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Lesson 2 - Victorian Travelling Movements and Creative Expression

Victorian Storytelling Through Creative Dance and Choreography

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Year 5

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Dance

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1h 18min

Big Question

How can we transform static Victorian character actions into dynamic travelling movements that tell a story?

Learning Objectives

To creatively transform 3-4 static Victorian actions into flowing travelling movements
To demonstrate control of levels, pathways, and directions whilst maintaining character
To develop a 32-count individual travelling sequence with accurate timing

Key Outcomes

Students will create expressive travelling movements inspired by Victorian themes
Students will show understanding of spatial elements in dance composition
Students will perform a complete motif with added travelling section to music

Equipment & Resources Required

Music Player

Position for clear sound throughout hall, test volume levels

Alternative: Portable speaker with smartphone/tablet

Victorian-Themed Music

1 track

Have track queued and ready, know approximate timing for sequences

Alternative: Classical music with 4/4 beat, Victorian era compositions

Dish Cones

Place in corners of dance space for warm-up activity

Alternative: Coloured paper, existing hall markings

Quiz Questions

8-10 questions

Multiple choice format, answers A-B-C-D corresponding to corners

Alternative: General history questions, themed movement prompts

Score Sheets

1 per pair

Two stars and a wish format prepared if using written feedback

Alternative: Mental feedback structure, verbal prompts only

Key Vocabulary

Travelling movements

Dance actions that move the body from one place to another whilst maintaining character

Levels

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

Pathways

The route taken through space - straight, curved, zigzag, circular

Directions

The way the body faces or moves - forward, backward, sideways, diagonal

Motif

A short sequence of movements that can be repeated or developed

32-count sequence

A dance phrase lasting exactly 32 beats of music

Skill Progression Pathway

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

Prior Learning

Students have created a static Victorian motif with 5 character actions
Students understand basic dance elements: levels, directions, pathways
Students can perform simple travelling movements

Current Skills

Transform static actions into dynamic travelling movements
Combine spatial elements creatively within character work
Develop extended sequences with accurate timing

Next Steps

Create group formations and collaborative sequences
Add poetry and spoken word to dance performances
Develop Victorian-themed performance pieces

Milestone Indicators

Smooth transition from static to travelling movements

Clear demonstration of all three spatial elements

Confident performance of complete sequence to music

Key Teaching Points

Character essence must be maintained when transforming static actions into travelling movements
All three spatial elements (levels, directions, pathways) should be clearly demonstrated within sequences
32-count timing requires consistent rhythm and careful allocation of counts per movement
Smooth transitions between actions create professional, flowing sequences
Creative interpretation within character guidelines produces most effective results
Peer feedback using Two Stars and a Wish format develops constructive evaluation skills
Performance confidence grows through supportive practice and positive audience experiences

Common Misconceptions

Students may think travelling movements must be fast - emphasise control and character appropriateness
Some believe all actions must be completely different when travelling - show how subtle adaptations can be effective
Assumption that 32 counts means 32 different movements - explain how actions can be held for multiple counts
Belief that feedback must find problems - teach positive recognition alongside constructive suggestions
Thinking that Victorian characters must be serious and slow - allow for energy and variety within historical context

SEN Adaptations

ADHD

Include regular movement breaks, provide clear boundaries for exploration areas, use shorter activity segments, offer leadership roles to channel energy positively

dyspraxia

Break down complex movements into smaller steps, allow extra practice time for sequences, provide gentle guidance for coordination challenges, celebrate effort over perfection

autism spectrum

Provide clear structure and routine, visual schedule of lesson sections, quiet space available if needed, consistent use of same partner for feedback activities

visual impairment

Use clear verbal descriptions of all spatial elements, provide tactile guidance for pathways, ensure adequate space for safe exploration, use high-contrast visual markers if helpful

hearing impairment

Use visual demonstrations for all instructions, provide written copies of key vocabulary, use visual signals for timing and transitions, ensure clear sight lines for demonstrations

physical disability

Adapt movements for wheelchair users or limited mobility, allow upper body interpretations of characters, modify spatial requirements as needed, ensure inclusive feedback opportunities

Cross-Curricular Links

English

Creative writing through homework poem task, vocabulary development with dance terminology, speaking and listening through peer feedback

Maths

Counting 32-beat sequences, understanding of timing and rhythm, spatial geometry through pathways and directions

Science

Understanding of body systems during exercise, effects of physical activity on breathing and heart rate, biomechanics of movement and balance

Art

Creative expression through movement, understanding of performance as artistic medium, interpretation of historical themes through physical medium

History

Victorian era knowledge through character exploration, understanding of social classes and occupations, historical context of industrial revolution

Teacher Guidance

Positioning

Move around the space during exploration phases, position centrally for demonstrations, ensure clear sightlines to all students during travelling activities

Observation Focus

Watch for creative problem-solving, character maintenance during transformation, spatial awareness, smooth transitions, timing accuracy with counts

Intervention Points

Step in if students struggling with character interpretation, provide individual support for action transformations, assist with timing difficulties, mediate any peer feedback issues

Demonstration Notes

Always demonstrate transformations clearly, exaggerate spatial elements for visibility, show both successful examples and common mistakes, use students as positive examples when possible

Verbal Cues

•'Keep your character alive while you travel!'
•'Show me those levels - high, medium, low!'
•'Smooth transitions - let one action flow into the next!'
•'Listen to the counts and match your movements!'
•'Travel with purpose and meaning!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m to allow for safe travelling movements and simultaneous individual work

Surface Check

Clean, dry, non-slip surface free from obstacles. Check for any wet areas or debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner markers secured and not creating trip hazards
•All electrical equipment properly positioned with secure cables

Risk Management

Key Risks

•Collisions during simultaneous travelling movements
•Falls during level changes or dynamic movements
•Overexertion during extended sequence practice
•Inappropriate contact during peer feedback activities

Risk Mitigation

•Clear boundaries established for individual work spaces
•Progressive skill building from static to travelling movements
•Adequate spacing maintained during exploration phases
•Teacher supervision of all partner and group work

Supervision & Emergency Procedures

Supervision Points

•Position to observe majority of students during travelling phases
•Move around space during individual practice to offer guidance
•Monitor pair work for appropriate interaction and feedback

Emergency Procedures

Stop activity immediately if injury occurs. Follow school first aid procedures. Ensure clear access routes to exits at all times.