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Lesson 2 - Travelling Sequences & Levels

WW2 Dance Storytelling

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Year 8

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Dance

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1h 13min

Big Question

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

Music Player

Position centrally for even sound distribution across hall

Alternative: Bluetooth speaker, laptop with external speakers

World War 2 Music Collection

2-3 tracks

Have tracks queued and volume tested before lesson

Alternative: Any period-appropriate military marches or film soundtracks

Cards

8-10 questions

Place answer options (A, B, C, D) in four corners of room

Alternative: Digital display, printed worksheets

Feedback forms

15 sets

Pre-written with '2 stars and a wish' template

Alternative: Mini whiteboards, verbal feedback only

Key Vocabulary

Travelling

Moving through space whilst maintaining dance character and quality

Levels

The height at which movements are performed - high, medium, low

Pathways

The route taken through space - straight, curved, zigzag, spiral

Directions

The facing and travelling direction - forward, backward, sideways, diagonal

Motif

A short movement phrase that can be developed and repeated

Extension

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

Smooth transitions between different levels whilst travelling

Clear pathway choices that enhance the movement quality

Confident direction changes without losing character

Creative interpretation that goes beyond literal copying

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