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Lesson 2 - Motif Development & Travel

Victorian Dance Motifs & Performance

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Year 7

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Dance

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Big Question

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

Music Player

Position centrally for even sound distribution

Alternative: Portable speaker with phone/tablet connection

Victorian Dream

1 track

Test volume levels and cue points before lesson

Alternative: Similar Victorian/steampunk themed music with clear 4/4 beat

Quiz Questions

8-10 questions

Multiple choice format with 4 corner options

Alternative: General historical questions about 1800s

Cones

4 sets

Place clearly in each corner of performance space

Alternative: Coloured cones or floor markers

Sun Markers

As needed

Clear central space minimum 15m x 15m

Alternative: Tape lines or floor spots for spatial boundaries

Key Vocabulary

Travelling

Moving from one place to another while dancing, maintaining character and style

Levels

High, medium and low positions in space - standing, crouching, lying

Pathways

The route taken through space - straight lines, curves, zigzags, spirals

Directions

Forward, backward, sideways, diagonal movement through space

Motif

A short sequence of movement representing character or theme that can be repeated and developed

Timing

Moving in rhythm with the music, keeping to the beat and phrasing

Unison

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

Smooth transitions between motif actions while travelling

Clear demonstration of spatial awareness

Confident performance with musical timing

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