Lesson 5 - Canon and Formation Performance
Viking Tales in Movement
•Year 3
•Dance
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How can we use canon and formation changes to create a powerful group performance that tells our story?
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 sections
Key Outcomes
- Students will complete and perform a 16-32 count group section incorporating canon and formation changes
- Students will demonstrate effective communication and cooperation within dance groups
- Students will provide meaningful feedback to peers using dance-specific vocabulary
Equipment & Resources Required
Pre-load 'Northmen' and 'Vikings Attack' tracks
Alternative: Tablet/phone with external speaker
Available around room perimeter for formation work
Alternative: Coloured spots, bean bags
Position for good view of whole performance area
Alternative: School tablet, phone
Simple 2 stars and a wish format
Alternative: Verbal feedback only
Key Vocabulary
A compositional technique where dancers perform the same movement sequence but start at different times
The arrangement or pattern that dancers make in the performance space
The movement or change from one section, formation, or position to another
The smooth, continuous connection between movements without stops or hesitations
Performing movements in rhythm with the music and in coordination with other dancers
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of canon (performing movements one after another)
- Experience working in pairs and small groups for dance
- Knowledge of different formations (lines, circles, triangles)
Current Skills
- Creating extended group sequences using canon
- Incorporating formation changes into dance sequences
- Providing and receiving constructive peer feedback
Next Steps
- Combining individual, pair and group sections into complete performance
- Working on seamless transitions between different sections
- Developing performance skills and audience awareness
Milestone Indicators
Key Teaching Points
- Canon timing requires clear starting cues and steady rhythm
- Formation changes should be purposeful and smooth, not rushed
- Group cooperation is essential - encourage all voices to be heard
- Use the Viking theme to inspire strong, bold movements
- Peer feedback should be specific and constructive using dance vocabulary
- Connect individual sections to create cohesive whole performance
- Maintain energy and enthusiasm throughout extended creative work
Common Misconceptions
- Canon means everyone doing different movements - clarify it's same movements at different times
- Formation changes should be as fast as possible - emphasise smooth, controlled transitions
- Only the loudest voice should be heard in group work - ensure all students contribute
- Peer feedback should only point out mistakes - teach positive reinforcement with suggestions
- Viking theme means aggressive movements - guide towards strong but controlled expression
SEN Adaptations
ADHD
- Shorter development periods with regular check-ins, clear role definitions in group work, movement breaks between sections
dyspraxia
- Simplified movement patterns, extra practice time, visual demonstrations and step-by-step breakdowns
autism spectrum
- Clear routine structure, visual timetable of lesson sections, quiet space available if overwhelmed
visual impairment
- Use clear verbal descriptions of formations, buddy system for position guidance, tactile markers for formation positions
hearing impairment
- Visual cues for timing, written formation diagrams, vibrating metronome for rhythm
physical disability
- Adapt movements for seated performance, modify formation shapes to include wheelchair access, focus on upper body canon
Cross-Curricular Links
English
Using poetry as stimulus for creative expression, developing vocabulary for describing movement and performance
History
Exploring Viking themes and culture through movement, understanding historical context
Music
Understanding rhythm, timing and beat in relation to movement, listening skills for musical interpretation
PSHE
Cooperation, communication, giving and receiving feedback constructively, building confidence through performance
Teacher Guidance
Positioning
Move between groups during development work, central position for demonstrations and whole class activities
Observation Focus
Group cooperation, creative process, canon timing accuracy, formation change smoothness, peer feedback quality
Intervention Points
Support groups struggling with organisation, mediate conflicts over creative ideas, assist with timing difficulties
Demonstration Notes
Use confident, energetic demonstrations. Show canon timing clearly with counting. Emphasise smooth, controlled formation changes.
Verbal Cues
- •'Start your canon - 1, 2, 3, next person!'
- •'Smooth formation change - walk don't run!'
- •'Great cooperation - everyone's ideas count!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space minimum 10m x 15m, clear of obstacles
Surface Check
Non-slip surface, free from debris, adequate grip for dance movements
Equipment Safety
Safety Checks
- •Music system secure and cables safely positioned
- •Space markers placed to avoid tripping hazards
- •Video equipment stable and out of movement areas
Risk Management
Key Risks
- •Collisions during formation changes
- •Trips and falls during energetic movements
- •Overexertion during extended group work
Risk Mitigation
- •Clear boundaries established for each group workspace
- •Controlled formation changes with teacher supervision
- •Regular breaks and monitoring of energy levels
- •Emphasis on safe, controlled movements throughout
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during development work
- •Close monitoring during formation changes
- •Check emotional wellbeing during peer feedback sessions
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, contact office for serious injuries