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Lesson 5 - Canon and Formation Changes

Historical Movement to Performance

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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 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

Tunnel Systems

Position centrally for clear sound throughout space

Alternative: Bluetooth speaker, tablet with speakers

Music Tracks

Have track ready to play, test volume levels

Alternative: Roman Numerals by Singsongalong or similar rhythmic track

Video Device

Optional for recording final performance

Alternative: Tablet, smartphone, camera

Smartboard

For viewing recorded performance if available

Alternative: Large screen, computer monitor

Cones

8-12

To mark formation positions if needed

Alternative: Spots, bean bags, chalk marks

Key Vocabulary

Canon

When dancers perform the same movement but at different times, creating a ripple effect

Formation

The arrangement or pattern that dancers make in the space

Transition

The movement or method used to connect different sections of a dance

Stimulus

Something that inspires or triggers creative ideas for movement

Peer Feedback

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

Groups can perform 32 counts with clear structure

Canon is visible and well-timed

Formation changes are smooth and purposeful

Students provide constructive peer feedback

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