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Lesson 2 - Travelling With Levels

WWII Dance Storytelling

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Year 7

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Dance

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1h 18min

Big Question

How can we transform simple actions into dynamic travelling sequences that tell the story of World War 2?

Learning Objectives

To turn 3-4 actions into a travelling section using changes in level, pathway and direction
To demonstrate creative use of space and dynamics in movement
To provide constructive feedback using dance terminology

Key Outcomes

Students will create a 32-count travelling sequence incorporating motif actions
Students will demonstrate understanding of levels, pathways and directions
Students will assess peer performance using structured feedback

Equipment & Resources Required

Music Player

Position for clear sound throughout room

Alternative: Portable speaker, tablet with good speakers

American Patrol Music Track

1 track

Cued and ready to play

Alternative: Other upbeat WWII era music

The Dam Busters Music Track

1 track

Cued for main activity

Alternative: Other dramatic WWII film music

Cards

10-15 questions

Prepared with clear multiple choice options

Alternative: Verbal questions, printed sheets

Cones

Clearly marked A, B, C, D

Alternative: Cones, chairs, wall corners

Key Vocabulary

Travelling

Moving through space while performing dance actions

Levels

The height at which movement is performed - high, medium, low

Pathways

The route taken through space - straight, curved, zigzag

Directions

The way you face or move - forward, backward, sideways

Motif

A short movement phrase that can be repeated and developed

Sequence

A series of movements performed in order

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of the 4 motif actions (March, Salute, Dambusters, Shooting)
Awareness of performance space and movement safety
Experience working with a partner

Current Skills

Transforming stationary actions into travelling movements
Using levels, pathways and directions creatively
Combining actions into extended sequences

Next Steps

Adding timing and rhythm variations
Creating group formations and interactions
Developing performance quality and expression

Milestone Indicators

Smooth transitions between actions while travelling

Clear demonstration of spatial awareness

Confident performance with musical accompaniment

Key Teaching Points

Always maintain the character of the original action while travelling
Use levels, pathways and directions as tools for creative expression
Travel with purpose and control, not just random movement
Connect movement choices to historical context and story
Use specific dance vocabulary when giving and receiving feedback
Practice sequences multiple times to build confidence and muscle memory
Perform with full commitment to create authentic dramatic expression

Common Misconceptions

Thinking travelling means running - correct by emphasising controlled, purposeful movement
Believing all actions must be performed the same way - encourage creative interpretation
Assuming feedback must be critical - teach positive, constructive commenting
Thinking sequences must be complex to be good - emphasise quality over quantity
Believing dance is only about 'pretty' movements - connect to powerful, dramatic themes

SEN Adaptations

ADHD

Build in regular position changes, provide clear boundaries, offer leadership roles for high-energy students

dyspraxia

Break down complex movements into smaller steps, provide extra practice time, offer visual/verbal cues for spatial awareness

autism spectrum

Provide clear structure and routine, offer quiet observation space if needed, use visual schedule for lesson sections

visual impairment

Use clear verbal descriptions of spatial elements, provide tactile markers for corners, pair with sighted buddy for spatial guidance

hearing impairment

Use visual demonstrations prominently, provide written instructions for complex tasks, use hand signals for timing

physical disability

Adapt travelling to available mobility, focus on upper body actions if needed, provide seated versions of movements

Cross-Curricular Links

English

Vocabulary development, descriptive language, poetry writing for homework

Maths

Counting to 32, understanding timing and rhythm, spatial concepts and pathways

History

World War 2 knowledge, understanding of historical events and their impact

Music

Understanding rhythm, timing, musical structure and phrasing

PSHE

Giving constructive feedback, building confidence, working cooperatively with others

Teacher Guidance

Positioning

Move around room perimeter for clear view of all students, position centrally for demonstrations

Observation Focus

Watch for spatial awareness, creative use of elements, quality of peer interaction

Intervention Points

Step in if students struggling with spatial concepts, unsafe movement, or negative peer feedback

Demonstration Notes

Always demonstrate with full commitment and clarity, exaggerate key elements for visibility, use students as positive examples frequently

Verbal Cues

•'Show me clear levels!'
•'I can see your pathway!'
•'Keep the action strong while travelling!'
•'Use your dance words!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m for travelling sequences

Surface Check

Clean, non-slip dance surface free from obstacles

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Corner markers secured and visible
•Cables safely positioned

Risk Management

Key Risks

•Collisions during travelling sections
•Falls during level changes
•Overexertion during vigourous movement

Risk Mitigation

•Clear spatial boundaries established
•Controlled movement speeds emphasised
•Progressive skill building from stationary to travelling
•Regular safety reminders during activity

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during travelling
•Monitor spacing during partner work
•Ensure adequate rest between high-energy sections

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, inform senior staff if necessary