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Lesson 5 - Canon and Formation Performance

Viking Tales in Movement

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Year 3

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Dance

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58 min

Big Question

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

Tunnel Systems

Pre-load 'Northmen' and 'Vikings Attack' tracks

Alternative: Tablet/phone with external speaker

Markers Cones

8-12

Available around room perimeter for formation work

Alternative: Coloured spots, bean bags

Video Device

Position for good view of whole performance area

Alternative: School tablet, phone

Score Sheets

1 per group

Simple 2 stars and a wish format

Alternative: Verbal feedback only

Key Vocabulary

Canon

A compositional technique where dancers perform the same movement sequence but start at different times

Formation

The arrangement or pattern that dancers make in the performance space

Transition

The movement or change from one section, formation, or position to another

Flow

The smooth, continuous connection between movements without stops or hesitations

Timing

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

Groups can perform 16-32 count sequences with clear canon

Formation changes are smooth and purposeful

Feedback uses specific dance vocabulary and is constructive

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