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Lesson 5 - Motif Performance in Formations

Feelings to Formations

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Year 2

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Dance

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45 min

Big Question

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

Cones

12-15

Create stage areas for each group (4 cones per stage area)

Alternative: Markers, spots, or tape on floor

Cards

6 sets

One card per group showing dice, triangle, or row formation

Alternative: Hand-drawn diagrams, tablet images

Music Player

Queue appropriate dance music for practice and performance

Alternative: Tablet, phone with speaker

Whiteboards

For displaying key vocabulary and formation diagrams

Alternative: Large paper, interactive board

Key Vocabulary

Motif

A short sequence of movements that can be repeated and developed

Formation

The shape or pattern that dancers make when positioned together

On Stage

When dancers are in their performance area, ready to dance

Off Stage

When dancers are waiting at the side, not yet performing

Entrance

The way dancers move from 'off stage' to 'on stage' to begin their performance

Canon

When dancers perform the same movements but at different times

Unison

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

Maintains formation shape while performing motif

Times entrances to coordinate with group members

Shows confidence in performance situations

Demonstrates creative thinking in movement choices

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