Lesson 4 - Travel, Turn & Gesture
Cultural Expression to Creative Choreography
•Year 7
•Dance
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How can the five fundamental dance concepts transform a simple routine into an expressive performance?
Learning Objectives
- To identify and demonstrate the five key dance concepts: Travel, Turn, Jump, Gesture, Freeze
- To create and teach original dance sequences incorporating all five concepts
- To evaluate performances using dance-specific vocabulary and assessment criteria
Key Outcomes
- Students will confidently demonstrate all five dance concepts with control and timing
- Students will create and teach original 4-count sequences to partners
- Students will use dance vocabulary to assess and improve performances
Equipment & Resources Required
Position for clear audio throughout dance space
Alternative: Portable speaker with smartphone connection
Visible from all areas of the dance space
Alternative: Large monitor or interactive whiteboard
Cued to appropriate sections, volume tested
Alternative: Other recognisable pop music with clear beat
Cued to 50-second mark for immediate viewing
Alternative: Other dance videos showing clear concepts
Laminated for reuse, distributed before assessment
Alternative: Simplified peer assessment sheets
For recording key vocabulary and concepts
Alternative: Flipchart paper and pens
Key Vocabulary
Moving the body from one place to another through space
Rotating the body around its vertical or horizontal axis
Taking off from and landing on the ground using both feet or one foot
Movements of parts of the body that don't support body weight
Holding a still position or pose for a moment in time
When dancers perform the same movement at exactly the same time
When dancers perform the same movement but start at different times
The speed of the music or movement
The height at which movements are performed - high, medium, low
A short sequence of movement that can be repeated and developed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rhythm and beat from previous dance lessons
- Ability to copy simple movement patterns
- Experience with peer learning and partner work
Current Skills
- Recognition and execution of five fundamental dance concepts
- Creation of original choreography using structured framework
- Peer teaching and leadership skills in dance context
Next Steps
- Combining concepts into longer, more complex routines
- Exploring different dance styles and genres
- Advanced choreographic devices like canon and unison
Milestone Indicators
Key Teaching Points
- Emphasise that all five concepts (Travel, Turn, Jump, Gesture, Freeze) are equally important in dance
- Connect movements to musical timing and rhythm throughout all activities
- Build confidence through positive reinforcement and celebrating creative interpretation
- Focus on clear, precise movement quality rather than complexity
- Develop peer teaching skills through structured partner and group activities
- Use dance vocabulary consistently to build technical language skills
- Create supportive performance environment that encourages risk-taking and expression
Common Misconceptions
- That dance is only about entertainment rather than technical skill development - address by highlighting the athleticism and precision required
- That creativity means 'anything goes' - emphasise that structure and technique enhance rather than limit creative expression
- That some students 'can't dance' - demonstrate that everyone can develop dance skills through practice and support
- That dance concepts are separate rather than interconnected - show how concepts flow together in effective choreography
- That performance is about being perfect - emphasise commitment, expression and communication over technical perfection
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries, use high-energy activities positively, frequent movement changes, clear visual and auditory cues
dyspraxia
- Simplify movement sequences, allow extra time for learning, break down complex movements, use visual and verbal cues together, celebrate effort over perfection
autism spectrum
- Provide visual schedule of lesson activities, clear routine structure, quiet space available if needed, predictable transitions between activities
visual impairment
- Use verbal description of movements, physical guidance for positioning, tactile markers for space boundaries, partner support for spatial awareness
hearing impairment
- Visual demonstrations with clear sight lines, use rhythmic counting visible to all, vibration through floor for beat, sign language support if available
physical disability
- Adapt movements for seated or supported positions, focus on upper body gestures and arm movements, wheelchair-accessible choreography, modified travel concepts
Cross-Curricular Links
English
Vocabulary development with dance terminology; descriptive language for evaluation; communication skills in teaching
Maths
Counting and timing; understanding sequences and patterns; spatial awareness and geometry in movement
Art
Spatial awareness and composition; understanding levels, shapes and lines in movement; aesthetic appreciation
Drama
Performance skills, expression, character development through movement; understanding audience and stage presence
History
Context of 1980s music and dance culture; understanding dance as cultural expression and historical record
Music
Understanding rhythm, tempo, and musical structure; responding to different musical styles and genres
PSHE
Teamwork and collaboration skills; building confidence and self-esteem; respecting others and celebrating differences
Teacher Guidance
Positioning
Move around the room perimeter to maintain visibility of all students, position centrally for demonstrations
Observation Focus
Watch for concept recognition, timing and musicality, collaborative skills, performance confidence
Intervention Points
Step in if partnerships are not working effectively, if students are struggling with concept identification, if safety concerns arise
Demonstration Notes
Always demonstrate movements larger than life for visibility, count clearly and consistently, show both correct technique and common mistakes for comparison
Verbal Cues
- •'Sharp movements with strong muscle tension!'
- •'Feel the beat in your whole body!'
- •'Make your concepts clear and obvious!'
- •'Teach with patience and encouragement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear dance space, non-slip flooring, adequate ceiling height for jumping
Surface Check
Dance floor clean and dry, no obstacles or hazards, appropriate for dance footwear
Equipment Safety
Safety Checks
- •Sound system securely positioned to avoid trip hazards
- •Volume levels appropriate for instruction and hearing protection
- •Electrical cables safely managed and covered
Risk Management
Key Risks
- •Slips and falls during energetic movement
- •Collisions during partner and group work
- •Overexertion during extended dance sequences
- •Inappropriate physical contact during partner work
Risk Mitigation
- •Clear boundaries established for movement areas
- •Adequate spacing between individuals and groups
- •Progressive warm-up to prepare muscles and joints
- •Clear guidelines for appropriate partner interaction
- •Regular hydration breaks during extended activity
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during energetic sections
- •Monitor pair and group work for safety and appropriate behaviour
- •Watch for signs of fatigue or overexertion
- •Maintain clear sight lines during performances
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear space for emergency access if needed