Lesson 2 - Extending Cat Sequences with Canon
Animal Movement Expression
•Year 4
•Dance
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How can we create dramatic dance sequences using canon to tell the story of mischievous cats?
Learning Objectives
- Apply canon technique when performing contrasting cat characters with a partner
- Sustain character throughout dance sequences to add drama and emotion
- Create and perform matching movements that flow between different levels
Key Outcomes
- Students will perform cat sequences in canon with clear characterisation
- Students will demonstrate creativity and expression in their cat movements
- Students will evaluate and improve dance performances using constructive feedback
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Tablet or phone with speaker
Have tracks ready with clear start/stop points
Alternative: Classical music with strong rhythm, nature sounds
Mark performance areas around room perimeter
Alternative: Spots, hoops, or tape markers
Prepare simple peer assessment sheets
Alternative: Simple tick sheets or mental checklists
Key Vocabulary
A choreographic technique where dancers perform the same movement one after another, like an echo
Identical movements performed by two or more dancers
The personality and traits expressed through movement and gesture
Smooth, continuous movement that connects one action to another
Different heights in space - high, medium, and low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic cat movements from previous lesson
- Understanding of character and expression in dance
- Simple sequence creation skills
Current Skills
- Canon technique application
- Partner synchronisation and matching
- Character development and storytelling through movement
Next Steps
- Complex group choreography
- Advanced canon techniques
- Performance skills with audience awareness
Milestone Indicators
Key Teaching Points
- Canon technique requires clear timing and exact movement matching
- Character development must be sustained throughout all activities
- Effective partner work relies on communication and cooperation
- Flow between movements creates more expressive and engaging sequences
- Peer assessment develops when students use specific, constructive language
- Different levels (high/medium/low) add visual interest and storytelling depth
- Mischievous character traits can be expressed through movement quality and facial expression
Common Misconceptions
- Canon means performing movements at exactly the same time (it's actually delayed timing)
- Character work is just about animal movements (it requires sustained emotional expression)
- Matching movements means doing similar actions (they must be identical)
- Flow means moving quickly (it's about smooth, connected transitions)
- Good feedback focuses on what went wrong (it should emphasise strengths and constructive suggestions)
SEN Adaptations
ADHD
- Use shorter activity segments with clear transitions, provide fidget tools if helpful, celebrate focus and effort frequently
dyspraxia
- Break down movements into smaller components, allow extra practice time, provide additional visual demonstrations
autism spectrum
- Provide clear structure and routine, use visual schedule for lesson sections, offer quiet space if needed for regulation
visual impairment
- Use verbal descriptions for all demonstrations, pair with sighted partner for canon work, provide tactile cues for timing
hearing impairment
- Use visual signals for timing cues, demonstrate all instructions clearly, pair with hearing partner who can relay information
physical disability
- Adapt cat movements to seated or supported positions, focus on upper body expression, modify level changes to abilities
Cross-Curricular Links
English
Vocabulary development through dance terminology, storytelling through movement, descriptive language for feedback
Music
Understanding rhythm and timing for canon work, responding to musical cues and tempo
PSHE
Cooperation and communication skills, giving and receiving constructive feedback, building confidence through performance
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, position centrally for demonstrations
Observation Focus
Character consistency, canon timing accuracy, partner cooperation, creative expression
Intervention Points
Support struggling pairs with canon timing, guide character development, facilitate positive peer feedback
Demonstration Notes
Use exaggerated cat character movements for clarity, model precise canon timing, show clear level changes
Verbal Cues
- •'Stay in character, mischievous cats!'
- •'Wait for the timing - 1, 2, 3, start!'
- •'Let your movements flow like a real cat'
- •'Make your movements match exactly'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, or school hall with adequate room for pairs to work safely
Surface Check
Clean, dry, non-slip floor suitable for dance movement and safe for lying down
Equipment Safety
Safety Checks
- •Check music equipment is positioned safely away from movement area
- •Ensure cone markers are placed securely and won't cause trips
- •Verify adequate space between pair work areas
Risk Management
Key Risks
- •Collisions during enthusiastic cat movements
- •Slips during level changes and flow sequences
- •Overexcitement leading to unsafe movement choices
Risk Mitigation
- •Clear boundaries established for each pair's work area
- •Progressive skill building from simple to complex movements
- •Regular reminders about controlled movement and character focus
- •Teacher positioned for maximum visibility of all pairs
Supervision & Emergency Procedures
Supervision Points
- •Monitor pair interactions for appropriate cooperation
- •Watch for safe execution of level changes
- •Ensure canon timing doesn't lead to collisions
Emergency Procedures
Stop activity immediately with clear signal, assess any injuries, provide appropriate first aid, ensure other students are calm and safe