Lesson 5 - Canon and Formation Changes
Historical Movement to Performance
•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 effectively in groups showing excellent cooperation skills and provide constructive peer feedback
- To use the poem as a stimulus for creative and imaginative dance actions
- To demonstrate canon and formation changes when creating and performing group sections
Key Outcomes
- Students will perform a complete 32-count group section with clear use of canon and formation changes
- Students will demonstrate effective collaboration and peer feedback skills
- Students will create smooth transitions between different sections of the performance
Equipment & Resources Required
Position centrally for clear sound throughout space
Alternative: Bluetooth speaker, tablet with speakers
Have track ready to play, test volume levels
Alternative: Roman Numerals by Singsongalong or similar rhythmic track
Optional for recording final performance
Alternative: Tablet, smartphone, camera
For viewing recorded performance if available
Alternative: Large screen, computer monitor
To mark formation positions if needed
Alternative: Spots, bean bags, chalk marks
Key Vocabulary
When dancers perform the same movement but at different times, creating a ripple effect
The arrangement or pattern that dancers make in the space
The movement or method used to connect different sections of a dance
Something that inspires or triggers creative ideas for movement
Helpful comments given by classmates about performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic formation work from previous lessons
- Understanding of rhythm and timing in dance
- Experience working in pairs and small groups
- Knowledge of the stimulus poem from previous lessons
Current Skills
- Canon techniques with precise timing
- Complex formation changes during performance
- Collaborative choreography creation
- Peer assessment and feedback skills
Next Steps
- Performance skills and stage presence
- Complex multi-group choreography
- Advanced dance techniques and styles
- Leadership in creative group work
Milestone Indicators
Key Teaching Points
- Canon work requires precise timing - use counting and musical cues consistently
- Formation changes should be purposeful and smooth, not rushed or unclear
- Peer feedback must be specific and constructive - model the language you want to hear
- Group cooperation is as important as individual performance - celebrate collaboration
- Creative interpretation of stimulus should be encouraged and valued
- Performance confidence grows through positive, supportive environments
- Transitions between sections are crucial for overall performance flow
Common Misconceptions
- That canon means everyone does different movements (actually same movements at different times)
- That formations are just shapes (they should enhance the dance's meaning and flow)
- That feedback should focus only on mistakes (positive recognition is equally important)
- That dance is only about individual performance (group work and collaboration are essential)
- That creativity means anything goes (creative work still needs structure and technique)
- That louder/bigger automatically means better in dance (control and precision are more important)
SEN Adaptations
ADHD
- Regular movement breaks, clear individual roles within groups, immediate positive feedback
dyspraxia
- Simplified movements initially, extra practice time, buddy support for complex sequences
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, predictable peer feedback format
visual impairment
- Use verbal descriptions of formations, physical guidance for positioning, enhanced audio cues for timing
hearing impairment
- Visual cues for timing and formations, written feedback forms, peer demonstration of expectations
physical disability
- Adapted movements appropriate to individual abilities, inclusive formation roles, focus on creative contribution
Cross-Curricular Links
English
Using poetry as stimulus for creative expression, developing vocabulary for peer feedback
Maths
Counting beats and timing, understanding patterns and sequences in canon work
Art
Creating visual compositions through formations, exploring spatial relationships
Music
Responding to rhythm and beat, understanding tempo in transitions
PSHE
Collaboration skills, giving and receiving feedback constructively, building confidence
Teacher Guidance
Positioning
Move actively between groups during development, central position for whole-class work
Observation Focus
Group cooperation, canon timing accuracy, formation clarity, peer feedback quality
Intervention Points
Support groups struggling with timing, mediate group conflicts, enhance feedback quality
Demonstration Notes
Model canon timing with volunteer students, show formation examples, demonstrate positive feedback language
Verbal Cues
- •'Count with me - 1, 2, 3, 4'
- •'Show me your formation clearly'
- •'Give specific feedback about what you saw'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, preferably school hall
Surface Check
Non-slip surface, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Check music equipment is positioned safely away from movement area
- •Ensure cones/markers have no sharp edges
- •Test volume levels to prevent hearing damage
Risk Management
Key Risks
- •Collisions during formation changes
- •Slips during dynamic movement
- •Emotional upset during peer feedback
Risk Mitigation
- •Clear group boundaries established with adequate spacing
- •Taught safe formation changing techniques
- •Modelled positive feedback approaches
- •Progressive building of complex movements
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all groups
- •Circulate actively during group work
- •Monitor peer interactions during feedback
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route