Lesson 2 - Travelling Movements
Historical Movement to Performance
•Year 4
•Dance
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How can we transform static actions into dynamic travelling movements that tell a story through dance?
Learning Objectives
- To creatively transform static actions from previous motif into travelling movements
- To demonstrate changes in level and pathway whilst travelling
- To show good timing and control in movement sequences
Key Outcomes
- Students will develop a 32-count individual travelling section using 2-3 actions from previous motif
- Students will incorporate different levels and pathways in their choreography
- Students will perform with improved timing and control
Equipment & Resources Required
Position for clear audio throughout hall
Alternative: Portable speaker, tablet with speakers
Place one card in each corner of the space
Alternative: A4 laminated pictures, visual prompts on walls
Quintus Escapes: Centurion, Roman Numerals by Singsongalong, plus travelling music
Alternative: Playlist on device, CD collection
Visible to all students for objective review
Alternative: Large paper, display board
Key Vocabulary
Moving from one place to another using different locomotor skills
The height at which movements are performed - high, medium, low
The route or direction taken when moving through space
A short movement phrase that can be developed and repeated
The art of creating and arranging dance movements
A dance phrase lasting 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 static actions
- Understand basic body actions and positions
- Can move safely in shared space
Current Skills
- Transform static actions into travelling movements
- Use different levels and pathways deliberately
- Combine movements into flowing sequences
Next Steps
- Add dynamic elements to travelling sequences
- Work collaboratively in group choreography
- Integrate props and costume elements
Milestone Indicators
Key Teaching Points
- Connect static motif actions to travelling movements through character development
- Emphasise deliberate use of different levels (high, medium, low) during travel
- Encourage varied pathways (straight, curved, zigzag) to enhance choreography
- Develop timing and musical awareness through 32-count structure
- Build performance confidence through supportive peer feedback
- Use 2 stars and wish format to develop constructive criticism skills
- Maintain thematic consistency throughout movement exploration
Common Misconceptions
- Thinking there's only one 'right' way to make an action travel
- Believing creative movement must be complicated to be good
- Assuming feedback should focus only on what went wrong
- Thinking levels only apply to height, not depth or spatial use
- Believing choreography happens instantly without practice and refinement
SEN Adaptations
ADHD
- Shorter practice sessions, clear movement boundaries, frequent positive reinforcement
dyspraxia
- Simplified action sequences, extra practice time, peer buddy support
autism spectrum
- Clear structure for feedback sessions, visual schedule of lesson sections, quiet space available
visual impairment
- Use verbal descriptions of pathways, provide tactile corner markers, partner support for spatial awareness
hearing impairment
- Use visual signals for music cues, provide written instructions, demonstrate all movements clearly
physical disability
- Adapt travelling to suit mobility levels, seated versions of actions, modified pathways
Cross-Curricular Links
English
Creating thematic poetry for homework, developing descriptive vocabulary for movement
Maths
Counting beats, understanding sequences and patterns in choreography
Art
Creating visual pathways, understanding levels as composition elements
History
Exploring Roman/historical themes through movement and character
Music
Moving to musical phrases, understanding rhythm and timing
PSHE
Building confidence, giving constructive feedback, supporting peers
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for creative exploration, technical accuracy, and safe movement
Intervention Points
Step in when students struggle with concept connections or become unsafe
Demonstration Notes
Use clear, exaggerated movements to show concepts, involve confident students as models
Verbal Cues
- •'Think about your character!'
- •'Show me a different level!'
- •'Let the music guide you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space minimum 10m x 15m for safe travelling
Surface Check
Clean, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check corner cards are securely attached
- •Ensure music volume allows teacher instructions to be heard
- •Verify adequate lighting throughout space
Risk Management
Key Risks
- •Collisions during travelling movements
- •Slips and falls during dynamic movements
- •Overexertion during extended choreography work
Risk Mitigation
- •Clear boundaries established for travelling areas
- •Adequate spacing maintained between students
- •Progressive skill building from simple to complex
- •Regular reminder of safe travelling practices
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during travelling
- •Monitor energy levels and provide rest breaks
- •Intervene if unsafe movement patterns observed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support as needed