Lesson 7 - Romans - Unison and Canon Movement
Machines & Forces Dance
•Year 3
•Dance
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How can we use our bodies to tell the story of Roman architecture being built?
Learning Objectives
- To use unison and canon to create dramatic effect in dance
- To create smooth transitions into and out of architectural shapes
- To choose and create shapes that relate to Roman building ideas
Key Outcomes
- Students will perform movements in unison and canon with control
- Students will create group shapes representing Roman architecture
- Students will demonstrate smooth transitions between different levels and shapes
Equipment & Resources Required
Display where all students can see clearly
Alternative: iPad/laptop with Roman building images
Test volume levels before lesson starts
Alternative: Bluetooth speaker connected to device
Mark group working areas around hall perimeter
Alternative: Spots, bean bags, or tape marks on floor
Key Vocabulary
When all dancers move at exactly the same time
When dancers move one after the other in sequence
The movement that connects one shape or position to another
How we use energy in movement - fast, slow, strong, gentle
The design and structure of buildings
The height at which we move - high, medium, low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (straight, curved, twisted)
- Simple travelling movements (walk, run, skip)
- Working cooperatively in pairs
Current Skills
- Creating group shapes on different levels
- Moving in unison and canon
- Smooth transitions between movements
- Using dynamics to represent building processes
Next Steps
- Creating complex narrative sequences
- Using partner work and mirroring
- Developing personal dance style and interpretation
Milestone Indicators
Key Teaching Points
- Clearly demonstrate the difference between unison (together) and canon (one after another) using simple examples
- Emphasise the connection between movement choices and the Roman building story throughout
- Ensure all group shapes are safe and achievable for all participants
- Use consistent counting (4 counts, 8 counts) to help students develop timing skills
- Encourage smooth, controlled transitions rather than rushing between positions
- Connect the lesson theme to real Roman architecture and building processes
- Celebrate creativity while maintaining focus on the key technical skills
Common Misconceptions
- Students may think unison means moving fast rather than moving together - emphasise timing over speed
- Canon is often confused with copying rather than sequential movement - use clear visual demonstrations
- Students may focus on complex shapes rather than stable, holdable positions - emphasise safety and sustainability
- Transitions may be seen as less important than the shapes themselves - stress the building story throughout
- Some students may think louder music means they should move more energetically - teach appropriate dynamics
- Groups may think all members must do identical movements rather than complementary roles in shapes
SEN Adaptations
ADHD
- Regular movement breaks built into lesson, clear boundaries for working areas, specific roles within groups
dyspraxia
- Extra practice time for movement sequences, simplified movement vocabulary initially, partner support for timing
autism spectrum
- Clear structure with visual schedule, advance warning of transitions, quiet space available if needed
visual impairment
- Use verbal descriptions of Roman architecture, tactile exploration of building shapes, buddy system for movement guidance
hearing impairment
- Visual demonstrations of unison and canon, hand signals for timing, written instructions for complex sequences
physical disability
- Adapted shapes using chairs/seated positions, modified movements within range of motion, focus on upper body or arms only
Cross-Curricular Links
English
Vocabulary development (architecture, construction), descriptive language, storytelling through movement
Maths
Counting in 4s and 8s, symmetry, geometric shapes, measurement and construction concepts
Science
Forces and structures, balance and stability, materials and their properties in construction
Art
Observational drawing of Roman buildings, design principles, architectural features, symmetry and proportion
History
Roman Empire, Roman architecture, construction techniques, historical timeline of Roman Britain
Teacher Guidance
Positioning
Move continuously around the space to observe all groups, positioning near groups who need most support
Observation Focus
Watch for accurate unison/canon timing, safe group formations, quality of transitions, and engagement with Roman theme
Intervention Points
Step in when groups struggle with timing, when shapes become unsafe, or when students lose focus on the building narrative
Demonstration Notes
Use clear, exaggerated movements for visibility; demonstrate with confident students when possible; show contrasts (good vs. needs improvement) clearly
Verbal Cues
- •'Together now!' for unison
- •'One, two, three, four!' for canon sequence
- •'Hold that building strong!' for shape maintenance
- •'Show me how Romans built!' for thematic connection
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) minimum 15m x 10m with clear floor area
Surface Check
Clean, dry, non-slip floor surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Cables secured and not crossing movement paths
- •Volume at appropriate level to avoid hearing damage
Risk Management
Key Risks
- •Collisions during group movement
- •Falls during transition movements
- •Overexertion during warm-up activities
- •Injury from unstable group shapes
Risk Mitigation
- •Clear boundaries established for each group working area
- •Adequate spacing between groups during all activities
- •Progressive building of movement complexity
- •Constant supervision of group shape formations
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor group formations for weight-bearing safety
- •Watch for fatigue or overexertion signs
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school first aid team if needed