Lesson 2 - Motif Development & Travel
Victorian Dance Motifs & Performance
•Year 7
•Dance
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How can we bring Victorian characters to life through movement that travels through space and time?
Learning Objectives
- To develop 3-4 actions from Victorian motif into a 32-count travelling sequence
- To demonstrate good timing and rhythm in movement to music
- To creatively use level changes, pathways and different directions in dance
Key Outcomes
- Students will create a personal 32-count travelling dance sequence
- Students will perform with accurate timing to Victorian-themed music
- Students will demonstrate creative use of space through levels, pathways and directions
Equipment & Resources Required
Position centrally for even sound distribution
Alternative: Portable speaker with phone/tablet connection
Test volume levels and cue points before lesson
Alternative: Similar Victorian/steampunk themed music with clear 4/4 beat
Multiple choice format with 4 corner options
Alternative: General historical questions about 1800s
Place clearly in each corner of performance space
Alternative: Coloured cones or floor markers
Clear central space minimum 15m x 15m
Alternative: Tape lines or floor spots for spatial boundaries
Key Vocabulary
Moving from one place to another while dancing, maintaining character and style
High, medium and low positions in space - standing, crouching, lying
The route taken through space - straight lines, curves, zigzags, spirals
Forward, backward, sideways, diagonal movement through space
A short sequence of movement representing character or theme that can be repeated and developed
Moving in rhythm with the music, keeping to the beat and phrasing
Performing movements at exactly the same time as others
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic Victorian character motif from previous lesson
- Understanding of basic dance actions and gestures
- Awareness of personal space and simple travelling movements
Current Skills
- Developing motif actions into travelling sequences
- Using levels, pathways and directions creatively
- Performing with musical timing and rhythm
Next Steps
- Combining individual sequences into group choreography
- Adding partner work and formation changes
- Developing performance quality and Victorian character
Milestone Indicators
Key Teaching Points
- Victorian character quality must be maintained throughout travelling movements
- 32-count structure provides clear framework for sequence development
- Levels, pathways and directions are creative tools for spatial storytelling
- Musical timing enhances performance quality and Victorian atmosphere
- Peer feedback develops both observation skills and supportive classroom culture
- Individual creativity within historical theme allows personal expression
- Smooth transitions between motif and travelling sections create complete narrative
Common Misconceptions
- Travelling means running fast - correct to character-appropriate movement quality
- All Victorian characters move the same way - emphasise social class and occupation differences
- Levels only mean high and low - include medium levels and gradual transitions
- Pathways are just walking routes - show how pathway shapes enhance character and story
- Timing is only about speed - include rhythm, phrasing and musical connection
- Feedback should focus on personal appearance - redirect to movement technique and character quality
SEN Adaptations
ADHD
- Frequent activity changes, clear start/stop signals, movement breaks integrated into learning
dyspraxia
- Simplified spatial patterns, additional practice time, peer support partnerships for sequence development
autism spectrum
- Clear structure with predictable sequence order, quiet space available, visual schedule of lesson sections
visual impairment
- Clear verbal descriptions of spatial concepts, tactile boundaries for performance space, audio cues for timing
hearing impairment
- Visual demonstrations of rhythm through teacher movement, written feedback formats, vibration awareness for musical timing
physical disability
- Adapted movements within personal range, seated versions of travelling, modified spatial requirements
Cross-Curricular Links
English
Poetry writing homework, descriptive language for movement quality, character development through physical expression
Maths
32-count structure, mathematical patterns in choreography, spatial geometry through pathway shapes
Art
Visual representation of movement pathways, costume and character design, Victorian artistic styles and themes
Drama
Character development, performance skills, audience awareness, historical role-play through movement
History
Victorian era social classes, industrial revolution, daily life of different Victorian occupations and characters
Music
Musical timing, rhythm, phrasing, Victorian-era musical styles and instrumentation in steampunk genre
Teacher Guidance
Positioning
Central location with clear sight lines to all students, mobile during individual work phases
Observation Focus
Character quality, spatial use (levels, pathways, directions), musical timing, peer interaction quality
Intervention Points
Step in for unsafe movement, unclear spatial use, inappropriate feedback, or students struggling with sequence development
Demonstration Notes
Demonstrate: Victorian character postures and qualities, clear spatial concepts, appropriate feedback language, musical timing connection
Verbal Cues
- •'Show me your character through your posture!'
- •'Feel the Victorian atmosphere in your movement!'
- •'Use your space creatively - levels, pathways, directions!'
- •'Listen to the music - let it guide your timing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear performance space, additional seating area for audience sections
Surface Check
Dry, non-slip surface suitable for dance movement, free from obstacles and trip hazards
Equipment Safety
Safety Checks
- •Music system securely positioned and tested before use
- •Corner markers safely placed without sharp edges
- •Appropriate music volume to prevent hearing damage
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during level changes and transitions
- •Muscle strain from inadequate warm-up or cool-down
- •Inappropriate feedback causing emotional distress
Risk Mitigation
- •Clear spatial boundaries and personal space awareness
- •Progressive skill building from simple to complex movements
- •Adequate warm-up and cool-down procedures
- •Positive feedback culture and teacher modelling
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during individual and pair work
- •Monitor high-activity areas during travelling sequences
- •Intervene immediately for unsafe spatial use or inappropriate feedback
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid or support, calm and reassure class