Lesson 2 - Travelling Sequences & Levels
WW2 Dance Storytelling
•Year 8
•Dance
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How can we transform simple actions into dynamic travelling sequences that tell the story of World War 2?
Learning Objectives
- To develop 3-4 motif actions into a 32-count travelling section
- To demonstrate creative use of level changes, pathways and different directions
- To combine individual creativity with historical understanding through movement
Key Outcomes
- Students will create a personal 32-count travelling sequence using WW2 motif actions
- Students will demonstrate understanding of dance elements through varied levels, pathways and directions
- Students will provide constructive feedback using dance terminology
Equipment & Resources Required
Position centrally for even sound distribution across hall
Alternative: Bluetooth speaker, laptop with external speakers
Have tracks queued and volume tested before lesson
Alternative: Any period-appropriate military marches or film soundtracks
Place answer options (A, B, C, D) in four corners of room
Alternative: Digital display, printed worksheets
Pre-written with '2 stars and a wish' template
Alternative: Mini whiteboards, verbal feedback only
Key Vocabulary
Moving through space whilst maintaining dance character and quality
The height at which movements are performed - high, medium, low
The route taken through space - straight, curved, zigzag, spiral
The facing and travelling direction - forward, backward, sideways, diagonal
A short movement phrase that can be developed and repeated
Stretching or lengthening movements to create larger, more dramatic shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of World War 2 historical context
- Knowledge of fundamental dance actions: march, salute, shooting, dambusters
- Experience with keeping time to music
- Understanding of basic spatial awareness
Current Skills
- Transforming static actions into travelling movements
- Creative use of levels (high, medium, low)
- Exploring different pathways through space
- Changing directions whilst maintaining character
- Developing personal choreographic voice
Next Steps
- Combining individual work with partner choreography
- Adding dramatic interpretation and storytelling
- Performance skills and stage presence
- Creating group compositions with multiple sections
Milestone Indicators
Key Teaching Points
- Transformation of static actions into dynamic travelling movements requires maintaining character
- Creative use of levels, pathways and directions enhances narrative and visual impact
- 32-count structure provides framework for artistic expression within clear boundaries
- Feedback should be specific, constructive and focused on dance criteria
- Historical context enriches movement quality and provides meaningful creative inspiration
- Integration of technical elements with personal interpretation develops choreographic skills
- Performance and audience skills are essential for complete dance education
Common Misconceptions
- Mistake: Travelling means moving quickly - Correction: Quality and character more important than speed
- Mistake: Level changes must be dramatic - Correction: Subtle changes can be equally effective
- Mistake: Pathways are just about floor patterns - Correction: Include air patterns and spatial design
- Mistake: Feedback should always be positive - Correction: Constructive suggestions help improvement
- Mistake: Historical accuracy limits creativity - Correction: Context inspires rather than restricts artistic choices
SEN Adaptations
ADHD
- Shorter activity bursts with clear breaks, movement-based learning throughout, clear boundaries and expectations
dyspraxia
- Simplified movement patterns, extra practice time, focus on gross motor rather than fine motor coordination
autism spectrum
- Clear structure with predictable routines, visual schedule of activities, quiet space available for breaks
visual impairment
- Clear verbal descriptions of spatial elements, tactile boundaries for movement area, buddy system for navigation
hearing impairment
- Visual demonstration of all movements, written instructions available, use of vibration or visual cues for timing
physical disability
- Seated or supported versions of travelling movements, adapted arm/upper body focus, modified space requirements
Cross-Curricular Links
English
Vocabulary development, creative writing through movement, narrative structure
Drama
Character development, performance skills, improvisation and creative expression
History
World War 2 context, understanding of wartime experiences and social impact
Music
Rhythm, timing, musical interpretation and response to different styles
PSHE
Teamwork, giving and receiving feedback, building confidence and resilience
Teacher Guidance
Positioning
Move around periphery to observe all students, position centrally for demonstrations
Observation Focus
Watch for creative use of space, safe movement practices, engagement with historical theme
Intervention Points
Step in if unsafe movement observed, support struggling students with technique, encourage reluctant performers
Demonstration Notes
Always demonstrate movements clearly from multiple angles, use counts to establish timing, show contrast between good and needs-improvement examples
Verbal Cues
- •'Strong, purposeful movement'
- •'Show me the story in your movement'
- •'Smooth transitions, keep the flow'
- •'Use the whole space available'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m clear dance/drama space, preferably with sprung floor
Surface Check
Non-slip surface, clean and dry, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •Cables taped down or positioned away from pathways
- •Volume tested to prevent hearing damage
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during level changes
- •Overexertion during extended sequences
- •Slips during direction changes
Risk Mitigation
- •Clear spatial boundaries established and maintained
- •Progressive build-up of movement complexity
- •Adequate spacing between students during individual work
- •Controlled level changes with emphasis on safe technique
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during travel work
- •Monitor high-energy activities for signs of fatigue
- •Watch for unsafe direction changes or level transitions
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, contact office if serious injury occurs