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Lesson 2 - Creative Travelling Dance Movements

Cultural Dance Motifs

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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 different levels and pathways?

Learning Objectives

To creatively transform static actions from the previous motif into travelling movements
To demonstrate changes in level and pathway whilst travelling
To show good timing and control in individual dance sequences

Key Outcomes

Students will create a 32-count individual travelling section using 2-3 actions from their themed motif
Students will demonstrate creative use of different body parts in travelling movements
Students will perform with clear changes in level and pathway whilst maintaining musical timing

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Bluetooth speaker, tablet with speakers

Cards

4 sets

Place one set in each corner of the room at eye level

Alternative: Laminated pictures, cones with cards attached

Music Tracks

3 tracks minimum

Cue up: 'Rocking All Over the World' (Status Quo), 'Around the World' (Daft Punk Radio Edit)

Alternative: CD, digital playlist, streaming service

Whiteboards

Positioned for whole class visibility during recaps

Alternative: Large paper, projection screen

Key Vocabulary

Travelling movements

Dance actions that move the body from one place to another through space

Levels

The height at which movement is performed - high, medium, or low

Pathways

The routes or directions taken when moving through space

Motif

A short sequence of movements that can be repeated or developed

32-count

A dance sequence that lasts for 32 beats of music

Skill Progression Pathway

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

Prior Learning

Created a themed motif using word associations
Understand basic dance actions and movements
Can perform simple static dance positions

Current Skills

Transform static actions into travelling movements
Demonstrate changes in level and pathway
Create flowing 32-count sequences

Next Steps

Combine individual sequences with group choreography
Develop country-specific dance styles
Create thematic poetry to accompany movement

Milestone Indicators

Smooth transitions between static and travelling actions

Clear spatial awareness of levels and pathways

Confident individual performance with musical timing

Key Teaching Points

Encourage creative interpretation - there are no wrong answers in dance
Focus on smooth transitions between static motif and travelling movements
Emphasise spatial awareness through level and pathway changes
Support individual creativity while building performance confidence
Use peer assessment to develop constructive feedback skills
Connect movement to musical timing and rhythm
Prepare students for upcoming country-themed creative homework

Common Misconceptions

That travelling movements must be fast - emphasise control over speed
That level changes mean only up and down - show travelling through different levels
That pathways are only straight lines - demonstrate curves, zigzags, and circles
That creative work can't be assessed - show clear technical criteria
That motif actions must stay exactly the same - encourage creative adaptation

SEN Adaptations

ADHD

Break 32-count into shorter sections, provide frequent movement breaks, use clear visual boundaries

dyspraxia

Simplify sequence requirements, provide additional practice time, use verbal cueing for movement memory

autism spectrum

Provide visual schedule of lesson sections, offer quiet practice space option, maintain consistent routine structure

visual impairment

Use tactile corner markers, verbal descriptions of demonstrated pathways, buddy system for spatial navigation

hearing impairment

Visual countdown signals, demonstration of beat through clapping/stamping, written instruction cards

physical disability

Adapt travelling to available mobility, focus on upper body actions, modify levels to seated/standing options

Cross-Curricular Links

English

Vocabulary development, creative writing through themed poetry homework, descriptive language for movement

Maths

Counting 32 beats, understanding patterns and sequences, spatial awareness and geometry through pathways

Science

Understanding body systems during exercise, forces and motion in movement, balance and coordination

Geography

Country studies through dance style homework, spatial awareness and mapping movement pathways

PSHE

Confidence building, peer support and feedback, creative expression and individual identity

Teacher Guidance

Positioning

Central position during instruction, circulating actively during practice phases

Observation Focus

Creative interpretation, technical control, spatial awareness, positive peer interaction

Intervention Points

Support struggling students during sequence creation, manage partner dynamics, ensure safety during travelling

Demonstration Notes

Use exaggerated movements to show level and pathway changes clearly, count beats audibly for timing support

Verbal Cues

•'Show me your pathway change!'
•'I can see that motif action in your travelling!'
•'Remember to control your level changes!'
•'Your creativity is fantastic - keep exploring!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 12m clear floor space for individual travelling sequences

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Secure corner cards to prevent falling
•Test music system volume levels
•Ensure electrical cables are safely positioned

Risk Management

Key Risks

•Collisions during travelling movements
•Slips during level changes
•Overexertion during sequence creation

Risk Mitigation

•Clear spatial boundaries established
•Adequate spacing for individual work
•Progressive physical demands building appropriately
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during travelling activities
•Monitor partner interactions during assessment
•Watch for signs of fatigue during sequence development

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or support as needed