Lesson 5 - Formation Changes
Choreography & Movement Storytelling
•Year 3
•Dance
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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
Position for clear sound throughout hall
Alternative: Portable speaker with phone/tablet connection
Cued and ready to play, volume tested
Alternative: Egyptian Reggae or similar rhythmic track
Charged and positioned for wide-angle view of performance space
Alternative: Tablet, phone, or camera
Available for marking formation positions if needed
Alternative: Spots, bean bags, or floor tape
For displaying feedback criteria and learning objectives
Alternative: Large paper sheets
Key Vocabulary
When dancers perform the same movement but start at different times, creating an echo effect
The shape or pattern that dancers make in the performance space
The art of creating and arranging dance movements in a sequence
Comments and suggestions given by classmates to help improve performance
The movement or action that connects one section of dance to another
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
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