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Lesson 7 - Romans - Unison and Canon Movement

Machines & Forces Dance

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Year 3

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Dance

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1h 13min

Big Question

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

Cards

1 set for class viewing

Display where all students can see clearly

Alternative: iPad/laptop with Roman building images

Track

1 audio system

Test volume levels before lesson starts

Alternative: Bluetooth speaker connected to device

Markers Cones

12-16 cones

Mark group working areas around hall perimeter

Alternative: Spots, bean bags, or tape marks on floor

Key Vocabulary

Unison

When all dancers move at exactly the same time

Canon

When dancers move one after the other in sequence

Transition

The movement that connects one shape or position to another

Dynamics

How we use energy in movement - fast, slow, strong, gentle

Architecture

The design and structure of buildings

Levels

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

Can hold group shapes steadily for 4 counts

Shows clear difference between unison and canon movements

Transitions flow smoothly without pauses or uncertainty

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