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Lesson 2 - Motif Development & Travel

Victorian Dance Narratives

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Year 8

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Dance

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Big Question

How can we transform static Victorian character movements into dynamic travelling sequences that tell a story through dance?

Learning Objectives

To develop a 32-count travelling section by transforming 3-4 Victorian motif actions
To demonstrate good timing and rhythmic awareness throughout movement sequences
To creatively incorporate level changes, pathways and different directions into travelling dance

Key Outcomes

Students will have created an individual 32-count travelling sequence using Victorian motif actions
Students will demonstrate understanding of levels, pathways and directions in dance
Students will provide constructive peer feedback using '2 stars and a wish' format
Students will perform their sequence with appropriate timing to Victorian-themed music

Equipment & Resources Required

Music Player

Position for clear sound throughout hall, test volume levels

Alternative: Bluetooth speaker, tablet with speaker

Victorian-Themed Music

1 track

Cue music to appropriate section, have backup tracks ready

Alternative: Classical waltz, period drama soundtracks, steampunk music

Markers Cones

Place in four corners of hall, ensure visibility from centre

Alternative: Coloured bibs, laminated cards, floor tape

Quiz Questions

10-15 questions

Prepare multiple choice with 4 options, mix easy and challenging

Alternative: Historical fact cards, true/false statements

Feedback forms

15 pairs

Pre-write '2 stars and a wish' template if needed

Alternative: Mini whiteboards, note paper

Key Vocabulary

Travelling

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

Levels

The height at which movements are performed - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Pathways

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

Directions

The orientation of movement - forward, backward, sideways, diagonal

Motif

A short movement phrase that can be repeated, developed and varied

32-count

A dance phrase lasting 32 beats of music, typical length for a complete movement sequence

Skill Progression Pathway

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

Prior Learning

Students have learned 5 basic Victorian character actions (Servant, Queen Victoria, Industrial Revolution, Chimney Sweep, Cane)
Understanding of basic dance elements: body, action, space, dynamics
Experience with structured warm-ups and dance activities
Basic knowledge of Victorian era and social hierarchy

Current Skills

Transforming static actions into travelling movements
Creative use of levels, pathways and directions in dance
Developing timing and rhythmic awareness
Peer assessment and constructive feedback skills

Next Steps

Combining individual sequences into group choreography
Adding dramatic interpretation and storytelling elements
Incorporating Victorian poetry into movement sequences
Developing performance skills and audience awareness

Milestone Indicators

Smooth transitions between different Victorian character actions

Clear demonstration of spatial awareness during travelling

Consistent timing that matches musical phrasing

Constructive feedback that helps peers improve

Key Teaching Points

Character quality must be maintained when movements become travelling - this adds authenticity and artistic value
32-count structure provides framework but creative expression within it is more important than perfect counting
Spatial elements (levels, directions, pathways) should be clearly visible and purposeful, not arbitrary
Peer feedback using '2 stars and a wish' builds confidence while providing specific improvement guidance
Integration of previous learning with new skills creates sense of progression and achievement
Performance opportunities develop confidence and appreciation for others' creative work
Historical context enriches movement quality and educational value beyond just physical skills

Common Misconceptions

Students may think travelling just means walking - emphasise character-specific movement qualities
Some believe 32 counts must be exactly precise - focus on musical phrasing and flow over exact counting
Students might assume all feedback should be positive - teach that constructive wishes help improvement
Students may think dance is only about technical perfection - emphasise storytelling and expression
Some may believe levels only mean high and low - demonstrate medium level and variations within each
Students might think pathways are just about floor patterns - show how they relate to character journeys
Students may assume Victorian characters all move the same way - emphasise distinct social classes and occupations

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, regular feedback and positive reinforcement, opportunity for leadership roles

dyspraxia

Extra practice time for sequence learning, simplified movement patterns, focus on expression over precision, peer support partnership

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable feedback format

visual impairment

Use clear verbal descriptions of spatial concepts, provide tactile markers for pathways, buddy system for spatial awareness

hearing impairment

Visual demonstrations of rhythm through movement, hand signals for timing, written feedback formats available

physical disability

Adapted movements using upper body or seated variations, modified spatial requirements, alternative ways to show levels

Cross-Curricular Links

English

Storytelling through movement, interpreting character traits, preparing poems for next lesson integration

Art

Creating visual pathways through space, understanding levels as composition elements, artistic expression through movement

Drama

Character development, performance skills, audience awareness, creative interpretation

History

Understanding Victorian era social hierarchy, daily life, and historical context through character interpretation

Mathematics

Counting beats, understanding patterns and sequences, spatial geometry through pathways and directions

Music

Understanding rhythm, beat, musical phrasing, and 32-count structure in musical theatre

PSHE

Building confidence through performance, giving constructive feedback, cooperation and teamwork skills

Teacher Guidance

Positioning

Move around perimeter for optimal observation during exploration phases, central position for demonstrations and instruction

Observation Focus

Watch for creative use of space, timing with music, quality of character interpretation, positive peer interactions

Intervention Points

Step in if spatial awareness becomes unsafe, if peer feedback becomes unconstructive, if students become frustrated with timing

Demonstration Notes

Demonstrate: Show clear character distinctions, exaggerate spatial elements for visibility, model constructive feedback language, maintain energy throughout lesson

Verbal Cues

•'Use your levels!'
•'Feel the character!'
•'Count with the music!'
•'Be specific in your feedback!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for travelling movements and pair work

Surface Check

Clean, dry, non-slip surface suitable for dance movement

Equipment Safety

Safety Checks

•Corner markers securely placed and visible
•Music system positioned to avoid trip hazards
•No obstacles in movement pathways

Risk Management

Key Risks

•Collisions during simultaneous travelling
•Slips during rapid direction changes
•Fatigue from extended sequence practice
•Performance anxiety during peer assessment

Risk Mitigation

•Clear spatial boundaries and movement rules established
•Adequate spacing between students during travel phases
•Progressive build-up of sequence complexity
•Supportive atmosphere for peer assessment
•Regular breaks between intensive practice periods

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all movement areas
•Monitor spacing during travelling activities
•Observe for signs of fatigue or frustration
•Ensure positive peer interactions during feedback

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate support or first aid, maintain calm environment