Lesson 2 - Victorian Travelling Movements
Victorian Life Through Creative Dance and Choreography
•Year 6
•Dance
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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
Position for clear sound throughout space
Alternative: Portable speaker, tablet with speakers
Queue 'Victorian Dream' by The Electro Swingers and backup tracks
Alternative: Classical music, steampunk music, period drama soundtracks
Place in four corners of room for warm-up activity
Alternative: Spots, hoops, or designated wall corners
Prepare multiple choice questions with 4 possible answers
Alternative: General knowledge questions, maths problems
Key Vocabulary
Dance movements that move the body from one place to another whilst maintaining character
The route taken through space - straight, curved, zigzag or circular
The height at which movements are performed - high, medium, low
A short sequence of movements that can be repeated and developed
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
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