, ocean depths, mountain peak, space station

Alternative: Teacher-created destination cards or images

Key Vocabulary

Pathway

The pattern created on the floor as a dancer moves through space

Gesture

A movement of the body that expresses an idea, emotion, or meaning

Phrase

A sequence of movements that has a clear beginning, middle, and end

Level

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

Unison

When all dancers perform the same movement at exactly the same time

Canon

When dancers perform the same movement but starting at different times

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal and general space
Experience with simple travelling movements
Awareness of high, medium, and low levels
Previous work with partner and small group activities

Current Skills

Creating representational gestures and movements
Understanding and applying different pathways
Developing collaborative choreography skills
Using feedback to refine performance

Next Steps

Creating more complex narrative dances
Understanding advanced choreographic devices
Leading and teaching dance phrases to others
Evaluating performances using technical vocabulary

Milestone Indicators

Gestures clearly communicate intended meaning

Pathways are purposeful and varied

Can remember and repeat 8-count phrases accurately

Demonstrates improvement after receiving feedback

Key Teaching Points

Pathways should be clear and purposeful, enhancing the narrative meaning
Gestures must be large enough to communicate effectively to an audience
Collaborative work requires listening to all ideas and making group decisions
Performance quality comes from commitment to the character and story
Level changes should be controlled and safe throughout
Feedback should be specific and use appropriate dance vocabulary
Creative expression is valued over technical perfection at this stage

Common Misconceptions

Thinking pathways are just random movement around the space rather than purposeful patterns
Believing gestures should be realistic actions rather than expressive movements
Assuming louder or bigger always means better in performance
Thinking that there is only one 'correct' way to represent an idea through movement
Believing that making mistakes in performance is failure rather than part of learning

SEN Adaptations

ADHD

Use shorter activity segments, provide clear movement boundaries, offer leadership roles to maintain engagement

dyspraxia

Break down complex movements into smaller steps, provide additional practice time, use visual and physical cues for support

autism spectrum

Provide clear structure with visual schedule, allow preparation time for performance, create quiet space if needed for regulation

visual impairment

Use verbal descriptions of pathways, provide physical guidance for spatial orientation, use contrasting coloured cones for better visibility

hearing impairment

Use visual demonstrations extensively, provide written instructions or cards, use hand signals for directions

physical disability

Adapt movements for seated or limited mobility, focus on upper body gestures, create pathways appropriate to mobility aids

Cross-Curricular Links

English

Developing vocabulary to describe movement and destinations, storytelling through physical narrative, using descriptive language for feedback

Maths

Understanding patterns and sequences through pathway work, counting beats and rhythm in 4s and 8s, exploring geometric shapes through circular and angular pathways

Art

Creating visual patterns through movement pathways, exploring expression through gesture, understanding how art forms can tell stories

Geography

Exploring different global destinations, understanding physical features of various places, mapping journeys and pathways

PSHE

Collaborative working skills, accepting and giving constructive feedback, building confidence through performance, celebrating diversity in creative expression

Teacher Guidance

Positioning

Move around the space during group work, position centrally for demonstrations and discussions

Observation Focus

Watch for clear gesture expression, purposeful pathway choices, effective group collaboration, and safe movement practices

Intervention Points

Step in if groups struggle with decision-making, if safety concerns arise, or if students need support with movement quality

Demonstration Notes

Use clear, exaggerated movements for visibility. Break down complex movements into manageable steps. Connect all demonstrations to the journey theme.

Verbal Cues

•'Make your gestures big enough for everyone to see!'
•'Think about the story your pathway is telling'
•'Work together - everyone's ideas are valuable'
•'Show me your destination through your whole body'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m indoor space, free from obstacles

Surface Check

Non-slip surface suitable for dance movement, check for any wet areas

Equipment Safety

Safety Checks

•Ensure cones have no sharp edges or cracks
•Check audio equipment leads are not trip hazards
•Verify music volume is appropriate for space size

Risk Management

Key Risks

•Collisions during pathway work
•Trips over cones or equipment
•Overexertion during energetic sections
•Falls during level changes

Risk Mitigation

•Establish clear boundaries for movement
•Ensure adequate spacing between groups
•Demonstrate safe level changes
•Monitor for signs of fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all working groups
•Move around space during group work
•Monitor pathway areas for safety

Emergency Procedures

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