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Lesson 5 - Canon and Formation Performance

Cultural Storytelling Dance

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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 our story?

Learning Objectives

To work collaboratively in groups showing excellent cooperation skills and provide constructive peer feedback
To use poetry as stimulus for creative and imaginative dance movements that express meaning
To demonstrate effective use of canon and formation changes when creating and performing group choreography

Key Outcomes

Students will have finalised and performed a 16-32 count group section incorporating canon and formation changes
Students will have demonstrated effective cooperation skills and provided quality peer feedback using dance terminology
Students will have contributed to a complete class performance piece with smooth transitions between sections

Equipment & Resources Required

Music Player

1 set

Position speakers for clear sound coverage throughout the hall

Alternative: Bluetooth speaker connected to tablet/phone

Music Tracks

2 tracks minimum

Have 'Rocking All Over the World' and 'Around the World' ready to play

Alternative: Any rhythmic tracks suitable for dance

Video Device

1 (tablet/camera)

Position to capture the whole performance space, ensure adequate lighting

Alternative: Phone with good video quality

Smartboard

1 (optional)

Set up for potential video review session in classroom

Alternative: Large tablet or laptop screen for video playback

Dance mats or markers

4-6 sets

Mark clear performance areas for each group to work in

Alternative: Masking tape on floor, cones, or chalk marks

Key Vocabulary

Canon

When dancers perform the same movement but start at different times, creating a ripple effect

Formation

The arrangement or pattern that dancers make in the performance space

Transition

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

Flow

How smoothly and continuously the movements connect together

Timing

Moving in time with the music and with other dancers

Choreography

The art of creating and arranging dance movements and sequences

Skill Progression Pathway

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

Prior Learning

Basic understanding of canon and formation from previous lessons
Experience working in pairs to create simple dance sequences
Familiarity with the poem used as stimulus for choreography
Understanding of basic dance vocabulary and movement qualities

Current Skills

Creating extended group choreography using canon and formation changes
Providing structured peer feedback using specific dance criteria
Performing as part of a complete class piece with multiple sections
Working cooperatively in groups to refine and perfect dance sequences

Next Steps

Adding more complex choreographic devices such as levels and dynamics
Creating original choreography without teacher-provided stimulus
Leading warm-ups and cool-downs for the class
Evaluating and improving performances using video analysis

Milestone Indicators

Groups demonstrate clear use of canon with accurate timing

Formation changes are smooth and purposeful

Peer feedback includes specific examples and suggestions for improvement

Class performance shows cohesion and artistic expression

Key Teaching Points

Canon requires staggered timing - not everyone starting together, but clear sequential entries
Formation changes should be purposeful and smooth, not rushed or chaotic
Peer feedback must be specific and constructive, using proper dance vocabulary
Group cooperation is as important as technical skill in creating successful choreography
Creative interpretation of poetry stimulus should connect meaningfully to movement choices
Performance quality includes commitment, expression and confidence, not just technical accuracy
Complete class performance requires attention to transitions and overall artistic flow

Common Misconceptions

Canon means everyone doing different movements (actually same movement at different times)
Formation changes should be dramatic and complex (actually should be clear and purposeful)
Peer feedback should focus on what went wrong (should emphasise positives and constructive suggestions)
Longer sequences are automatically better (quality and clarity more important than length)
Individual performance is most important (group cooperation and collective success matter more)
Creative interpretation means completely ignoring the poem (should connect meaningfully to stimulus)
Perfect technical execution is the only measure of success (expression and effort equally valuable)

SEN Adaptations

ADHD

Shorter group work segments, clear physical boundaries for activities, regular movement breaks and energy outlets

dyspraxia

Simplified canon patterns, extra practice time for coordination, emphasis on effort and creativity over precision

autism spectrum

Clear structure and routine, advance warning of performance expectations, quiet space available if overwhelmed

visual impairment

Use verbal descriptions of formations, buddy system for positioning, tactile cues for spacing and canon timing

hearing impairment

Visual demonstrations of all movements, hand signals for timing cues, written feedback options instead of verbal

physical disability

Modified movements appropriate to ability, seated or adapted formations, focus on creative expression within capabilities

Cross-Curricular Links

English

Using poetry as creative stimulus, developing vocabulary through dance terminology, expressing ideas through movement and feedback

Maths

Counting beats and sequences, understanding timing and rhythm patterns, calculating 16 and 32 count structures

Art

Creating visual formations and patterns, understanding composition and spatial relationships, expressing themes through movement

Music

Understanding rhythm, beat and musical structure, moving in time with accompaniment, interpreting musical mood and tempo

PSHE

Cooperation and teamwork skills, giving and receiving constructive feedback, building confidence through performance

Teacher Guidance

Positioning

Central location during instruction, active circulation during group work, corner position for full-class observations

Observation Focus

Group cooperation dynamics, technical accuracy of canon and formation changes, quality of peer feedback exchanges

Intervention Points

Step in if groups struggle with cooperation, provide technical support for canon timing, facilitate feedback discussions if needed

Demonstration Notes

Demonstrate: Use clear, exaggerated movements when showing canon timing; model enthusiastic performance energy; show specific examples when giving feedback

Verbal Cues

•'Remember your canon entries - not all together!'
•'Formation changes should be smooth and confident!'
•'Use specific dance words in your feedback!'
•'Show me your best performance quality!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m, clear of obstacles and equipment

Surface Check

Clean, dry, non-slip surface suitable for dance movement and formation changes

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement areas
•Video recording device stable and secure, not creating trip hazards
•Any floor markers or mats placed securely without creating slip risks

Risk Management

Key Risks

•Collisions during formation changes and group movement
•Slips and falls during dynamic movement sequences
•Overexertion during extended group work sessions
•Exclusion or conflict during group cooperation activities

Risk Mitigation

•Clear boundaries established for each working group
•Emphasis on controlled, purposeful movement rather than rushed actions
•Regular breaks and monitoring for fatigue during extended dance work
•Teacher facilitation of group dynamics and inclusion strategies

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during simultaneous work sessions
•Active circulation between groups during development time
•Close monitoring during formation changes for spacing and safety

Emergency Procedures

Stop activity immediately if collision or injury occurs, assess situation, provide appropriate first aid, contact school medical support if needed