Lesson 5 - Canon and Formation Performance
Cultural Storytelling Dance
•Year 3
•Dance
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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
Position speakers for clear sound coverage throughout the hall
Alternative: Bluetooth speaker connected to tablet/phone
Have 'Rocking All Over the World' and 'Around the World' ready to play
Alternative: Any rhythmic tracks suitable for dance
Position to capture the whole performance space, ensure adequate lighting
Alternative: Phone with good video quality
Set up for potential video review session in classroom
Alternative: Large tablet or laptop screen for video playback
Mark clear performance areas for each group to work in
Alternative: Masking tape on floor, cones, or chalk marks
Key Vocabulary
When dancers perform the same movement but start at different times, creating a ripple effect
The arrangement or pattern that dancers make in the performance space
The movement or action that connects one section of dance to another
How smoothly and continuously the movements connect together
Moving in time with the music and with other dancers
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
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