Lesson 4 - Cannon Techniques & Sequences
Action Adventure Narrative Dance
•Year 4
•Dance
•Start Planning Better PE Lessons
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How can we use cannon to create dramatic effect in our mission dance sequences?
Learning Objectives
- To perform movement sequences using cannon timing with precision
- To extend and improve mission-themed dance phrases through formation work
- To collaborate effectively in groups to create cohesive cannon sequences
Key Outcomes
- Students will perform cannon sequences with accurate timing and formation awareness
- Students will demonstrate improved mission dance phrases with clear beginning, middle and end
- Students will work cooperatively to create dramatic effects using cannon techniques
Equipment & Resources Required
Position for clear audio throughout hall
Alternative: Portable speaker with device connection
Pre-loaded and tested before lesson
Alternative: Dramatic instrumental music with clear beats
Mark formation positions and boundaries
Alternative: Chalk lines or tape markers
For displaying key vocabulary and success criteria
Alternative: Flip chart or visual display
Key Vocabulary
A sequence where dancers perform the same movement one after another, like a ripple effect
The arrangement of dancers in space - lines, circles, triangles or other shapes
A series of movements performed in a specific order with clear beginning, middle and end
When to start and stop movements to match music or other dancers
Movement style inspired by spy or secret agent actions - sneaky, dramatic, precise
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic dance formations and spatial awareness
- Experience with mission-themed movements and character work
- Basic knowledge of sequence structure (beginning, middle, end)
Current Skills
- Performing cannon sequences with accurate timing
- Creating and extending mission dance phrases in formation
- Using cannon techniques to create dramatic effects
Next Steps
- Incorporating multiple cannon elements in complex sequences
- Creating original mission-themed choreography with group dynamics
- Performing for audiences with confidence and dramatic flair
Milestone Indicators
Key Teaching Points
- Cannon timing requires watching the person directly in front, not looking behind
- Clear start and finish points are essential for successful cannon sequences
- Mission character should be maintained throughout all activities
- Group formations must allow safe movement and clear visibility
- Sequence structure needs beginning, middle and end for dramatic impact
- Practice time should be used effectively - first for working out, then for performance quality
- Breathing and cool down are essential after dynamic sequence work
Common Misconceptions
- Thinking cannon means everyone moves at the same time - clarify sequential nature
- Believing you need to watch everyone in the line - emphasise focusing on person directly in front
- Assuming cannon only works with simple movements - show how complex actions can be adapted
- Thinking formations are just about shape - explain how they enhance dramatic effect
- Believing sequences need many elements to be good - emphasise quality over quantity
SEN Adaptations
ADHD
- Regular breaks between activities, clear boundaries for movement, positive reinforcement for focus
dyspraxia
- Simplified movement patterns, extra practice time, peer support for complex sequences
autism spectrum
- Clear structure and routines, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use verbal cues for timing, buddy system for formations, tactile signals for cannon starts
hearing impairment
- Visual demonstrations of timing, hand signals for cannon cues, clear lip reading positioning
physical disability
- Adapted movements for individual needs, modified formations, alternative timing roles
Cross-Curricular Links
English
Vocabulary development, following instructions, describing sequences
Maths
Counting beats and timing, sequencing numbers, spatial awareness in formations
Music
Rhythm and timing, listening skills, moving to beat
PSHE
Teamwork, leadership, supporting others, building confidence
Teacher Guidance
Positioning
Move between groups during practice, central position during demonstrations and performances
Observation Focus
Watch for timing accuracy in cannon, group cooperation, maintenance of mission character
Intervention Points
Step in if timing becomes chaotic, formations create safety risks, or groups struggle with cooperation
Demonstration Notes
Use slow motion for cannon timing, exaggerate start/finish points, model mission character throughout
Verbal Cues
- •'Wait for finish before you start!'
- •'Keep the mission character!'
- •'Watch the person in front of you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m clear space for multiple groups working simultaneously
Surface Check
Non-slip surface essential for dynamic movements and formation changes
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement areas
- •Markers/cones with no sharp edges and appropriate height
- •No trailing wires from audio equipment
Risk Management
Key Risks
- •Collisions during group formations and cannon sequences
- •Falls during dynamic mission movements
- •Overexertion during extended sequences
Risk Mitigation
- •Clear boundaries established for each group working space
- •Adequate spacing between groups during practice and performance
- •Progressive build-up from simple to complex movements
- •Regular checks on student energy levels and hydration
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during practice
- •Move between groups during development work to monitor safety
- •Ensure clear sightlines during performances for immediate intervention
Emergency Procedures
Stop activity immediately, assess situation, apply appropriate first aid if needed, contact school office for support