Lesson 5 - Canon and Formation Changes
Creative Dance in Ancient Egypt
•Year 4
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use canon and formation changes to create powerful group performances that tell a story?
Learning Objectives
- To demonstrate effective cooperation and communication skills in group work
- To use canon and formation changes to enhance group dance sections
- To provide constructive peer feedback using specific criteria
Key Outcomes
- Students will finalise and perform a 16-32 count group section with clear use of canon and formation changes
- Students will demonstrate effective group cooperation and communication skills
- Students will provide constructive peer feedback on timing, flow, formation and canon
Equipment & Resources Required
Position for clear sound throughout dance space
Alternative: Tablet/phone with external speaker
Have track ready to play, test volume levels
Alternative: Any rhythmic music with clear 8-count phrases
Visible to all students for recording feedback criteria
Alternative: Paper sheets for feedback recording
Position for good view of performance area, check storage space
Alternative: Tablet or smartphone
Pre-written with stars and wishes format
Alternative: Mental feedback with verbal sharing
Key Vocabulary
When dancers perform the same movement sequence but start at different times, creating a layered effect
The arrangement or pattern that dancers make in the performance space
The movement or method used to change from one formation or section to another
Comments and suggestions given by classmates to help improve performance
The energy, focus and commitment shown when dancing for an audience
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic formation awareness and group positioning
- Understanding of simple canon techniques
- Experience working in pairs and small groups
- Basic dance vocabulary and movement quality
Current Skills
- Complex formation changes with timing awareness
- Multi-layered canon sequences
- Constructive peer assessment skills
- Integration of creative ideas into group work
Next Steps
- Leading whole class performances
- Creating original choreography with multiple dance elements
- Advanced peer coaching and mentoring
- Evaluating performances using technical criteria
Milestone Indicators
Key Teaching Points
- Canon must have clear timing differences - each dancer starts noticeably after the previous one
- Formation changes should be smooth and purposeful, not rushed or messy
- All group members must be actively involved in both creating and performing
- Peer feedback should be specific and constructive, focusing on the four criteria given
- Group cooperation includes listening to all voices and making collaborative decisions
- Performance energy and commitment are as important as technical accuracy
- Transitions between dance sections must maintain musical timing and flow
Common Misconceptions
- Canon timing too close together - explain that audiences need to see clear differences between dancers
- Formation changes as separate from dance content - show how they can enhance the choreographic story
- Only confident students should lead groups - encourage shared leadership and decision-making
- Feedback should focus on what went wrong - model positive, constructive feedback approaches
- Perfect performance required - emphasise effort, creativity and cooperation over perfection
- Individual sections more important than group work - highlight how all parts create the complete piece
SEN Adaptations
ADHD
- Regular movement breaks built in, clear boundaries and expectations, positive reinforcement for focus and cooperation
dyspraxia
- Simplified canon timings, extra practice time for formation changes, pair support for complex movements
autism spectrum
- Clear structure with visual schedule, predictable group compositions, quiet space available if needed for breaks
visual impairment
- Use verbal cues for formation changes, buddy system for positioning, tactile markers for performance area boundaries
hearing impairment
- Visual demonstrations of canon timing, hand signals for transitions, written feedback sheets as alternative to verbal
physical disability
- Adapted movements within capability, focus on upper body canon if mobility limited, inclusive formation roles
Cross-Curricular Links
English
Poetry appreciation and interpretation, verbal communication skills, creative writing inspired by movement
Maths
Counting in 8s and 16s, timing and rhythm patterns, spatial awareness and geometric formations
Music
Rhythm and beat recognition, musical phrase structure, tempo and timing awareness
PSHE
Cooperation and teamwork, giving and receiving feedback, building confidence and self-esteem
Teacher Guidance
Positioning
Move actively between groups during development, central position for whole class instruction and performance watching
Observation Focus
Group dynamics and cooperation, technical execution of canon and formation changes, quality of peer feedback and communication
Intervention Points
Support groups struggling with decision-making, guide groups not meeting technical requirements, mediate any conflicts over creative ideas
Demonstration Notes
Demonstrate: Use students to show effective canon timing and formation changes, model high-quality peer feedback language, show enthusiastic performance energy
Verbal Cues
- •'Remember to start your canon 2 beats after the person before you!'
- •'Make your formation changes smooth and purposeful!'
- •'Give specific feedback - what exactly did you see that was good?'
- •'Everyone's voice should be heard in your group discussions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space for multiple groups, additional room for transitions
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from dance area
- •Volume set at appropriate level to prevent hearing damage
- •Trailing cables secured or wireless equipment used
Risk Management
Key Risks
- •Collisions during formation changes
- •Falls during energetic movements
- •Muscle strains from insufficient warm-up
- •Overexertion during extended group work
Risk Mitigation
- •Clear boundaries established for each group's work area
- •Adequate warm-up including dynamic and static stretching
- •Progressive building of energy levels throughout lesson
- •Regular checks on student wellbeing and hydration
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously during development work
- •Move between groups to monitor safety and dynamics
- •Maintain clear sightlines during performances
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, call for additional support if needed