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Lesson 4 - Cannon Techniques & Sequences

Action Adventure Narrative Dance

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Year 4

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Dance

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45 min

Big Question

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

Tunnel Systems

Position for clear audio throughout hall

Alternative: Portable speaker with device connection

Matilda Soundtrack

1 playlist

Pre-loaded and tested before lesson

Alternative: Dramatic instrumental music with clear beats

Cones

8-12

Mark formation positions and boundaries

Alternative: Chalk lines or tape markers

Sun Markers

1 set

For displaying key vocabulary and success criteria

Alternative: Flip chart or visual display

Key Vocabulary

Cannon

A sequence where dancers perform the same movement one after another, like a ripple effect

Formation

The arrangement of dancers in space - lines, circles, triangles or other shapes

Sequence

A series of movements performed in a specific order with clear beginning, middle and end

Timing

When to start and stop movements to match music or other dancers

Mission theme

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

Consistent timing in cannon sequences without looking back

Smooth transitions between individual and cannon movements

Clear dramatic intention in mission-themed sequences

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