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Lesson 2 - Victorian Travelling Movements

Victorian Life Through Creative Dance and Choreography

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Year 6

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Dance

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1h 13min

Big Question

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

Learning Objectives

To creatively change static actions into travelling movements
To demonstrate different levels, pathways and directions when travelling
To develop a 32-count individual travelling section with good timing

Key Outcomes

Students will create flowing travelling movements based on Victorian character actions
Students will demonstrate creative use of levels, pathways and directions in dance
Students will perform a structured 32-count sequence with appropriate timing

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space

Alternative: Portable speaker, tablet with speakers

Victorian-Themed Music

1 playlist

Queue 'Victorian Dream' by The Electro Swingers and backup tracks

Alternative: Classical music, steampunk music, period drama soundtracks

Markers Cones

Place in four corners of room for warm-up activity

Alternative: Spots, hoops, or designated wall corners

Quiz Questions

4-6 questions

Prepare multiple choice questions with 4 possible answers

Alternative: General knowledge questions, maths problems

Key Vocabulary

Travelling movements

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

Pathways

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

Levels

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

Motif

A short sequence of movements that can be repeated and developed

32-count sequence

A structured piece of movement lasting 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 in previous lesson
Basic understanding of dance levels (high, medium, low)
Experience with simple travelling movements
Knowledge of Victorian era themes and characters

Current Skills

Transforming static movements into travelling sequences
Creative use of space through levels, pathways and directions
Developing timing and rhythm in extended sequences
Peer observation and constructive feedback skills

Next Steps

Combining individual sections with group choreography
Adding Victorian-themed poetry to movement
Developing performance quality and expression
Creating complete Victorian dance narrative

Milestone Indicators

Smooth transition from static to travelling movements

Clear spatial awareness and creative pathway choices

Consistent timing throughout 32-count sequence

Ability to give specific feedback to peers

Key Teaching Points

Character should drive movement choices - servants move differently from royalty
Use the full space creatively with varied levels, pathways and directions
Maintain timing and rhythm throughout 32-count sequences
Smooth transitions between static motif and travelling sections are crucial
Peer feedback should be specific and constructive using 2 stars and a wish
Connect movement choices to historical knowledge of Victorian era
Performance builds confidence and celebrates individual creativity

Common Misconceptions

All characters should move in the same way - correct by emphasising character-specific qualities
Travelling means just walking around - develop through varied levels, pathways and directions
The sequence doesn't need to be repeatable - stress importance of consistent structure
Feedback is about being nice rather than helpful - teach specific observation skills
Creative work doesn't need technique - balance creativity with control and safety
Music is just background - encourage active connection between movement and rhythm

SEN Adaptations

ADHD

Regular movement breaks within activities, clear time boundaries, opportunity for leadership roles, physical activity to support focus

dyspraxia

Extra practice time for sequences, simplified movement patterns available, partner support for coordination, emphasis on creative expression over technical perfection

autism spectrum

Clear structure with visual schedule, predictable routine, quiet space available if needed, advance warning of performance element

visual impairment

Verbal descriptions of demonstrations, tactile guidance for spatial boundaries, audio cues for timing and direction changes

hearing impairment

Visual demonstrations of all movements, written instruction cards, visual rhythm cues and counting

physical disability

Adapted movements for different mobility levels, seated character interpretations, modified level changes

Cross-Curricular Links

English

Character development, creative writing through poetry homework, vocabulary development

History

Victorian era social hierarchy, industrial revolution, working conditions, social roles and relationships

Music

Rhythm and timing, musical phrasing, responding to different musical styles and periods

PSHE

Collaboration skills, giving constructive feedback, appreciating others' creativity, building confidence through performance

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally for demonstrations

Observation Focus

Character authenticity, creative use of space, sequence consistency, timing accuracy

Intervention Points

Support when students struggle with character transformation, help with timing issues, facilitate positive peer feedback

Demonstration Notes

Demonstrate clear character contrasts, show timing with counting, model smooth transitions between movements

Verbal Cues

•'Think about your character's personality'
•'Count your beats - 1,2,3,4,5,6,7,8'
•'Show me different levels/pathways/directions'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 10m clear area

Surface Check

Non-slip floor surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner markers secured and visible
•No trailing wires from audio equipment

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during level changes
•Overexertion during extended sequences
•Lack of spatial awareness in creative exploration

Risk Mitigation

•Clear boundaries established for movement area
•Adequate personal space maintained throughout
•Progressive building from simple to complex movements
•Continuous monitoring during exploration phases
•Proper warm-up and cool-down protocols

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during travelling work
•Monitor closely during level changes and climbing movements
•Watch for fatigue during sequence repetition
•Ensure safe partner interactions during feedback

Emergency Procedures

Standard first aid protocols, clear access to emergency exits, emergency stop signal established