Lesson 5 - Group Performance: Canon & Form
Viking Narrative Dance
•Year 4
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use canon and formation changes to create powerful group performances that tell a story?
Learning Objectives
- To work collaboratively in groups showing excellent cooperation skills and provide constructive peer feedback
- To use poetry as stimulus for creative and imaginative dance movements
- To demonstrate understanding of canon and formation changes when creating and performing group sections
Key Outcomes
- Students will perform a polished 32-count group dance section incorporating canon and formation changes
- Students will give meaningful feedback using dance vocabulary
- Students will demonstrate excellent teamwork and cooperation skills
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Portable speaker, laptop with speakers
Have tracks ready to play, test volume levels
Alternative: Northmen Viking Saga soundtrack, Vikings Attack soundtrack
Use to mark formation positions if needed
Alternative: Chalk marks, tape marks on floor
Simple two stars and a wish format
Alternative: Whiteboard, verbal feedback only
For recording final performances
Alternative: Phone camera, video recorder
Key Vocabulary
When dancers perform the same movement but start at different times, creating a ripple effect
The spatial arrangement of dancers - lines, circles, triangles, diagonals
The movement or method used to change from one section or formation to another
A short sequence of movements that can be repeated or developed
The height at which movements are performed - high, medium, low
How smoothly movements connect together without stopping or jerky changes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic dance movements and rhythms
- Experience working in pairs and small groups
- Basic knowledge of formation work
- Introduction to canon technique
Current Skills
- Creating extended group dance sequences
- Implementing canon effectively in group work
- Making smooth formation changes
- Providing constructive peer feedback
- Performing with confidence to an audience
Next Steps
- Performing complete dance pieces to audiences
- Creating original choreography with complex structures
- Teaching dance skills to younger students
- Exploring different dance styles and cultural contexts
Milestone Indicators
Key Teaching Points
- Canon timing must be consistent - encourage groups to count out loud together
- Formation changes should enhance the story, not just happen for the sake of it
- Quality peer feedback uses specific language and focuses on the learning objectives
- Performance energy should be maintained throughout all sections of the complete dance
- Cooperation is as important as technical skill in creating successful group work
- Transitions between sections need to be smooth and in time with the music
- Finishing positions should use variety in levels and directions for visual impact
Common Misconceptions
- Canon means everyone doing different movements - actually it's the same movement at different times
- Formation changes can happen anywhere - they should be planned and purposeful
- Feedback should always be positive - constructive suggestions help groups improve
- The group section is separate from the rest - it should fit seamlessly into the complete performance
- Only dance ability matters - cooperation and communication skills are equally important
SEN Adaptations
ADHD
- Shorter development periods, regular movement breaks, clear boundaries and expectations
dyspraxia
- Simplified formation changes, extra practice time, buddy system for support
autism spectrum
- Clear structure with visual timetable, quiet spaces available, consistent routine and expectations
visual impairment
- Use clear verbal descriptions of formations, tactile guidance for positioning, audio cues for timing
hearing impairment
- Visual demonstrations of all movements, hand signals for timing, vibrations through floor for music
physical disability
- Adapt movements for seated performance, modified formations, peer support systems
Cross-Curricular Links
English
Using poetry as stimulus for creative expression, developing vocabulary through dance terms
Maths
Counting beats and measures, spatial awareness through formation geometry
Music
Understanding rhythm, tempo, and musical structure through dance
PSHE
Cooperation skills, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Move between groups during development, central position for whole-class performances
Observation Focus
Group cooperation, canon timing accuracy, formation change smoothness, peer feedback quality
Intervention Points
Step in if groups struggling with timing, conflicts arising, or unsafe movement
Demonstration Notes
Use small groups to demonstrate canon effects, show formation possibilities, model quality feedback
Verbal Cues
- •'Count together - 5, 6, 7, 8!'
- •'Remember your canon timing!'
- •'Make those formation changes smooth and purposeful!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 8m x 10m, or school hall
Surface Check
Clean, non-slip floor suitable for barefoot or soft-soled dancing
Equipment Safety
Safety Checks
- •Music system positioned safely away from dance space
- •Cables secured to prevent tripping
- •Camera equipment stable and out of performance area
Risk Management
Key Risks
- •Collisions during travelling and formation changes
- •Slips during quick movements
- •Overexertion during extended performance
Risk Mitigation
- •Clear boundaries established for each group's space
- •Progressive build-up of intensity throughout lesson
- •Adequate rest periods between performances
- •Safe formation change practices
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during development
- •Move between groups to monitor cooperation and technique
- •Ensure safe audience positioning during performances
Emergency Procedures
Stop music immediately, assess situation, provide appropriate first aid or support