Lesson 5 - Canon and Formation in Group Dance
Creative Space Storytelling
•Year 4
•Dance
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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
Position for clear audio throughout dance space
Alternative: Bluetooth speaker, tablet with speaker
Queue: Star Girl by McFly, Sputnik by Public Service Broadcasting
Alternative: Individual tracks on device
Position to capture whole class performance area
Alternative: Tablet, smartphone, camera
Accessible for groups to reference during creation
Alternative: Display on board, verbal reminder
2 stars and a wish template prepared
Alternative: Verbal feedback structure on board
Key Vocabulary
When dancers perform the same movements but start at different times, like a round in singing
The shape or pattern that dancers make when positioned in space
The movement or action that connects one dance section to another
A short sequence of movements that can be repeated and developed throughout a dance
The different heights dancers can use - high (jumping, reaching up), medium (standing), low (crouching, floor work)
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
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