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Lesson 1 - Victorian Movement & Motifs

Victorian Dance Narratives

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Year 8

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Dance

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Big Question

How can we use movement to bring Victorian history to life and tell stories through dance?

Learning Objectives

To share knowledge of Victorian era and create imaginative actions based on Victorian themes
To develop a 48-64 count thematic motif through collaborative choreography
To demonstrate good timing and perform movements in unison with musical accompaniment

Key Outcomes

Students will have created and performed Victorian-themed movements in time with music
Students will have collaborated to develop a class motif incorporating Victorian historical elements
Students will have demonstrated understanding of unison and timing in dance performance

Equipment & Resources Required

Music Player

Test audio levels before lesson, have backup device ready

Alternative: Portable speaker with phone/tablet connection

Victorian-Themed Music

Multiple tracks

Queue tracks in order: Clockwork for warm-up, Victorian Dream for motif practice

Alternative: Steampunk, orchestral, or period-appropriate instrumental music

Whiteboards

Clear space for mind mapping, have coloured markers ready

Alternative: Large paper sheets, interactive whiteboard

Markers Cones

Place in four corners, ensure clearly visible from centre of room

Alternative: Coloured spots, numbered signs, chairs

Quiz Questions

8-10

Multiple choice format, varied difficulty levels

Alternative: History textbook questions, online Victorian facts

Key Vocabulary

Motif

A short movement phrase that can be repeated and developed throughout a dance

Unison

Performing movements at exactly the same time as others in the group

Timing

Moving in time with the music, matching the beat and rhythm

Choreography

The art of creating and arranging dance movements into sequences

Victorian Era

Historical period from 1837-1901 when Queen Victoria ruled Britain

Count

The beats used to measure dance movements, usually in groups of 8

Skill Progression Pathway

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

Prior Learning

Basic understanding of historical periods from History lessons
Experience with simple dance movements and following instructions
Knowledge of keeping time with music from previous PE lessons

Current Skills

Creating imaginative actions based on historical themes
Developing collaborative choreography in small groups
Performing extended motifs in unison with musical timing

Next Steps

Developing more complex Victorian narrative sequences
Adding poetry and text to movement in subsequent lessons
Creating individual variations within group choreography

Milestone Indicators

Students can instantly create actions when given Victorian theme words

Class can perform 64-count motif together without teacher counting

Students begin suggesting improvements and variations independently

Key Teaching Points

Always connect movement choices back to Victorian historical context
Use counting and musical phrasing consistently to build timing skills
Emphasise the difference between mechanical movement and expressive characterisation
Build confidence through positive feedback and celebration of creative contributions
Maintain high expectations for respectful collaboration and constructive peer assessment
Use specific dance vocabulary consistently throughout the lesson
Connect learning to other curriculum areas naturally and explicitly

Common Misconceptions

Students may think dance requires perfect technical skill rather than expressive storytelling
Students might believe Victorian era was only about Queen Victoria rather than broader social context
Misconception that creative movement must be complex rather than clear and meaningful
Assumption that feedback must focus on problems rather than celebrating strengths first
Belief that unison means moving exactly the same rather than moving together in time

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget tools during discussion times, use movement as positive outlet

dyspraxia

Simplify movement sequences, allow extra practice time, focus on effort rather than perfect coordination

autism spectrum

Provide clear structure and routine, use visual schedule, offer quiet space if needed during group work

visual impairment

Use verbal descriptions of movements, pair with confident partner, use tactile cues for spatial awareness

hearing impairment

Provide visual cues for musical timing, use vibrations from music system, clear visual demonstrations

physical disability

Adapt movements for seated performance, modify range of motion as needed, focus on upper body expression

Cross-Curricular Links

English

Poetry composition homework, vocabulary development, storytelling through movement

Art

Visualisation of historical periods, understanding of how art forms work together to create meaning

History

Victorian era knowledge, understanding of social classes, industrial revolution impact on daily life

Music

Understanding of beat, rhythm, musical phrasing, and how music supports movement

PSHE

Collaboration skills, confidence building, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move around space during activities to observe all students, position near music controls for quick adjustments

Observation Focus

Watch for timing accuracy, unison development, creative contribution, and safe movement practices

Intervention Points

Step in if students struggling with count structure, if collaborative work breaks down, or if safety concerns arise

Demonstration Notes

Use clear, exaggerated movements for visibility, demonstrate alongside students when possible, model positive feedback language

Verbal Cues

•'Listen to the music!'
•'Stay together!'
•'Show me your character!'
•'5, 6, 7, 8!' for timing cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m with clear walls, suitable for 30 students moving simultaneously

Surface Check

Clean, dry, non-slip surface appropriate for dance movement, free from obstacles

Equipment Safety

Safety Checks

•Music system positioned safely to avoid tripping hazards
•Corner markers placed securely and visible
•Whiteboard/flipchart stable and accessible

Risk Management

Key Risks

•Collisions during energetic movement phases
•Slips during dynamic changes of direction
•Overexertion during extended activity periods
•Inappropriate physical contact during pair work

Risk Mitigation

•Clear spatial boundaries established for all activities
•Progressive warm-up to prepare muscles and joints
•Breaks between high-energy sections
•Clear guidelines for appropriate touch in pair work
•Teacher positioning for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during movement phases
•Monitor energy levels throughout extended lesson
•Watch for signs of fatigue or discomfort
•Ensure inclusive participation without pressure

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or seek additional support as needed