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Lesson 5 - Canon and Formation Performance

Cultural Dance Motifs

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Year 4

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Dance

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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 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

Tunnel Systems

Test volume and clarity before lesson begins

Alternative: Portable speaker with Bluetooth/USB capability

Music Tracks

2-3 tracks

Cue tracks: 'Rocking All Over the World' (Status Quo), 'Around the World' (Daft Punk)

Alternative: YouTube playlist or Spotify with offline downloads

Tablets

Ensure sufficient storage space and battery charge

Alternative: Camera or video recorder

Markers Cones

8-12

Mark performance area boundaries and group spaces

Alternative: Spots, bean bags, or tape marks

Key Vocabulary

Canon

When dancers perform the same movement one after another, like a round in music

Formation

The shape or pattern that dancers make on the floor

Transition

The smooth movement from one section of dance to another

Flow

The smooth, continuous movement without stops or jerky actions

Timing

Moving in time with the beat of the music and with other dancers

Motif

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

Groups perform 32-count sequences with clear canon timing

Formation changes are executed smoothly without stopping the flow

Students use specific dance vocabulary when giving feedback

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