Lesson 5 - Group Canon & Formation
Roman Stories in Dance
•Year 3
•Dance
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How can we use canon and formation changes to make our group dance performance more interesting and engaging?
Learning Objectives
- To demonstrate effective cooperation and communication skills when working in groups
- To use canon and formation changes creatively to enhance group dance sections
- To provide constructive peer feedback using specific dance vocabulary
Key Outcomes
- Students will successfully perform a 16-32 count group dance section incorporating canon and formation changes
- Students will demonstrate improved cooperation and listening skills when working collaboratively
- Students will give and receive peer feedback using dance-specific vocabulary
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Tablet or laptop with speakers
Cue track ready for performance section
Alternative: Similar tempo instrumental music
Use to mark group performance areas if needed
Alternative: Spots or bean bags
Position for clear view of all groups
Alternative: Phone camera
Key Vocabulary
When dancers perform the same movement one after another, like a musical round
The arrangement or pattern of dancers in the performance space
The movement or change from one section of dance to another
Comments and suggestions given by classmates about dance performance
The beat or rhythm units used to structure dance movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of formation work from previous lessons
- Experience working in pairs to create dance sequences
- Knowledge of simple canon from Unit introduction
Current Skills
- Applying canon in small group settings
- Creating complex formation changes
- Developing peer assessment skills
- Integrating multiple dance elements
Next Steps
- Performing complete dance to audience
- Self-evaluation of performance quality
- Understanding performance preparation techniques
Milestone Indicators
Key Teaching Points
- Canon requires clear timing - demonstrate 4-count gaps for effective visual impact
- Formation changes should be smooth and purposeful, not just random movement
- Group cooperation is as important as technical skill - facilitate equal participation
- Peer feedback must be specific and constructive using dance vocabulary
- Performance confidence builds through practice and positive reinforcement
- Transitions between sections are crucial for overall performance flow
- Creative interpretation of poetry stimulus should be encouraged and celebrated
Common Misconceptions
- Canon means everyone does different movements - clarify it's same movement at different times
- Formation changes can be rushed - emphasise smooth, controlled transitions
- Louder music makes better performance - focus on movement quality over volume
- Only the confident students should contribute ideas - ensure all voices are heard
- Mistakes in performance are disasters - teach that they're learning opportunities
- Complex formations are always better - simplicity with clarity is more effective
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, use energetic activities to maintain focus
dyspraxia
- Simplify formation changes, allow extra practice time, provide step-by-step movement breakdowns
autism spectrum
- Provide clear structure with visual sequence cards, allow processing time for feedback, offer quiet observation option
visual impairment
- Use verbal cues for formation changes, provide tactile guidance for positioning, describe visual elements clearly
hearing impairment
- Use visual signals for timing, provide written feedback forms, demonstrate all instructions clearly
physical disability
- Adapt movements to abilities, allow seated participation in formations, modify canon to suit individual needs
Cross-Curricular Links
English
Using poetry as stimulus for creative expression, vocabulary development through dance terminology
Maths
Counting in sequences, understanding numerical patterns in canon timing, spatial awareness in formations
Art
Creative expression through movement, understanding composition through formation design
Music
Understanding rhythm and timing, keeping to musical beat during transitions
PSHE
Cooperation and teamwork skills, giving and receiving constructive feedback, building confidence through performance
Teacher Guidance
Positioning
Move between groups during development time, central for demonstrations and feedback
Observation Focus
Group cooperation, canon clarity, formation smoothness, inclusion of all students
Intervention Points
Step in if groups struggle with cooperation, timing, or safe movement
Demonstration Notes
Use clear, exaggerated movements for canon examples. Show formation changes slowly then at performance speed
Verbal Cues
- •'Count together - 1, 2, 3, 4'
- •'Remember your spacing'
- •'Include everyone in your decisions'
Safety Considerations
Space & Surface Requirements
Space Requirements
School hall or large classroom, minimum 8m x 8m clear space
Surface Check
Non-slip surface, free from obstacles and debris
Equipment Safety
Safety Checks
- •Music at appropriate volume to prevent hearing damage
- •Secure placement of speakers and equipment
- •Safe storage of any filming equipment
Risk Management
Key Risks
- •Collisions during formation changes
- •Trips and falls during group movement
- •Overexertion during energetic performance
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Adequate spacing between groups during practice
- •Controlled movements during formation changes
- •Regular breaks and hydration reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups simultaneously
- •Monitor group dynamics for inclusion and safety
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact office if needed