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Lesson 5 - Canon and Formation in Group Dance

Creative Space Storytelling

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Year 4

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Dance

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39 min

Big Question

How can we use canon and formation changes to create a powerful group performance that tells our story?

Learning Objectives

To work collaboratively in groups showing excellent cooperation skills and provide constructive peer feedback
To use poetry as stimulus for creative and imaginative dance actions with clear narrative
To demonstrate understanding of canon and formation changes when creating and performing group sections

Key Outcomes

Students will perform a complete 32-count group dance section incorporating canon and formation changes
Students will give specific feedback using dance terminology and observe improvements in peer performances
Students will contribute effectively to a whole-class performance piece with smooth transitions

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout dance space

Alternative: Bluetooth speaker, tablet with speaker

Music Player

Pre-prepared

Queue: Star Girl by McFly, Sputnik by Public Service Broadcasting

Alternative: Individual tracks on device

Video Device

1 (optional)

Position to capture whole class performance area

Alternative: Tablet, smartphone, camera

Poem Copies

1 per group

Accessible for groups to reference during creation

Alternative: Display on board, verbal reminder

Score Sheets

1 per group

2 stars and a wish template prepared

Alternative: Verbal feedback structure on board

Key Vocabulary

Canon

When dancers perform the same movements but start at different times, like a round in singing

Formation

The shape or pattern that dancers make when positioned in space

Transition

The movement or action that connects one dance section to another

Motif

A short sequence of movements that can be repeated and developed throughout a dance

Levels

The different heights dancers can use - high (jumping, reaching up), medium (standing), low (crouching, floor work)

Flow

How smoothly movements connect to each other without stops or jerky changes

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of formation shapes (circle, line, triangle)
Simple canon movements with a partner
Experience working in pairs for dance creation
Basic travel movements and spatial awareness

Current Skills

Complex group canon with 4+ people
Dynamic formation changes during performance
Peer assessment using specific dance criteria
Integration of multiple dance sections into cohesive performance

Next Steps

Creating original choreography without teacher prompts
Leading warm-ups and teaching movements to others
Advanced timing and rhythm work with complex music
Evaluation and improvement of whole-class performances

Milestone Indicators

Groups can perform 32-count section without stopping

Clear use of canon visible to observers

Smooth formation changes without confusion

Constructive peer feedback improves subsequent performances

Key Teaching Points

Canon requires clear counting and timing - emphasise starting on specific beats rather than 'after someone else'
Formation changes should enhance the dance story, not just be decorative - connect to poem themes
Peer feedback must be specific and constructive - model language and focus on observable elements
Group cooperation requires everyone's voice to be heard - monitor quiet students and dominant personalities
Performance confidence builds through practice and positive reinforcement - celebrate risk-taking and creativity
Transitions between dance sections need practice and clear musical cues - don't rush the connecting elements
Cool-down reflection consolidates learning - use specific examples from the lesson to reinforce objectives

Common Misconceptions

Canon means everyone does different movements - clarify that movements are the same but start at different times
Formation changes can happen anytime - teach that they need to fit with music and enhance the story being told
Good feedback is just saying nice things - emphasise the importance of specific, helpful suggestions for improvement
Performance is about being perfect - encourage expression, storytelling, and enjoyment over technical perfection
Peer assessment means finding faults - model focus on recognising achievements and offering supportive suggestions
Group work means the loudest person leads - teach democratic decision-making and ensuring all voices contribute

SEN Adaptations

ADHD

Regular movement breaks within sections, clear boundaries for group work areas, specific roles within groups to maintain focus, frequent positive reinforcement

dyspraxia

Simplified formation shapes, extra practice time for canon timing, visual cues for sequencing, reduced complexity in movement patterns

autism spectrum

Clear structure and routine in feedback format, visual schedule of lesson sections, quiet space available if overwhelmed, predictable group membership

visual impairment

Clear verbal descriptions of formation shapes, tactile guidance for positioning, buddy system for spatial awareness, audio cues for timing

hearing impairment

Visual demonstrations of canon timing, hand signals for formation changes, written feedback structures, vibration or visual cues for music timing

physical disability

Adapted movements at seated or supported level, modified formations to include wheelchair users, alternative ways to show canon (hand movements, head movements)

Cross-Curricular Links

English

Using poetry as creative stimulus, developing vocabulary for describing movement and performance, peer assessment and feedback skills

Maths

Counting beats and timing in canon, geometric shapes in formations, spatial relationships and positioning

Music

Understanding rhythm and tempo, responding to musical phrasing, coordinating movement with beat and musical structure

PSHE

Teamwork and cooperation skills, giving and receiving constructive feedback, building confidence through performance, celebrating achievements

Teacher Guidance

Positioning

Central position during instruction, circulating between groups during work time, corner position for full-class observations during performances

Observation Focus

Group cooperation dynamics, correct application of canon timing, safety during formation changes, quality of peer feedback interactions

Intervention Points

Support groups struggling with canon timing, facilitate resolution of creative disagreements, encourage specific rather than vague feedback

Demonstration Notes

Use students to demonstrate canon and formation concepts, exaggerate timing and spacing for clarity, model positive feedback language and specific observations

Verbal Cues

•'Count together - 1, 2, 3, GO!' for canon timing
•'Show me your triangle formation - clear corners!' for formations
•'Be specific - what exactly did you see?' for feedback quality

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m for whole-class activities, additional space for multiple groups working simultaneously

Surface Check

Non-slip surface suitable for dance movements, clear of obstacles, adequate ceiling height for jumping and reaching movements

Equipment Safety

Safety Checks

•Sound system positioned safely away from movement area
•Cables secured or wireless system used to prevent tripping
•Recording equipment stable and positioned out of performance space

Risk Management

Key Risks

•Collisions during formation changes and group movements
•Overexertion during intensive dance sequences
•Falls during travelling or dynamic movements
•Muscle strain from inadequate warm-up or cool-down

Risk Mitigation

•Clear group boundaries established before group work begins
•Progressive warm-up including dynamic movements and stretches
•Teacher monitoring of energy levels and rest breaks as needed
•Emphasis on controlled movements during all formation changes

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during simultaneous work periods
•Monitor for safe spacing during formation changes and canon work
•Check for signs of fatigue or overexertion during intensive sections

Emergency Procedures

Stop activity immediately for any injury, assess situation, apply appropriate first aid, contact school procedures if needed