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Lesson 1 - Victorian Motif Development

Victorian Storytelling Through Creative Dance and Choreography

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Year 5

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Dance

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Big Question

How can we use our knowledge of Victorian life to create expressive dance movements that tell a story?

Learning Objectives

To share and build upon our knowledge of Victorian history through movement
To create imaginative actions based on Victorian-themed vocabulary and concepts
To develop timing, coordination and precision in performing dance motifs in unison

Key Outcomes

Students will demonstrate understanding of Victorian themes through creative movement
Students will create and perform a 48-64 count motif based on Victorian life
Students will show improved timing and unison when performing as a group

Equipment & Resources Required

Music Player

Position for clear audio throughout dance space

Alternative: Bluetooth speaker, computer with speakers

Victorian-Themed Music

Playlist prepared

Cue up 'Clockwork' by Steampunk: The Electro Swingers for warm-up

Alternative: Classical music, period-appropriate instrumental tracks

Whiteboards

Positioned where all students can see for mind mapping activity

Alternative: Large paper sheets, interactive whiteboard

Markers

3-4

Different colours available for mind map categories

Alternative: Coloured chalk, whiteboard pens

Cones

Clearly visible in each corner for quiz activity

Alternative: Coloured cones, laminated letters A-B-C-D

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Unison

When all dancers perform the same movements at exactly the same time

Choreography

The art of creating and arranging dance movements into sequences

Count

The beats in music that help dancers stay in time together

Industrial Revolution

The period when machines began to replace manual labour in Victorian times

Expression

Using face, body and movement to show emotions and ideas clearly

Skill Progression Pathway

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

Prior Learning

Basic understanding of beat and rhythm in music
Experience of creating simple movements to represent ideas
Knowledge of working safely in shared dance space
Basic historical knowledge of Victorian era

Current Skills

Translating historical concepts into expressive movement
Developing longer, structured dance sequences (48-64 counts)
Working collaboratively to create and refine choreography
Performing in unison with musical accompaniment

Next Steps

Adding more complex transitions between motif sections
Incorporating levels and spatial patterns into choreography
Developing character-based dance roles and storytelling
Creating original poems and incorporating them into dance

Milestone Indicators

Students can maintain timing throughout the complete motif

Movement choices clearly reflect understanding of Victorian themes

Students demonstrate improved coordination and precision

Effective collaboration evident in pair and group work

Key Teaching Points

Victorian historical context must be accurate and age-appropriate throughout all movement interpretations
Count structure (48-64 counts total) should be clearly maintained and taught progressively
Unison performance requires consistent practice and emphasis on listening skills
Creative movement should reflect understanding of historical concepts, not just random actions
Peer feedback using appropriate vocabulary develops both performance and assessment skills
Connection between mind mapping, movement creation, and final performance should be explicit
Safety awareness essential during all movement activities, particularly in shared space

Common Misconceptions

All Victorian movements must be slow and formal - encourage variety based on different aspects of Victorian life
Motifs must be exactly like the teacher's example - creativity and interpretation should be celebrated
Counting is only about mathematics - explain connection to musical beat and dance timing
Historical accuracy isn't important in creative work - emphasise that movement should reflect real understanding
Performance is only about looking good - focus on expression, timing and collaborative achievement

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and expectations, movement breaks, positive reinforcement for focus

dyspraxia

Simplified movement patterns initially, additional practice time, visual and verbal cues combined, peer support system

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed, predictable transitions

visual impairment

Use clear verbal descriptions of movements, partner system for spatial guidance, tactile cues for timing and positioning

hearing impairment

Visual demonstrations of all movements, sign language interpretation if available, vibrotactile music devices for beat awareness

physical disability

Seated or modified movement versions, focus on upper body or achievable movements, adaptive equipment as needed

Cross-Curricular Links

English

Vocabulary development, poetry creation, descriptive language, reading comprehension of historical texts

Science

Body systems during exercise, heart rate and breathing, effects of physical activity on the body

History

Victorian era study, industrial revolution, social conditions, daily life in 19th century Britain

Music

Beat and rhythm recognition, responding to different musical styles, understanding tempo and timing

PSHE

Collaboration skills, constructive feedback, historical empathy, understanding social change and progress

Teacher Guidance

Positioning

Central position with clear view of all students, move around space during activities to observe and support

Observation Focus

Watch for timing and coordination, creative interpretation, collaborative skills, and historical understanding

Intervention Points

Step in if students struggling with count structure, need historical clarification, or require movement technique support

Demonstration Notes

Always demonstrate movements clearly and with full commitment, count aloud to establish timing, show both individual sections and full motif

Verbal Cues

•'Listen to the beat - 1-2-3-4!'
•'Show me proud, royal movements!'
•'Think mechanical, like a machine!'
•'Make it clear - what Victorian word are you showing?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 10m clear floor space, suitable for 30 students moving simultaneously

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner markers securely placed and clearly visible
•Whiteboard stable and positioned away from main activity space

Risk Management

Key Risks

•Collisions during free movement and corners activity
•Slips during dynamic movement to music
•Overexertion during extended dance sequences
•Inappropriate movements that could cause strain

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing maintained between students throughout
•Progressive build-up of motif complexity
•Regular reminders about spatial awareness and safe movement

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during movement
•Monitor energy levels and provide breaks as needed
•Ensure appropriate movement quality - controlled, not frantic

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact office if required