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Lesson 5 - Formations and Stage Entrance

Structured Dance Exploration

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Year 1

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Dance

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45 min

Big Question

How can we create exciting entrances and exits using different formations to tell our dance story?

Learning Objectives

To remember and perform the 6-move motif from lesson 4 in different formations
To work cooperatively in groups to create entrances and exits using 'on stage' and 'off stage' concepts
To understand and perform in dice, triangle, and row formations with control and coordination

Key Outcomes

Students will confidently perform their motif in three different formations
Students will demonstrate creative entrance and exit strategies for their group performances
Students will show understanding of stage craft through 'on stage' and 'off stage' movements

Equipment & Resources Required

Cones

12-16

Create 4-6 small 'stage' areas around the space, each marked with cones

Alternative: Spots, hoops, or chalk to mark stage areas

Cards

6 sets (dice, triangle, rows)

One card per group showing their assigned formation clearly

Alternative: Laminated pictures or drawn diagrams

Music Player

Positioned centrally for all groups to hear clearly

Alternative: Tablet with speaker, or clapping for rhythm

Whistles

For teacher to signal transitions and gather attention

Alternative: Bell or tambourine for signals

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Formation

The arrangement or pattern that dancers make on the performance area

On Stage

When dancers are in the performance area and visible to the audience

Off Stage

When dancers are waiting at the side, not yet performing

Entrance

How dancers move from 'off stage' to 'on stage' into their formation

Canon

When dancers perform the same movement but at different times

Unison

When all dancers perform the same movement at exactly the same time

Skill Progression Pathway

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

Prior Learning

Basic movement patterns and simple dance steps
Understanding of personal and general space
6-move motif from lesson 4
Basic group work and following instructions

Current Skills

Performing motifs in different formations
Understanding stage craft concepts (on/off stage)
Creating group entrances and exits
Working cooperatively in groups of 5

Next Steps

Combining multiple formations in one performance
Adding music and rhythm to entrances
Creating story-based dance sequences
Performing to an audience with confidence

Milestone Indicators

Smooth transitions between formations

Coordinated group entrances

Clear understanding of stage positioning

Confident performance of complete motif

Key Teaching Points

Always emphasise cooperation and inclusion over perfect performance
Use clear, simple language when introducing on/off stage concepts
Demonstrate formations physically rather than just describing them
Encourage creativity while maintaining safety and control
Build confidence through positive feedback and celebration of effort
Connect movement learning to students' experiences of watching performances
Ensure all students feel valued and included in group work

Common Misconceptions

Thinking formations must be perfect rather than focusing on cooperation
Believing 'on stage' means being loud or showing off rather than being ready to perform
Assuming entrance movements must be complex rather than clear and controlled
Expecting to remember everything immediately rather than learning through practice
Thinking some students are 'better' dancers rather than recognising everyone's contribution

SEN Adaptations

ADHD

Frequent movement breaks built in, clear boundaries and expectations, positive reinforcement system

dyspraxia

Simplified formations if needed, extra practice time, focus on effort over precision

autism spectrum

Clear visual schedule of lesson sections, consistent routines, quiet spaces available if overwhelmed

visual impairment

Use verbal descriptions of formations, partner guidance for positioning, tactile cues for stage boundaries

hearing impairment

Visual demonstrations of all concepts, hand signals for instructions, partner support for timing

physical disability

Modified formations to accommodate wheelchair users, adapted movements for motor difficulties

Cross-Curricular Links

English

Following complex instructions, using descriptive language for entrances, vocabulary development with performance terms

Maths

Counting group members, recognising geometric shapes in formations, spatial positioning and coordinates

Art

Creating patterns and shapes with bodies, understanding composition and spatial arrangement

PSHE

Teamwork and cooperation, building confidence, respecting others' performances and celebrating differences

Teacher Guidance

Positioning

Move around space to observe all groups, central position during whole-class instruction

Observation Focus

Watch for cooperation, spatial awareness, formation accuracy, and performance confidence

Intervention Points

Step in if groups struggling with cooperation, safety concerns, or lack of understanding

Demonstration Notes

Use clear, exaggerated movements for formation shapes, demonstrate on/off stage concepts physically

Verbal Cues

•'Find your formation!'
•'Remember your spacing!'
•'Think about your entrance!'
•'Ready, on stage!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space, ability to create 4-6 separate 'stage' areas

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Cones positioned safely with no sharp edges or trip hazards
•Formation cards laminated to prevent paper cuts
•Music equipment positioned away from movement areas

Risk Management

Key Risks

•Collisions between groups during entrances
•Trips over cone boundaries
•Overexcitement leading to loss of control
•Students feeling excluded from group work

Risk Mitigation

•Clear boundaries established between group areas
•Emphasis on controlled movement and safe speeds
•Teacher monitoring for inclusive group formation
•Progressive skill building from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity periods during entrance practice
•Watch for signs of fatigue or frustration

Emergency Procedures

Stop activity immediately with whistle, assess situation, provide appropriate first aid or support as needed