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Lesson 4 - Group Choreography and Canon

Cultural Dance Motifs

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Year 4

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Dance

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45 min

Big Question

How can we work together to transform words into meaningful dance movements that tell a story?

Learning Objectives

To demonstrate effective cooperation and communication skills when working in groups of four
To translate poetic language into creative and imaginative dance movements
To show understanding and application of canon and formation changes in group choreography

Key Outcomes

Students will create a 16 or 32 count group dance section incorporating canon and formation changes
Students will demonstrate improved cooperation and listening skills within their groups
Students will show creative interpretation of poetry through movement vocabulary

Equipment & Resources Required

Music Player

Position centrally for clear audio throughout space

Alternative: iPad/laptop with portable speaker

Poem Copies

7 copies (one per group)

Prepare different verses for each group

Alternative: Display poem on whiteboard/screen

Dish Cones

12-16

Available for groups to mark formation positions if needed

Alternative: Spots, hoops, or natural markers

Score Sheets

7 sheets

Include key words/phrases extraction space

Alternative: Whiteboard space for each group

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 create with their positions in space

Adjective

A word that describes a noun (person, place or thing) - helps create movement quality

Adverb

A word that describes how, when, where or why something is done - affects movement style

Choreography

The art of creating and arranging dance movements into a sequence

Count

A unit of musical time used to keep dancers synchronized (usually groups of 8)

Skill Progression Pathway

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

Prior Learning

Basic understanding of adjectives and adverbs from literacy lessons
Experience working in pairs for dance activities
Familiarity with simple formations like circles and lines
Basic movement vocabulary from previous dance units

Current Skills

Group cooperation and communication in teams of four
Translation of poetic language into physical movement
Understanding and application of canon technique
Smooth transitions between different formations
Creative interpretation of stimulus material

Next Steps

Development of full group dance performances
Integration of multiple dance techniques in choreography
Leadership roles in teaching movements to others
Advanced storytelling through dance sequences

Milestone Indicators

Students can maintain group timing for 8+ counts

Clear demonstration of canon with 2-second delays

Smooth formation changes without verbal cues

Creative movements that clearly reflect poem content

Key Teaching Points

Connect poetry and dance as complementary storytelling art forms
Emphasise creative interpretation over 'correct' movements
Build canon skills gradually from simple timing to complex coordination
Foster inclusive group dynamics where all students contribute
Celebrate creative process and collaboration over perfect performance
Use specific vocabulary to develop students' choreographic language
Maintain supportive atmosphere that encourages creative risk-taking

Common Misconceptions

Students may think there's only one 'right' way to interpret a word through movement - emphasise personal creative expression
Groups may focus on complexity over clarity - encourage simple, strong movements that communicate meaning
Students might believe canon means performing at the same time - demonstrate the essential timing delay clearly
Some may think formations must be geometric shapes only - explore organic, flowing formation changes
Groups may prioritise individual performance over collaborative creation - consistently reinforce teamwork values

SEN Adaptations

ADHD

Frequent movement breaks, clear role definitions within groups, shorter activity segments, fidget tools available during listening

dyspraxia

Simplified movement patterns, extra time for coordination, peer buddy support, focus on creativity over technical precision

autism spectrum

Clear structure and routine, visual schedule of lesson activities, quiet space available if overwhelmed, predictable group formations

visual impairment

Use tactile cues for formation changes, buddy system for spatial awareness, verbal descriptions of movements, larger print poem sheets

hearing impairment

Visual cues for timing and canon, demonstration-based teaching, written instructions available, vibrating beat devices if available

physical disability

Seated or adapted movements for poetry interpretation, modified formations accessible to all, focus on upper body or achievable movements

Cross-Curricular Links

English

Poetry analysis, vocabulary development, expressive language, creative writing inspired by movement

Art

Creative interpretation, composition principles, collaborative creativity, performance as artistic expression

Music

Rhythm and beat, tempo awareness, musical structure and phrasing

PSHE

Teamwork and cooperation, communication skills, confidence building, respect for others' ideas

Teacher Guidance

Positioning

Mobile throughout lesson - front for demonstrations, circulating during group work, central for sharing

Observation Focus

Group cooperation skills, creative interpretation of poetry, canon timing accuracy, inclusive participation

Intervention Points

Step in if groups struggling with cooperation, if students excluded from creative process, if movements become unsafe

Demonstration Notes

Use clear, exaggerated movements for poetry interpretation examples, demonstrate canon timing slowly first then at tempo, show formation transitions step-by-step

Verbal Cues

•'Find the feeling in that word'
•'Count together as a group'
•'Help your teammates succeed'
•'Think about the story your movements tell'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear space for six groups of four students working simultaneously

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement areas
•Poem sheets secured to prevent slipping hazards
•Markers/cones with no sharp edges if used for formation reference

Risk Management

Key Risks

•Collisions during formation changes and group work
•Overexertion during enthusiastic movement creation
•Emotional stress from group dynamics or performance anxiety
•Trips or falls during canon timing coordination

Risk Mitigation

•Clear boundaries established between group working spaces
•Progressive building from simple to complex movements
•Emphasis on controlled, safe movement throughout
•Teacher monitoring of group dynamics and intervention when needed
•Supportive, non-competitive atmosphere for sharing work

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously during creative work
•Move between groups to monitor cooperation and safety
•Watch for signs of frustration or exclusion within groups
•Ensure adequate space maintained during formation changes

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or emotional support, notify appropriate staff if needed