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Lesson 4 - Group Canon and Formation Dance

Historical Movement to Performance

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Year 4

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Dance

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45 min

Big Question

How can we transform words from a poem into expressive group movements that tell a story?

Learning Objectives

To work collaboratively in groups showing excellent cooperation skills
To use poetry as creative stimulus for imaginative dance movements
To demonstrate understanding of canon and formation changes in dance

Key Outcomes

Students will create 16-32 count group dance sequences using canon and formation changes
Students will translate poetic language into expressive movement vocabulary
Students will demonstrate effective teamwork and communication skills

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout space

Alternative: Portable speaker, tablet with speakers

Historical Music

Playlist

Test volume levels before lesson start

Alternative: Quintus Escapes: Centurion soundtrack, Roman Numerals songs

Poems

1 per group

Age-appropriate historical or adventure poems

Alternative: Displayed on whiteboard, digital copies

Cones

8-12

Mark safe boundaries and performance areas

Alternative: Spots, rope, tape markers

Key Vocabulary

Canon

When dancers perform the same movement but start at different times, creating a follow-the-leader effect

Formation

The pattern or shape that dancers create on the floor space

Adjective

A word that describes a noun (person, place, or thing)

Adverb

A word that describes how, when, where, or why an action is done

Count

A unit of musical time used to coordinate movement timing

Flow

Smooth connection between different movements without stopping

Skill Progression Pathway

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

Prior Learning

Basic understanding of adjectives and adverbs
Experience working in pairs for dance
Simple formation work in previous lessons

Current Skills

Group cooperation and communication
Translating language into movement
Canon and formation changes

Next Steps

Advanced group choreography
Complex formation patterns
Performance and evaluation skills

Milestone Indicators

Clear timing in canon work

Smooth transitions between formations

Creative interpretation of poetic language

Key Teaching Points

Words from poetry can inspire creative and expressive movement vocabulary
Canon requires precise timing and mutual support to be effective
Formation changes must be smooth and continuous, not stopping movement flow
Group cooperation involves active listening, sharing ideas, and supporting all members
4-count structure provides clear framework for organising movement ideas
Performance is about sharing creative work, not perfection
Leadership can be shared within groups, allowing everyone to contribute strengths

Common Misconceptions

Canon means everyone doing different movements - actually it's same movement at different times
Formation changes require stopping movement - actually they should flow continuously
Only 'good' dancers can create poetry-inspired movement - creativity matters more than technique
Groups must agree on everything - respectful discussion and compromise are part of cooperation
Performances must be perfect - sharing work-in-progress is valuable learning
Only certain words can inspire movement - any descriptive word has movement potential

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear physical boundaries, allow movement breaks, give specific roles within groups

dyspraxia

Break down movements into smaller steps, allow extra practice time, provide adult support for coordination, use visual aids for sequences

autism spectrum

Provide visual schedule of lesson structure, allow fidget tools during discussions, create quiet space if needed for regulation

visual impairment

Use clear verbal descriptions of formations, provide tactile guidance for positions, use buddy system for spatial awareness

hearing impairment

Use visual signals for stop/start, provide written copies of instructions, use hand signals for counting

physical disability

Adapt movements for seated or modified positions, allow alternative expression methods, focus on upper body or accessible movements

Cross-Curricular Links

English

Poetry appreciation, vocabulary development (adjectives/adverbs), speaking and listening skills, creative interpretation

Art

Creative expression, interpretation of text into visual/movement form, appreciation of others' creative work

History

Links to Roman/historical themes in poetry choice, understanding historical context through movement

Music

Counting beats, rhythm and timing, canon as musical structure, listening skills and response to music

PSHE

Cooperation and teamwork, communication skills, building confidence, respect for others' ideas and efforts

Teacher Guidance

Positioning

Circulate between groups during exploration, central for demonstrations, side positioning during performances

Observation Focus

Group cooperation, creative interpretation, canon timing, safe movement practices

Intervention Points

Step in for safety concerns, support struggling groups with cooperation, clarify canon timing if confusion arises

Demonstration Notes

Use clear, exaggerated movements for visibility, count aloud consistently, model positive group interaction, show emotion and expression in movement examples

Verbal Cues

•'Count together - 1-2-3-4!'
•'Help each other find your positions'
•'What does that word make you feel like doing?'
•'Show me with your whole body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 10m x 15m, clear of obstacles and with non-slip surface

Surface Check

Dry, even surface suitable for dance movement, adequate ventilation for physical activity

Equipment Safety

Safety Checks

•Check music system volume is appropriate
•Ensure boundary markers are clearly visible and secure
•Verify performance area is free from trip hazards

Risk Management

Key Risks

•Collisions between groups during formation changes
•Overexertion during energetic movement
•Falls during complex movements or transitions

Risk Mitigation

•Clear spacing between groups with visible boundaries
•Progressive skill building from simple to complex
•Emphasis on controlled movement over speed
•Adult supervision of group dynamics

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during exploration
•Monitor group dynamics for inclusion
•Watch for fatigue during extended practice periods

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, contact emergency services if serious injury occurs