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Lesson 4 - Group Dance Canon & Formations

Space Race Stories Through Creative Movement

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Year 3

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Dance

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45 min

Big Question

How can we work together to transform words into beautiful movement that tells a story?

Learning Objectives

To work effectively in groups showing excellent cooperation skills
To use poetry as stimulus for creating imaginative dance movements
To demonstrate understanding of canon and formation changes in group choreography

Key Outcomes

Students will collaborate effectively to create a 16-32 count group dance sequence
Students will translate poetic language into expressive movement vocabulary
Students will demonstrate canon technique and formation transitions in their choreography

Equipment & Resources Required

Music Player

Position for clear sound throughout dance space

Alternative: Bluetooth speaker or tablet with speakers

Poem Copies

1 per group (8 copies)

Laminated copies for durability during movement work

Alternative: Display poem on interactive whiteboard

Dish Cones

12-16

Available for groups to mark formation positions if needed

Alternative: Spot markers or bean bags

Music Tracks

3-4 prepared tracks

Star Girl by McFly, Sputnik by Public Service Broadcasting, plus backup options

Alternative: Create playlist with varied tempo options

Key Vocabulary

Canon

A choreographic technique where dancers perform the same movement sequence but start at different times, like a round in singing

Formation

The arrangement or pattern that dancers make in the performance space

Adjective

A describing word that tells us about a noun (person, place or thing)

Adverb

A word that describes how, when, where or why something is done

Choreography

The art of creating and arranging dance movements into a planned sequence

Count

The rhythmic beat structure used to time dance movements, usually in groups of 8

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance movements and travelling actions
Experience working in pairs to create simple dance sequences
Knowledge of individual motifs and basic choreographic ideas

Current Skills

Group collaboration and cooperative dance creation
Translation of literary language into physical expression
Canon technique and formation changes in group work

Next Steps

Developing extended group choreography with multiple sections
Advanced canon techniques including overlapping and staggered timing
Integration of props and costume elements into group performances

Milestone Indicators

Students contribute ideas confidently within their group

Movement flows smoothly between different actions

Groups can demonstrate at least two different formations

Canon timing shows clear awareness of sequence and rhythm

Key Teaching Points

Create safe, supportive environment for creative risk-taking and artistic expression
Use poetry as authentic stimulus for meaningful movement creation rather than abstract choreography
Build canon understanding gradually from simple demonstration to group application
Emphasise cooperation as essential skill for successful collaborative dance creation
Connect word imagery to movement quality through specific demonstration and guidance
Celebrate progress and effort in creative work rather than focusing on technical perfection
Maintain energy and enthusiasm while developing extended concentration for choreographic work

Common Misconceptions

Students may think canon means everyone doing different movements - clarify it's same movement, different timing
Some may believe there's only one 'correct' movement for each word - emphasise personal interpretation
Groups might think formations must be complex - simple, clear shapes are often more effective
Students may focus on individual performance rather than group collaboration - redirect to collective creation
Some may think their dance must be 'perfect' for performance - emphasise work-in-progress celebration

SEN Adaptations

ADHD

Break creative tasks into shorter time segments, provide movement breaks, clear visual boundaries for group spaces

dyspraxia

Simplify formation changes, allow extra practice time, provide physical support for complex movements, break down canon timing step by step

autism spectrum

Provide visual schedule of lesson structure, offer quiet space for breaks, use consistent routine for group formation

visual impairment

Use tactile formation markers, provide verbal descriptions of all visual demonstrations, buddy system for spatial orientation

hearing impairment

Visual cues and hand signals for canon timing, written word cards for movement inspiration, vibrating speaker for rhythm

physical disability

Adapt movements for seated performance, modify formations for wheelchair access, focus on upper body or possible movement range

Cross-Curricular Links

English

Poetry appreciation, vocabulary development (adjectives/adverbs), creative interpretation of text, speaking and listening skills

Maths

Counting in 4s and 8s for dance timing, understanding patterns and sequences, spatial geometry through formations

Drama

Creative interpretation, performance skills, using expression and gesture to convey meaning

Music

Rhythm and timing, musical phrases and structure, responding to different musical styles and tempos

PSHE

Cooperation and collaboration, listening skills, celebrating diversity in creative expression, building confidence

Teacher Guidance

Positioning

Mobile positioning to support all groups during creative work, central position during demonstrations and performances

Observation Focus

Watch for inclusive cooperation, creative risk-taking, and understanding of canon timing and formation concepts

Intervention Points

Step in when groups struggle with creative decisions, timing issues, or cooperation challenges

Demonstration Notes

Use clear, exaggerated movements for word interpretation examples, demonstrate canon with volunteers, show formation changes at walking pace first

Verbal Cues

•'Remember to listen to all ideas in your group!'
•'Count together - 1-2-3-4!'
•'Make your formation clear and strong!'
•'Show me the word in your movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m with clear movement areas for 8 groups of 4

Surface Check

Clean, dry floor surface suitable for barefoot dance movement

Equipment Safety

Safety Checks

•Music volume appropriate for instruction and safe hearing
•Poem copies secure and not creating slip hazards on floor
•Markers/cones stored safely when not in use

Risk Management

Key Risks

•Collisions between groups during formation changes
•Students attempting inappropriate movements inspired by words
•Overwhelming emotions during creative or performance work
•Exclusion or conflict within collaborative groups

Risk Mitigation

•Clear group boundaries established and maintained
•Teacher demonstration of safe movement options
•Supportive performance atmosphere without competitive pressure
•Active monitoring of group dynamics and inclusion

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during creative development
•Move between groups during extended work periods
•Maintain clear sightlines during performance sections

Emergency Procedures

Stop activity immediately if conflict or safety issue arises, provide appropriate support and first aid if needed