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Lesson 2 - Travelling Movements

Historical Movement to Performance

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Year 4

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear audio throughout hall

Alternative: Portable speaker, tablet with speakers

Cards

4 sets

Place one card in each corner of the space

Alternative: A4 laminated pictures, visual prompts on walls

Music Tracks

3-4 tracks

Quintus Escapes: Centurion, Roman Numerals by Singsongalong, plus travelling music

Alternative: Playlist on device, CD collection

Whiteboards

Visible to all students for objective review

Alternative: Large paper, display board

Key Vocabulary

Travelling

Moving from one place to another using different locomotor skills

Levels

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

Pathways

The route or direction taken when moving through space

Motif

A short movement phrase that can be developed and repeated

Choreography

The art of creating and arranging dance movements

32-count

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

Smooth transitions between static and travelling movements

Clear changes in level during travel

Movements reflect understanding of the chosen theme

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