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Lesson 5 - Canon and Formation Changes

Creative Dance in Ancient Egypt

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Year 4

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound throughout dance space

Alternative: Tablet/phone with external speaker

Egyptian Reggae Music Track

Have track ready to play, test volume levels

Alternative: Any rhythmic music with clear 8-count phrases

Whiteboards

Visible to all students for recording feedback criteria

Alternative: Paper sheets for feedback recording

Video Device

Position for good view of performance area, check storage space

Alternative: Tablet or smartphone

Score Sheets

1 per pair of groups

Pre-written with stars and wishes format

Alternative: Mental feedback with verbal sharing

Key Vocabulary

Canon

When dancers perform the same movement sequence but start at different times, creating a layered effect

Formation

The arrangement or pattern that dancers make in the performance space

Transition

The movement or method used to change from one formation or section to another

Peer feedback

Comments and suggestions given by classmates to help improve performance

Performance quality

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

Groups can transition smoothly between formations whilst maintaining canon

Students provide specific, actionable feedback to peers

Group sections flow seamlessly into the complete dance piece

All students contribute meaningfully to group decision-making

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