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Lesson 1 - Victorian Motif Development

Victorian Life Through Creative Dance and Choreography

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Year 6

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Dance

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Big Question

How can we bring Victorian history to life through dance and movement?

Learning Objectives

To develop a collaborative 48-64 count Victorian-themed motif
To translate historical knowledge into creative movement and actions
To perform with agility, balance, coordination and precision in unison

Key Outcomes

Students will create imaginative movements based on Victorian themes
Students will demonstrate improved timing and unison performance
Students will apply dance vocabulary to give constructive feedback

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: Tablet/phone with portable speaker

Victorian-Themed Music

Playlist

Queue songs in advance, test volume levels

Alternative: 'Clockwork' and 'Victorian Dream' by Steampunk: The Electro Swingers

Whiteboards

Positioned where all students can see for mind mapping

Alternative: Large paper sheets

Markers

3-4

Different colours for mind map categories

Alternative: Coloured pens

Cones

Place in four corners of room before lesson

Alternative: Coloured cones with letters

Key Vocabulary

Motif

A sequence of movements that can be repeated and developed

Unison

Performing movements at exactly the same time as others

Choreography

The art of creating and arranging dance movements

Precision

Performing movements with exact timing and technique

Count

The beat or timing used to keep movements synchronized

Industrial Revolution

The period when machines changed how people worked

Skill Progression Pathway

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

Prior Learning

Basic understanding of counts and rhythm in dance
Experience with simple choreographic creation
Knowledge of Victorian history from other subjects

Current Skills

Translating historical concepts into movement
Developing extended motifs with precision
Performing in unison with musical timing

Next Steps

Creating more complex historical dance narratives
Advanced choreographic techniques and formations
Leading group performances with confidence

Milestone Indicators

Demonstrates clear connection between historical knowledge and movement

Maintains timing and precision throughout 48-64 count sequences

Shows leadership in collaborative choreography

Key Teaching Points

Historical knowledge must connect clearly to movement choices and character portrayal
Timing and unison are essential skills that require consistent counting and musical awareness
Creative interpretation should be encouraged while maintaining recognisable historical references
Differentiation through complexity rather than different activities ensures inclusion
Performance confidence builds through positive feedback and supportive audience behaviour
Cross-curricular connections strengthen both dance and historical understanding
Collaborative choreography develops leadership and communication skills alongside dance technique

Common Misconceptions

All Victorian movements must be slow and formal - encourage variety in energy and character
Perfect unison is more important than expression - balance technique with creativity
Only historically accurate movements are acceptable - allow creative interpretation
Dance is only about movement - emphasise storytelling and character elements
Mistakes in performance are failures - reframe as learning opportunities
Some students 'can't dance' - emphasise that all movement contributions are valid

SEN Adaptations

ADHD

Regular movement breaks, clear boundaries and expectations, variety in activities to maintain engagement

dyspraxia

Simplified movement patterns, extra time for sequence learning, partner support for coordination challenges

autism spectrum

Clear structure and routine, advance notice of performance expectations, quiet space available if overwhelmed

visual impairment

Clear verbal descriptions of movements, partner support for spatial awareness, tactile cues for timing and positioning

hearing impairment

Visual counting cues, clear demonstration of movements, vibration or visual signals for musical timing

physical disability

Adapted movements for seated or limited mobility students, alternative roles such as narrator or historical expert

Cross-Curricular Links

English

Vocabulary development, creative writing through poem homework, speaking and listening through feedback and discussion

Maths

Counting in sequences, understanding of timing patterns, spatial awareness and formation work

Science

Understanding of body systems during exercise, heart rate and breathing changes, muscle preparation and recovery

History

Victorian era knowledge, social classes, industrial revolution, key historical figures and their roles in society

Music

Responding to rhythm and beat, understanding musical structure and phrasing in relation to movement

Teacher Guidance

Positioning

Central position during instruction, circulate during pair work, front-facing during motif building for clear visual leadership

Observation Focus

Historical understanding demonstrated through movement, timing and unison development, collaborative skills and confidence

Intervention Points

Support students struggling with creativity, ensure all voices heard during mind mapping, assist with timing challenges

Demonstration Notes

Always demonstrate movements slightly larger than expected from students, count clearly and consistently, show contrasts between characters through posture and energy

Verbal Cues

•'Show me the character through your posture!'
•'Feel the music and let it guide your timing'
•'Make your movements clear enough for the back row to see'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 10m, clear of obstacles

Surface Check

Clean, dry, non-slip surface suitable for dance movement and safe corners activity

Equipment Safety

Safety Checks

•Music volume appropriate for instruction delivery
•Corner signs securely positioned and visible
•Electrical equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during corners warm-up activity
•Slips during enthusiastic movement
•Overexertion during extended choreography

Risk Mitigation

•Clear movement boundaries established and reinforced
•Controlled pace during warm-up activities
•Regular breaks and hydration opportunities
•Adequate spacing between students during group work

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during corners activity
•Monitor energy levels during extended motif building
•Watch for students struggling with coordination or timing

Emergency Procedures

Stop music immediately for any incidents, established signal for immediate attention, first aid available