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Lesson 5 - Seasonal Movement and Canon

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 different seasons through movement?

Learning Objectives

To express seasonal themes through creative movement using directions and levels
To understand and demonstrate canon and unison in partner work
To create and perform linked actions that clearly relate to seasonal ideas

Key Outcomes

Students will create a 32-count dance sequence expressing Spring and Summer
Students will demonstrate canon and unison with a partner
Students will use dance vocabulary to evaluate performances

Equipment & Resources Required

Music Tracks

Test audio system before lesson starts

Alternative: Classical music with varying tempos, nature sounds

Science Videos

Cue video to appropriate starting point

Alternative: Teacher demonstration, printed visual sequence cards

Beats Audio

Set appropriate tempo for circuit stations

Alternative: Metronome app, drumbeat, teacher counting

Cones

8-12

Mark four clear exercise stations around the space

Alternative: Spots, bean bags, chairs

Key Vocabulary

Canon

When dancers perform the same movement but start at different times, like a round in music

Unison

When dancers perform the same movement at exactly the same time

Dynamics

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

Levels

The height at which we move - high, medium, low

Extending

Stretching or reaching body parts away from the centre

Phrase

A short sequence of connected movements with a clear beginning and end

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple travelling actions (walk, run, skip)
Understanding of personal and general space
Experience working with a partner

Current Skills

Creating movements to express ideas and themes
Using directions and levels purposefully
Understanding and applying canon and unison
Working collaboratively to create dance phrases

Next Steps

Creating longer, more complex dance narratives
Using more sophisticated dance techniques
Leading group choreography
Evaluating and improving dance performances

Milestone Indicators

Can link 4+ movements into a flowing sequence

Uses different levels and directions with control

Demonstrates clear understanding of canon and unison

Creates movements that clearly represent seasonal themes

Key Teaching Points

Emphasise the connection between natural seasonal processes and movement expression
Develop understanding of canon and unison through practical exploration and observation
Build partnership skills through shared choreography creation and mutual teaching
Use dance vocabulary consistently to develop students' analytical and expressive language
Balance individual creativity with structured timing and musical awareness
Connect movement quality (dynamics) to thematic content for meaningful expression
Create supportive performance environment that builds confidence and celebrates effort

Common Misconceptions

Thinking canon and unison are the same thing - clarify through demonstration and practice
Believing faster movement always represents summer - emphasise energy quality over speed
Assuming all spring movements must be slow - focus on flowing and growing qualities
Thinking performance requires perfection - celebrate effort and creative expression
Believing dance is only about memorising steps - emphasise expression and connection to ideas
Assuming partners must move identically - encourage complementary and responsive partnership
Thinking counting restricts creativity - show how timing supports creative expression

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear visual and verbal boundaries

dyspraxia

Simplify movement combinations, provide extra practice time, use step-by-step breakdown of complex movements

autism spectrum

Provide clear structure with visual schedule, offer quiet space if overwhelmed, use consistent routines and language

visual impairment

Use verbal descriptions of movements, pair with sighted partner, provide physical guidance for spatial awareness

hearing impairment

Use visual cues and demonstrations, ensure partner can sign or communicate movements clearly, use visual music representation

physical disability

Adapt movements for seated or limited mobility, focus on achievable extensions, modify partner work for accessibility

Cross-Curricular Links

English

Descriptive vocabulary for seasonal changes, discussion and evaluation skills, creative expression through movement narrative

Science

Understanding seasonal changes in nature, plant growth cycles, weather patterns and their effects

Art

Expressing ideas through creative medium, understanding rhythm and pattern, colour and mood associations with seasons

Geography

Weather patterns across seasons, how climate affects natural environments and human activities

Music

Understanding timing and rhythm, working with musical phrasing, listening skills and musical interpretation

PSHE

Partnership cooperation, respect for others' ideas, confidence building through performance, giving constructive feedback

Teacher Guidance

Positioning

Move between partnerships during practice, position centrally during whole-class instruction

Observation Focus

Watch for understanding of canon/unison, seasonal movement quality, and safe partner cooperation

Intervention Points

Step in if partners struggle with cooperation, if movements become unsafe, or if students don't understand timing

Demonstration Notes

Demonstrate all key movements clearly, use students to demonstrate good examples, show contrast between seasonal qualities

Verbal Cues

•'Smooth and flowing like growing plants'
•'Sharp and energetic like summer heat'
•'Trust your partner, feel the movement'
•'Use your dance vocabulary'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 15m clear space for partner work and circular pathways

Surface Check

Non-slip surface essential for rolling and extending movements

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Cone markers with no sharp edges
•Adequate volume for instruction without being too loud

Risk Management

Key Risks

•Collisions during circular pathway work
•Overextension during stretching movements
•Falls during rolling or floor work
•Partner work accidents

Risk Mitigation

•Clear spacing guidelines for partner work
•Gradual warm-up before extending movements
•Controlled rolling technique instruction
•Partner work safety briefing

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all partner work
•Monitor extension movements for safety
•Watch circular pathways for spacing issues

Emergency Procedures

Stop music immediately, assess injury, provide appropriate first aid, contact school medical support if needed