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Lesson 2 - Creative Travelling Movements

Cultural Expression and Choreographic Creativity Through the Haka

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Year 6

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Dance

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1h 6min

Big Question

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

Learning Objectives

To develop a 20-second travelling section using different levels, pathways and directions
To creatively adapt static Haka actions into travelling movements
To demonstrate understanding of spatial awareness and dynamic movement quality

Key Outcomes

Students will create a personal travelling sequence combining 3-4 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

Music Player

Position for clear audio throughout space

Alternative: Portable speaker, laptop with speakers

Ka Mate Chants

Cued to specific time markers for different sections

Alternative: Other traditional Haka recordings

Two Tribes

Ready for corners warm-up activity

Alternative: Upbeat music with clear stops and starts

Markers Cones

Placed in four corners of room for character stations

Alternative: Spot markers, visual signs

Key Vocabulary

Travelling

Moving through space from one location to another while performing actions

Levels

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

Pathways

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

Directions

The way you face or move - forwards, backwards, sideways, diagonally

Haka

Traditional Māori war dance involving vigourous movements and chanting

Motif

A short sequence of movements that can be developed and repeated

Skill Progression Pathway

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

Prior Learning

Basic understanding of Haka movements and cultural significance
Experience with static dance positions and gestures
Awareness of personal and general space

Current Skills

Converting static actions into travelling movements
Using levels, pathways and directions creatively
Creating individual movement sequences

Next Steps

Partner work and synchronisation
Complex choreographic structures
Performance quality and expression

Milestone Indicators

Smooth transitions between static and travelling movements

Creative interpretation of traditional actions

Confident use of space and dynamics

Key Teaching Points

Maintain respect for Māori culture throughout all activities
Emphasise quality over quantity in movement exploration
Connect static and travelling movements through smooth transitions
Use specific technical vocabulary consistently
Encourage creative interpretation within cultural boundaries
Build performance confidence through supportive peer feedback
Focus on individual progress rather than comparison

Common Misconceptions

Thinking travelling movements must be fast - emphasise control and purpose
Believing all actions must look identical - encourage personal interpretation within boundaries
Assuming louder or bigger movements are better - focus on quality and meaning
Thinking Haka is just about aggression - teach about respect, tradition and storytelling

SEN Adaptations

ADHD

Frequent movement breaks built in, clear time boundaries, fidget tools available during discussion

dyspraxia

Extra practice time, simplified sequences, step-by-step demonstration with repetition

autism spectrum

Clear structure and routine, visual sequence cards, quiet space available if needed

visual impairment

Tactile guidance for space awareness, verbal description of demonstrations, partner support for spatial navigation

hearing impairment

Visual cues for music timing, written instruction cards, demonstration-based learning

physical disability

Adapted travelling using available mobility, upper body focus for action adaptation, seated versions where appropriate

Cross-Curricular Links

English

Developing vocabulary for movement description and peer feedback

Geography

Exploring New Zealand culture and traditional practices

History

Learning about Māori culture and the historical significance of Haka

Music

Understanding rhythm, timing and how movement responds to musical structure

PSHE

Cultural respect, peer support and constructive feedback skills

Teacher Guidance

Positioning

Move around periphery during exploration, centre for demonstrations and discussions

Observation Focus

Look for creative problem-solving, safe movement choices, and cultural respect

Intervention Points

Support students struggling with transitions, guide unsafe movement, encourage risk-averse students

Demonstration Notes

Model with full commitment to demonstrate respect for Haka culture and inspire confidence

Verbal Cues

•'Strong warrior energy!'
•'Show me that pathway clearly!'
•'Smooth transitions!'
•'Respect the tradition!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 10m x 10m for individual work and group performances

Surface Check

Non-slip floor suitable for dynamic movement and level changes

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Corner markers secure and low-profile to avoid tripping
•Volume levels appropriate for instruction

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Overexertion during dynamic sequences

Risk Mitigation

•Clear individual work spaces established
•Progressive warm-up targeting major muscle groups
•Emphasis on controlled movement throughout
•Adequate rest between practice sessions

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling
•Monitor space use during exploration phases
•Ensure respectful performance/audience behaviour

Emergency Procedures

Clear pathways to exits maintained, first aid kit accessible, emergency contact information available