Lesson 5 - Motif Performance in Formations
Feelings to Formations
•Year 2
•Dance
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How can dancers use different formations and entrances to make their performance more exciting for the audience?
Learning Objectives
- Remember and perform the 6-move motif from lesson 4 with accuracy
- Execute the motif sequence while maintaining dice, triangle, and row formations
- Collaborate effectively to create varied 'On and Off Stage' entrance sequences
Key Outcomes
- Students will demonstrate the complete 6-move motif with improved memory and technique
- Students will successfully perform in three different formations while maintaining spatial awareness
- Students will create and execute creative group entrances that enhance their performance
Equipment & Resources Required
Create stage areas for each group (4 cones per stage area)
Alternative: Markers, spots, or tape on floor
One card per group showing dice, triangle, or row formation
Alternative: Hand-drawn diagrams, tablet images
Queue appropriate dance music for practice and performance
Alternative: Tablet, phone with speaker
For displaying key vocabulary and formation diagrams
Alternative: Large paper, interactive board
Key Vocabulary
A short sequence of movements that can be repeated and developed
The shape or pattern that dancers make when positioned together
When dancers are in their performance area, ready to dance
When dancers are waiting at the side, not yet performing
The way dancers move from 'off stage' to 'on stage' to begin their performance
When dancers perform the same movements but at different times
When all dancers perform the same movements at exactly the same time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal and general space
- Ability to follow simple movement patterns
- Experience with basic dance moves from previous lessons
- Knowledge of the 6-move motif from lesson 4
Current Skills
- Formation dancing with spatial awareness
- Group choreography and entrance techniques
- Performance skills with 'On and Off Stage' concepts
- Collaborative movement creation
Next Steps
- Advanced formation transitions during performance
- Creating original motifs in groups
- Incorporating props and levels into formations
- Developing narrative dance sequences
Milestone Indicators
Key Teaching Points
- Emphasise the difference between 'on stage' performance area and 'off stage' waiting area
- Maintain formation shapes during motif performance - this requires spatial awareness
- Encourage creative entrances while maintaining safety and group coordination
- Build performance confidence through positive reinforcement and supportive audience behaviour
- Connect previous lesson learning (motif) with new formation and performance concepts
- Use clear, consistent vocabulary throughout the lesson
- Support group planning and decision-making processes effectively
Common Misconceptions
- Students may think formations only need to be correct at the start, not maintained during performance - emphasise continuous formation awareness
- Groups might believe all entrances should be the same - encourage variety and creativity
- Students may confuse 'on stage' with simply being in the hall - clarify specific performance area concepts
- Some may think faster entrances are always better - emphasise controlled, coordinated movement
- Groups might focus only on entrance and ignore exit - ensure complete performance sequences are understood
SEN Adaptations
ADHD
- Regular movement breaks, clear stage boundaries, shorter practice segments, positive reinforcement for focus, designated roles within groups
dyspraxia
- Simplified formations initially, extra practice time, peer support for positioning, visual markers for individual positions within formations
autism spectrum
- Clear structure with visual schedule, consistent stage areas throughout lesson, calm performance environment, opportunity to observe before participating
visual impairment
- Use verbal descriptions of formations, tactile guidance for positioning, buddies to help with spatial awareness, high contrast cone colours
hearing impairment
- Visual formation cards with clear diagrams, hand signals for directions, vibrating timer for rhythm, demonstration-led teaching
physical disability
- Adapted formations that accommodate seated participants, modified motif movements, assistive positioning aids, inclusive entrance methods
Cross-Curricular Links
English
Vocabulary development with performance terminology, descriptive language for movement qualities, communication skills in group planning
Maths
Understanding geometric shapes through formations, counting beats and timing for entrances, spatial positioning and measurement
Art
Visual composition through formation design, understanding performance aesthetics, creative expression through movement
PSHE
Teamwork and collaboration skills, building confidence through performance, respecting others' creative contributions
Teacher Guidance
Positioning
Central location with clear sight lines to all stage areas, move between groups during practice
Observation Focus
Group cooperation, formation accuracy, entrance creativity, performance confidence
Intervention Points
Step in if groups struggle with planning, support less confident performers, manage group dynamics
Demonstration Notes
Demonstrate: Clear on/off stage concepts, example entrances, formation positioning with volunteers
Verbal Cues
- •'Remember your formation shape!'
- •'Think about your entrance pathway!'
- •'Perform with confidence!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 10m, clear of obstacles, with designated stage areas
Surface Check
Dry, non-slip surface, free from debris, adequate space between stage areas
Equipment Safety
Safety Checks
- •Cones positioned away from movement pathways
- •Formation cards distributed safely
- •Stage areas clearly marked but not creating trip hazards
Risk Management
Key Risks
- •Collisions during group entrances
- •Trips over equipment
- •Overcrowding in performance areas
- •Students becoming overexcited during performances
Risk Mitigation
- •Clear movement pathways established
- •Controlled entrance practices before full performances
- •Adequate spacing between stage areas
- •Calm, controlled performance environment
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all stage areas simultaneously
- •Monitor group entrances for safety
- •Ensure appropriate audience behaviour during performances
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, adapt activity if needed