Lesson 2 - Travelling Movements & Pathways
Viking Narrative Dance
•Year 4
•Dance
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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
Position for clear sound across entire hall/classroom
Alternative: Bluetooth speaker, tablet with good volume
Place one card in each corner of the room at child height
Alternative: Viking-themed pictures, action words on cards, simple drawings
Visible to all students for recap and demonstration purposes
Alternative: Large paper, digital display
Spread evenly around space for individual work areas
Alternative: Masking tape X marks, hoops, bean bags
Key Vocabulary
Moving through space whilst dancing, taking the body from one place to another
The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)
The route or track that a dancer follows when moving through space
A short sequence of movements that can be repeated and developed
A musical phrase lasting 32 beats, commonly used in dance to structure sequences
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
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