Lesson 2 - Creative Travelling Movements
Cultural Expression Through Haka-Inspired Dance
ā¢Year 5
ā¢Dance
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How can we transform static Haka actions into dynamic travelling movements that tell a story?
Learning Objectives
- To develop a 20-second travelling section using different levels, pathways and directions
- To creatively transform static Haka actions into dynamic movements
- To demonstrate understanding of spatial awareness and movement quality
Key Outcomes
- Students will create an individual travelling section incorporating Haka actions
- Students will demonstrate use of levels, pathways and directions in their movement
- Students will provide constructive feedback using the 2 stars and a wish format
Equipment & Resources Required
Positioned for clear audio throughout space
Alternative: Portable speaker, tablet/phone with speaker
'Two Tribes' by Frankie Goes to Hollywood, 'Ka mate Chants Maoris Te runga Rawa'
Alternative: Downloaded audio files, streaming service
Placed in four corners of the activity space
Alternative: Spots, visual markers, natural corners
2 stars and a wish template for partner assessment
Alternative: Verbal feedback only if needed
Key Vocabulary
Moving from one place to another using various locomotor skills
The height at which movements are performed - high, medium, low
The route or track that movement follows through space
The way the body faces or moves - forward, backward, sideways, diagonal
A sequence of movements that forms the basis of a dance phrase
Showing energy, force and power in movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic Haka motif from previous lesson
- Understanding of high, medium and low levels
- Ability to travel in different directions
Current Skills
- Creative transformation of static actions
- Integration of spatial elements in travelling
- Individual choreographic development
Next Steps
- Partner work and collaborative choreography
- Complex transitional movements
- Performance skills and audience awareness
Milestone Indicators
Key Teaching Points
- Maintain cultural sensitivity and respect throughout the lesson
- Ensure travelling maintains the strength and character of original Haka actions
- Progressive development from individual spatial elements to combined sequences
- Quality of movement more important than complexity
- Peer feedback should be specific and constructive
- Connect all movements to the warrior narrative and journey
- Safety awareness especially during backwards and sideways travelling
Common Misconceptions
- That travelling movements should be fast - emphasise control and power instead
- That all spatial elements must be used simultaneously - build progressively
- That creativity means losing the cultural essence - maintain respectful interpretation
- That feedback should focus on personal preference - guide towards technique and success criteria
- That the Haka is just dance - reinforce cultural significance and warrior tradition
SEN Adaptations
ADHD
- Regular movement breaks, clear segmented activities, specific focus tasks for attention
dyspraxia
- Simplified spatial combinations, extra practice time, visual pathway markers if needed
autism spectrum
- Predictable lesson structure, clear visual boundaries for personal space, option for individual work time
visual impairment
- Clear verbal descriptions of spatial elements, tactile guidance for pathways, buddy system for space awareness
hearing impairment
- Visual cues for music changes, demonstration-led instruction, vibration awareness for rhythm
physical disability
- Adapted movements for mobility limitations, focus on upper body travelling, wheelchair pathway variations
Cross-Curricular Links
English
Vocabulary development, descriptive language for movement, storytelling through dance
Art
Cultural expression through movement, visual representation of pathways and levels
Geography
Understanding of New Zealand location, climate and landscape influence on culture
History
New Zealand MÄori culture and traditions, warrior heritage and significance of Haka
Music
Rhythm, timing, and musical phrasing in traditional MÄori chants
PSHE
Cultural appreciation, respect for traditions, giving constructive feedback to peers
Teacher Guidance
Positioning
Move around the space during exploration, central for demonstrations, edge for group performances
Observation Focus
Creative use of spatial elements, cultural sensitivity, peer interaction quality, individual progress
Intervention Points
When safety is compromised, when cultural respect is lacking, when students struggle with feedback
Demonstration Notes
Always show with full commitment, emphasise cultural respect, make spatial elements visible and clear
Verbal Cues
- ā¢'Show me your warrior power!'
- ā¢'Let your pathway tell a story'
- ā¢'Keep the Haka strength as you travel'
- ā¢'What level are you moving at now?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m hall space, clear of obstacles
Surface Check
Clean, non-slip surface suitable for dynamic movement
Equipment Safety
Safety Checks
- ā¢Sound system positioned safely away from movement area
- ā¢Corner markers stable and visible
- ā¢Music volume appropriate for instruction
Risk Management
Key Risks
- ā¢Collisions during travelling movements
- ā¢Loss of control when travelling backwards
- ā¢Overexertion during energetic sequences
Risk Mitigation
- ā¢Clear spatial boundaries established
- ā¢Progressive skill building from simple to complex
- ā¢Emphasis on controlled movement throughout
- ā¢Regular safety reminders during backwards travelling
Supervision & Emergency Procedures
Supervision Points
- ā¢Position for maximum visibility of all students
- ā¢Move between students during exploration phases
- ā¢Monitor fatigue levels during repetitive practice
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safe