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Lesson 2 - Travelling Movements & Pathways

Viking Narrative Dance

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Year 4

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Dance

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Big Question

How can we transform static dance movements into dynamic travelling sequences that tell a story?

Learning Objectives

To creatively transform static actions from last week's motif into travelling movements
To demonstrate control and timing whilst showing changes in level and pathway when travelling
To create a 32-count individual travelling sequence incorporating 2-3 actions from previous motif work

Key Outcomes

Students will be able to adapt static movements into travelling sequences
Students will demonstrate understanding of levels (high, medium, low) and pathways (straight, curved, zigzag) in dance
Students will create and perform a flowing 32-count travelling section with control and musicality

Equipment & Resources Required

Music Player

1 playlist

Position for clear sound across entire hall/classroom

Alternative: Bluetooth speaker, tablet with good volume

Cards

4 cards

Place one card in each corner of the room at child height

Alternative: Viking-themed pictures, action words on cards, simple drawings

Whiteboards

Visible to all students for recap and demonstration purposes

Alternative: Large paper, digital display

Markers

Spread evenly around space for individual work areas

Alternative: Masking tape X marks, hoops, bean bags

Key Vocabulary

Travelling

Moving through space whilst dancing, taking the body from one place to another

Levels

The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Pathways

The route or track that a dancer follows when moving through space

Motif

A short sequence of movements that can be repeated and developed

32-count

A musical phrase lasting 32 beats, commonly used in dance to structure sequences

Control

Having command over your body movements, showing precision and intention

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance movements and static positions
Experience creating a themed motif using mind mapping techniques
Basic awareness of levels in dance (high, medium, low)
Understanding of safe movement in shared space

Current Skills

Transforming static actions into travelling movements
Demonstrating control whilst changing levels during travel
Creating flowing sequences with clear pathways
Combining individual movements into a cohesive 32-count sequence

Next Steps

Adding partner work and group formations to travelling sequences
Incorporating props and costume elements into dance
Developing more complex rhythmic patterns and musical interpretation
Creating longer choreographed pieces with multiple sections

Milestone Indicators

Smooth transitions between static and travelling movements

Clear demonstration of at least 3 different levels whilst travelling

Ability to maintain character/theme whilst moving

Consistent timing and control throughout 32-count sequence

Key Teaching Points

Maintain the character and quality of original motif actions whilst adapting them for travelling
Emphasise control and safety over speed or complexity in all travelling movements
Encourage clear level changes (high, medium, low) throughout travelling sequences
Develop understanding of pathway variety and its dramatic effect on performance
Build confidence through positive peer feedback and celebration of creative diversity
Connect all movement to musical timing and phrasing for improved performance quality
Foster independence in creative decision-making whilst providing supportive structure

Common Misconceptions

That travelling movements must be fast or complex to be effective - emphasise control and quality
That all students should create identical sequences - celebrate individual creativity and interpretation
That level changes must be extreme - show subtle level variations can be equally effective
That pathways are only about floor patterns - include air pathways and body shape changes
That feedback must focus on negatives - teach constructive, positive feedback approaches
That Viking movements must be aggressive - explore strength, power, and nobility instead

SEN Adaptations

ADHD

Regular movement breaks built into lesson, clear boundaries and expectations, varied activity types to maintain engagement, positive reinforcement for focus

dyspraxia

Simplified sequences with extra practice time, breaking down complex movements into smaller steps, visual and verbal cues combined, additional support for timing

autism spectrum

Clear structure and routine, visual schedule for lesson sections, quiet spaces available for breaks, consistent expectations and rules

visual impairment

Use of tactile markers for spatial boundaries, verbal descriptions of all demonstrations, buddy system for spatial guidance, audio cues for timing and direction changes

hearing impairment

Visual signals for start/stop, demonstration-based teaching, vibration cues for musical timing, written instructions for complex sequences

physical disability

Seated or supported travelling alternatives, upper body focus for movement sequences, adapted pathways for mobility aids, peer support for movement assistance

Cross-Curricular Links

English

Creative writing through Viking poetry homework, vocabulary development with dance terminology, descriptive language for movement feedback, storytelling through movement sequences

Art

Visual interpretation through movement, understanding of pathways as artistic lines, creativity and artistic expression, appreciation of performance as art form

History

Viking culture and warrior traditions, historical context for movement themes, understanding of Viking society and values, exploration of historical storytelling

Music

Rhythm and timing in movement, musical phrasing and structure, listening skills for movement timing, understanding of beat and tempo

PSHE

Confidence building through performance, constructive peer feedback skills, respecting different creative interpretations, developing resilience and growth mindset

Teacher Guidance

Positioning

Central position during demonstrations, edge positions during student practice to observe all, circulate during individual work for specific feedback

Observation Focus

Monitor maintenance of motif character during travelling, assess level and pathway variety, check timing and control, note creative problem-solving

Intervention Points

Support students struggling with sequence development, help those lacking confidence in performance, guide peer feedback to be constructive, adjust activity if safety concerns arise

Demonstration Notes

Use clear, exaggerated movements to show level changes, demonstrate smooth transitions between static and travelling, model confident performance attitude, show respect during peer feedback

Verbal Cues

•'Keep your Viking strength while travelling!'
•'Show me three different levels!'
•'Feel the music in your movements!'
•'Travel with control and purpose!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m clear floor space for individual travelling movements, additional space around edges for safe observation

Surface Check

Clean, dry, non-slip dance floor free from obstacles, adequate grip for controlled travelling movements

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner cards securely attached at appropriate height
•No trailing cables or loose equipment
•Emergency stop access for music system

Risk Management

Key Risks

•Collisions during travelling movements
•Slips or falls during level changes
•Over-exertion during sequence development
•Injuries from uncontrolled movements

Risk Mitigation

•Clear spatial boundaries established and maintained
•Progressive skill building from static to travelling
•Emphasis on control over speed or complexity
•Regular reminders about spatial awareness
•Appropriate warm-up and cool-down procedures

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during travelling activities
•Monitor energy levels and provide rest breaks as needed
•Ensure peer feedback remains constructive and supportive
•Watch for signs of fatigue affecting movement control

Emergency Procedures

Immediate stop signal established, clear access to first aid, emergency contact information available, procedures for dealing with injuries during dance activity