Lesson 5 - Canon and Formation Changes
Space Race Stories Through Creative Movement
•Year 3
•Dance
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How can we use canon and formation changes to make our group dance performance more exciting and visually impressive?
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
- To demonstrate understanding of canon and formation changes when creating and performing group choreography
Key Outcomes
- Students will complete a 16-32 count group dance section incorporating canon and formation changes
- Students will demonstrate effective group cooperation and peer feedback skills
- Students will perform a complete dance sequence with smooth transitions between sections
Equipment & Resources Required
Position where all students can hear clearly
Alternative: Portable speaker, laptop with speakers
Star Girl by McFly for warm-up, Sputnik by Public Service Broadcasting for main performance
Alternative: Any rhythmic instrumental music
Position to capture whole group for feedback purposes
Alternative: Tablet, phone, camera
Mark corners and boundaries of dance area
Alternative: Spots, hoops for area definition
Key Vocabulary
When dancers perform the same movement but starting at different times, creating a ripple effect
The shape or pattern that dancers make when positioned on the stage or dance area
The smooth movement or change from one dance section or formation to another
Comments and suggestions given by classmates to help improve performance
The art of creating and arranging dance movements into a sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of formation shapes (circle, line, triangle)
- Experience working in pairs for dance
- Knowledge of what canon means in dance context
- Basic ability to count musical phrases
Current Skills
- Advanced group cooperation and leadership skills
- Creating 16-32 count choreographic sequences
- Implementing canon effectively in group work
- Transitioning smoothly between different formations
- Providing and receiving constructive peer feedback
Next Steps
- Performance skills and stage presence
- Complex choreographic devices (unison, counterpoint)
- Dance evaluation and improvement techniques
- Working with different dance styles and genres
Milestone Indicators
Key Teaching Points
- Canon requires precise timing - each dancer starts exactly 2 counts after the previous dancer
- Formation changes should be smooth and purposeful, not rushed or chaotic
- Effective peer feedback is specific, kind, and helpful for improvement
- Group cooperation means everyone contributes ideas and supports each other's learning
- Performance quality comes from confidence, commitment, and attention to detail
- Transitions between dance sections should maintain the flow and energy of the performance
- Creative interpretation of poetry through movement helps develop artistic expression
Common Misconceptions
- Canon means everyone does different movements - actually everyone does the same movement at different times
- Formation changes should happen quickly - they should be smooth and controlled
- Good feedback means only saying positive things - constructive suggestions help improvement
- Only confident dancers can perform well - commitment and effort matter more than natural ability
- Group work means the loudest person makes all decisions - everyone should contribute equally
- Mistakes ruin a performance - professionals keep going and the audience often doesn't notice small errors
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear structure and expectations, allow movement breaks as needed
dyspraxia
- Simplify movement sequences, allow extra practice time, focus on individual achievement rather than group synchronization
autism spectrum
- Provide visual sequence cards, allow practice time before performing, offer choice in level of performance participation
visual impairment
- Use tactile cues for formation positions, provide clear verbal descriptions of movements, assign sighted buddy for guidance
hearing impairment
- Use visual signals for timing, provide written sequence cards, ensure clear line of sight for demonstrations
physical disability
- Adapt movements for seated performance, modify formation changes, focus on upper body or achievable movements
Cross-Curricular Links
English
Using poetry as creative stimulus, developing descriptive vocabulary for movement, practicing speaking and listening skills during peer feedback
Maths
Counting musical phrases and beats, understanding patterns and sequences in choreography, exploring geometric shapes in formations
Art
Creating visual compositions through formation design, exploring artistic expression through movement, understanding aesthetic principles
Music
Understanding rhythm and timing, responding to musical structure and phrasing, developing sense of musical dynamics
PSHE
Developing cooperation and teamwork skills, building confidence through performance, practicing giving and receiving constructive feedback
Teacher Guidance
Positioning
Move between groups during development work, position centrally for whole class activities, ensure clear view of all students
Observation Focus
Group cooperation quality, effective use of canon and formation changes, individual participation levels, performance confidence
Intervention Points
Step in if groups are struggling with cooperation, provide additional support for complex timing, help resolve creative disagreements
Demonstration Notes
Demonstrate: Clear canon timing with vocal counting, strong formation shapes, constructive feedback language, confident performance quality
Verbal Cues
- •'Count out loud to help your timing'
- •'Help each other remember the sequence'
- •'Make your formations really clear and strong'
- •'Give feedback that will help them improve'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear dance area, suitable flooring for dance movement
Surface Check
Non-slip surface, free from obstacles, adequate cushioning for floor work
Equipment Safety
Safety Checks
- •Music system positioned safely away from dance area
- •Boundary markers clearly visible and stable
- •Video equipment secured and positioned safely
Risk Management
Key Risks
- •Collisions during formation changes
- •Overexertion during energetic sequences
- •Trips and falls during complex movements
- •Emotional upset from peer feedback
Risk Mitigation
- •Clear boundaries and adequate spacing between groups
- •Progressive building of movement complexity
- •Teaching of safe formation change techniques
- •Modelling of constructive feedback methods
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups during independent work
- •Monitor group dynamics for inclusion and cooperation
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately for any injury, assess and provide appropriate first aid, ensure other students continue safely