Lesson 5 - Canon and Formation Performance
Cultural Dance Motifs
•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 demonstrating excellent cooperation skills and provide constructive peer feedback
- To use poetry as creative stimulus for imaginative dance movements and sequences
- To demonstrate mastery of canon and formation changes when creating and performing dance sequences
Key Outcomes
- Students will create and perform a 32-count group dance section incorporating canon and formation changes
- Students will provide meaningful peer feedback using specific dance vocabulary
- Students will demonstrate improved cooperation and communication skills in group work
Equipment & Resources Required
Test volume and clarity before lesson begins
Alternative: Portable speaker with Bluetooth/USB capability
Cue tracks: 'Rocking All Over the World' (Status Quo), 'Around the World' (Daft Punk)
Alternative: YouTube playlist or Spotify with offline downloads
Ensure sufficient storage space and battery charge
Alternative: Camera or video recorder
Mark performance area boundaries and group spaces
Alternative: Spots, bean bags, or tape marks
Key Vocabulary
When dancers perform the same movement one after another, like a round in music
The shape or pattern that dancers make on the floor
The smooth movement from one section of dance to another
The smooth, continuous movement without stops or jerky actions
Moving in time with the beat of the music and with other dancers
A short sequence of movements that can be repeated or developed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic formation shapes (circle, line, triangle)
- Experience working in pairs to create simple dance sequences
- Basic understanding of timing and rhythm in dance
Current Skills
- Creating and performing canon sequences in groups
- Executing formation changes smoothly during performance
- Providing constructive peer feedback using dance terminology
Next Steps
- Developing more complex multi-level formations
- Creating seamless transitions between different dance sections
- Leading warm-up and cool-down sections independently
Milestone Indicators
Key Teaching Points
- Canon timing requires clear 2-beat gaps between dancers starting the same movement
- Formation changes should be smooth and maintain the flow of the dance
- Peer feedback must be specific, constructive and use appropriate dance vocabulary
- Group cooperation is essential for successful canon and formation work
- Complete performance structure helps students understand how sections connect
- Poetry themes should inspire creative and imaginative movement choices
- Transitions between sections are as important as the sections themselves
Common Misconceptions
- That canon means everyone doing different movements (correction: same movement, different timing)
- That formation changes must be fast and dramatic (correction: smooth changes maintain flow)
- That peer feedback should focus only on mistakes (correction: balance strengths and areas for improvement)
- That 32 counts is too long to remember (correction: break into smaller 8-count phrases)
- That louder performance means better performance (correction: control and precision are more important)
SEN Adaptations
ADHD
- Regular movement breaks, clear step-by-step instructions, positive reinforcement, designated space boundaries
dyspraxia
- Extra practice time for formation changes, simplified canon timing patterns, visual cues for positioning, peer support system
autism spectrum
- Clear structure with visual timeline, predictable routine, quiet space available, advance notice of performance expectations
visual impairment
- Use clear verbal descriptions of formation shapes, provide tactile guidance for positioning, buddy system for navigation during formation changes
hearing impairment
- Visual demonstrations of canon timing, hand signals for formation changes, written feedback frameworks, vibration cues for beat
physical disability
- Adapted formation shapes accessible from seated position, modified canon using available movements, assistant support for positioning
Cross-Curricular Links
English
Using poetry as stimulus for creative expression, developing vocabulary for peer feedback, articulating ideas clearly in group discussions
Art
Creating visual compositions through formation shapes, understanding aesthetics in performance, expressing themes through movement
Mathematics
Counting beats and timing, understanding sequential patterns in canon, spatial awareness in formation changes
Music
Moving to beat and rhythm, understanding call and response concepts through canon, appreciation of different musical styles
PSHE
Cooperation and teamwork skills, giving and receiving constructive feedback, building confidence through performance
Teacher Guidance
Positioning
Circulate between groups during development time, central position during whole-class instruction and performances
Observation Focus
Group cooperation dynamics, canon timing accuracy, formation change smoothness, peer feedback quality
Intervention Points
Step in if groups are struggling with cooperation, canon timing is unclear, or feedback becomes negative
Demonstration Notes
Use clear, exaggerated movements for canon timing, demonstrate formation changes with students, model positive feedback language
Verbal Cues
- •'Remember the 2-beat gap for canon timing'
- •'Smooth formation changes keep the flow going'
- •'Use specific dance words in your feedback'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space minimum 15m x 10m with clear floor area
Surface Check
Clean, dry, non-slip surface free from any obstacles or hazards
Equipment Safety
Safety Checks
- •Sound system volume at appropriate level to avoid hearing damage
- •All electrical equipment checked and positioned safely
- •Space markers placed to avoid tripping hazards
Risk Management
Key Risks
- •Collisions during formation changes
- •Slips during energetic movement
- •Overexertion during extended dance sequences
- •Emotional reactions to peer feedback
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Emphasis on controlled movement during formation changes
- •Regular check-ins about fatigue levels
- •Positive peer feedback structure with teacher modelling
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups during work time
- •Circulate actively during group creation time
- •Monitor energy levels and provide rest breaks as needed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or emotional support, inform office if necessary