🎵

Lesson 6 - Formation Dance & Group Work

Movement Storytelling

•

Year 2

•

Dance

•

45 min

Big Question

How can we use different shapes and formations to make our group dance more exciting to watch?

Learning Objectives

Select actions as a group to create a short dance phrase that reflects rhythmic qualities
Explore formations through dance sequence and explain our choice
Perform dance phrases that express ideas and feelings with confidence

Key Outcomes

Students will demonstrate a structured dance sequence in pairs and groups
Students will create and perform in chosen formations showing spatial awareness
Students will perform with projection and extension, expressing mood and feeling

Equipment & Resources Required

Tunnel Systems

Positioned where all students can hear clearly, volume appropriate for space

Alternative: Portable speaker with phone/tablet connection

Music Tracks

2-3 tracks

Pre-selected and ready to play, suitable tempo for dance actions

Alternative: Rhythmic music suitable for Year 2 (Happy Feet - Boogie Wonderland suggested)

Cones

8-12

Used to mark formation positions and boundaries

Alternative: Bean bags, hoops, or chalk marks

Open Space

1 hall/studio

Minimum 8m x 8m clear space, safe flooring for dance movement

Alternative: Large classroom with furniture moved aside

Key Vocabulary

Formation

The shape or pattern that dancers make when standing together

Projection

Confident presentation of one's body and energy in dance

Extension

Using the full range of movement, reaching, pointing fingers and toes

Duet

A dance performed by two people together

Choreography

The planned sequence of dance movements

Skill Progression Pathway

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

Prior Learning

Can perform simple dance actions on their own
Has experience working with a partner in dance
Understands basic dance vocabulary like levels, directions and speed

Current Skills

Creating structured dance sequences with clear sections
Working in groups to create formations and shapes
Performing with projection and extension

Next Steps

Creating more complex group choreographies
Using formations to tell a story through dance
Evaluating and improving dance performances

Milestone Indicators

Maintains formation shape throughout performance

Shows clear contrast between start, middle and end positions

Demonstrates projection and confidence in performance

Key Teaching Points

Formations must be clear and maintained throughout performance
Projection and extension are essential for strong dance performance
Group cooperation and decision-making are as important as dance technique
Structure (beginning-middle-end) gives dance performances clarity and impact
Teaching others helps consolidate your own learning and builds confidence
Spatial awareness and consideration for others keeps everyone safe
Reflection and evaluation help improve future performances

Common Misconceptions

Thinking formations are just about standing in shapes - they enhance the whole dance experience
Believing projection means being loud - it's about confident, positive energy
Assuming everyone must do exactly the same movement - adaptation within cooperation is acceptable
Thinking dance is just about the movements - expression and feeling are equally important
Believing group work means some people can do less - everyone contributes to success

SEN Adaptations

ADHD

Break formation work into shorter segments, provide clear visual boundaries for group spaces, include regular movement breaks

dyspraxia

Use simpler formation shapes initially, provide extra practice time, use visual markers for positions, celebrate individual progress

autism spectrum

Provide formation cards with clear visual references, maintain consistent group membership, allow extra processing time for formation changes

visual impairment

Use tactile formation guides, provide verbal descriptions of all movements, buddy system for spatial orientation, use contrasting floor markers

hearing impairment

Visual timing cues and signals, demonstration-focused teaching, written formation cards, vibration-based music experience if available

physical disability

Adapt formations to include seated or supported positions, modify movements to individual capabilities, focus on individual contribution within group

Cross-Curricular Links

English

Developing speaking and listening skills through teaching and explaining, using descriptive vocabulary, reflection and evaluation

Geography

Spatial awareness and positioning, understanding directions and orientations in formation work

PSHE

Cooperation and teamwork, building confidence, supporting others' learning, respectful audience behaviour and appreciation of others' efforts

Teacher Guidance

Positioning

Move around the space to observe all groups, position at corner of space for maximum visibility during performances

Observation Focus

Watch for formation maintenance, partner synchronisation, projection and extension, group cooperation

Intervention Points

Step in if groups struggling with cooperation, provide support for formation choices, help with timing and structure

Demonstration Notes

Use students as demonstration partners, show clear contrast between good and developing technique, emphasise performance qualities

Verbal Cues

•'Make your shape clear and strong!'
•'Show me your projection - confident and bright!'
•'Use your full extension - reach those fingers and point those toes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear floor space, suitable for dynamic movement and group formations

Surface Check

Clean, dry, non-slip floor surface free from obstacles, appropriate for dance movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Cones/markers placed to avoid trip hazards
•No sharp edges or protruding equipment in performance space

Risk Management

Key Risks

•Collisions between groups during formation changes
•Slips or falls during dynamic movement
•Overcrowding in performance space

Risk Mitigation

•Clear boundaries established for each group's working area
•Adequate spacing maintained between groups throughout lesson
•Progressive building of movement complexity and performance confidence
•Teacher positioned for maximum visibility of all groups

Supervision & Emergency Procedures

Supervision Points

•Monitor group dynamics for positive cooperation
•Ensure appropriate physical contact and spatial awareness
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, clear space for emergency access