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Lesson 5 - Formation Changes

Choreography & Movement Storytelling

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Year 3

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Dance

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45 min

Big Question

How can we use canon and formation changes to create a powerful group performance that tells a story?

Learning Objectives

To work collaboratively in groups showing excellent cooperation and communication skills
To use canon and formation changes effectively in group choreography
To provide constructive peer feedback using specific dance vocabulary

Key Outcomes

Students will create and perform a 32-count group dance section incorporating canon and formation changes
Students will demonstrate effective teamwork and give meaningful feedback to peers
Students will understand how different dance elements enhance performance quality

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker with phone/tablet connection

Music Tracks

Cued and ready to play, volume tested

Alternative: Egyptian Reggae or similar rhythmic track

Video Device

Charged and positioned for wide-angle view of performance space

Alternative: Tablet, phone, or camera

Markers Cones

8-12

Available for marking formation positions if needed

Alternative: Spots, bean bags, or floor tape

Whiteboards

For displaying feedback criteria and learning objectives

Alternative: Large paper sheets

Key Vocabulary

Canon

When dancers perform the same movement but start at different times, creating an echo effect

Formation

The shape or pattern that dancers make in the performance space

Choreography

The art of creating and arranging dance movements in a sequence

Peer feedback

Comments and suggestions given by classmates to help improve performance

Transition

The movement or action that connects one section of dance to another

Motif

A short sequence of movements that can be repeated or developed

Skill Progression Pathway

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

Prior Learning

Basic understanding of formations (circle, line, triangle)
Experience working in pairs and small groups
Knowledge of simple dance movements and travelling actions
Understanding of beat and rhythm in movement

Current Skills

Creating and performing canon sequences
Executing smooth formation changes
Collaborative choreography development
Providing constructive peer feedback

Next Steps

Combining multiple dance elements in complex sequences
Leading and directing group performances
Creating original choreography with minimal guidance
Evaluating performances using technical vocabulary

Milestone Indicators

Groups perform 32-count sections with clear canon elements

Formation changes are executed smoothly without confusion

Students give specific, helpful feedback to peers

All group members contribute actively to choreography

Key Teaching Points

Canon timing requires careful listening and counting - emphasise the 'echo' concept
Formation changes should be smooth and purposeful, not rushed
Group collaboration improves when everyone's ideas are valued and heard
Peer feedback is most helpful when it's specific and uses dance vocabulary
Performance confidence grows through practice and positive support
Technical elements like canon and formation serve the storytelling purpose
Transitions are part of the performance, not gaps between sections

Common Misconceptions

Canon means everyone doing different movements (actually same movements at different times)
Formation changes are just decorative (they enhance narrative and visual impact)
Only perfect dancers can give useful feedback (all students can observe and suggest improvements)
Choreography should be completely original (using learned techniques in new ways is creative)
Performance is only about individual skill (group cooperation and timing are equally important)

SEN Adaptations

ADHD

Clear, brief instructions with regular movement breaks, opportunities for leadership roles, fidget tools available during listening times

dyspraxia

Simplified movement patterns with extra practice time, visual and verbal cues for sequencing, partner support for complex coordination tasks

autism spectrum

Clear structure and routine, visual schedule of lesson activities, quiet space available if needed, advance warning of any changes to plan

visual impairment

Clear verbal descriptions of all movements and formations, tactile guidance for positioning, use of contrasting materials to define performance spaces

hearing impairment

Visual demonstration of all instructions, use of visual cues for timing and transitions, vibration or visual signals for musical elements

physical disability

Adapted movements that can be performed seated or with mobility aids, modified formation roles focusing on upper body or alternative contributions

Cross-Curricular Links

English

Using poetry as stimulus for creative expression, developing vocabulary through technical dance terms, speaking and listening during group discussions and feedback

Maths

Counting beats and sequences, understanding timing and patterns in canon work, spatial awareness in formation changes

Art

Creating visual patterns through formation changes, understanding composition and aesthetic elements in choreography

Music

Moving to rhythm and beat, understanding tempo and musical structure, coordinating movement with musical phrasing

PSHE

Collaboration and teamwork skills, giving and receiving constructive feedback, building confidence through performance, developing empathy and respect for others' ideas

Teacher Guidance

Positioning

Circulate between groups during development work, position at front for demonstrations and whole-class instruction

Observation Focus

Watch for inclusive group dynamics, technical execution of canon and formation changes, and quality of peer interaction

Intervention Points

Step in if group conflicts arise, provide support for technical difficulties, redirect off-task behaviour positively

Demonstration Notes

Use small groups of students to demonstrate concepts, exaggerate timing differences in canon for clarity, model positive feedback language throughout lesson

Verbal Cues

•'Listen for the echo - that's your canon!'
•'Smooth like water flowing between formations'
•'Every voice matters in our group decisions'
•'Specific feedback helps everyone improve'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large open space minimum 8m x 12m, clear of obstacles and hazards

Surface Check

Non-slip surface suitable for dance movement, free from water or debris

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Volume levels appropriate to prevent hearing damage
•Any recording equipment secured and positioned for safety

Risk Management

Key Risks

•Collisions during formation changes and group movement
•Slips and falls during dynamic travelling
•Emotional upset during peer feedback
•Overexertion during extended activity periods

Risk Mitigation

•Clear boundaries established for each group's working space
•Emphasis on controlled movement rather than speed
•Structured feedback format to ensure constructive comments
•Regular monitoring of exertion levels and provision of rest breaks

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during choreography development
•Circulate to monitor group dynamics and inclusion
•Be available to mediate any interpersonal conflicts
•Monitor individual students for signs of fatigue or distress

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safely positioned away from incident