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Lesson 5 - Levels, Unison & Canon

Chance to Choreography Exploration

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Year 5

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Dance

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Big Question

How can we use different levels and timing to create powerful visual snapshots in dance?

Learning Objectives

To use varying levels effectively in dance poses and movement
To demonstrate understanding of unison and canon when creating and linking poses
To adapt and refine the use of actions, dynamics and relationships in dance composition

Key Outcomes

Students will create individual poses using high, medium and low levels
Students will choreograph dance phrases incorporating unison and canon
Students will perform with clarity and fluency, showing understanding of dance style

Equipment & Resources Required

Track

1 per class

Audio system positioned for clear hearing throughout space

Alternative: Any rhythmic instrumental music with clear beats

Tunnel Systems

1 per class

Positioned centrally, volume tested before lesson

Alternative: Portable speaker with phone/tablet connection

Cones

8-12

Mark corners and edges of dance area for safety

Alternative: Bean bags, hoops for space marking

Key Vocabulary

Levels

The height at which movements or poses are performed - high, medium, or low

Unison

When all dancers perform the same movement at exactly the same time

Canon

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

Formation

The arrangement or pattern that dancers create in the space

Contrasting shapes

Using opposite body shapes like wide and narrow, angular and curved

Individual poses

Dance positions performed separately without physical contact with other dancers

Snapshot

A frozen moment in time, like a photograph capturing an instant

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling actions
Understanding of group poses and physical contact in dance
Experience working in groups of four for dance creation

Current Skills

Creating individual poses at different levels
Understanding and applying unison and canon
Choreographing dance phrases with contrasting shapes and formations

Next Steps

Complex choreography with multiple dance elements
Advanced use of dynamics and relationships
Performance skills with expression and character

Milestone Indicators

Clear distinction between high, medium and low level poses

Accurate execution of unison and canon timing

Effective use of contrasting shapes and formations

Key Teaching Points

Clear distinction between high, medium and low levels for accessibility
Emphasis on contrasting shapes creates visual interest and engagement
Unison and canon timing requires patience and group listening skills
Individual poses within group context balances personal creativity with collaboration
Transition quality is as important as the poses themselves for flow
Use of specific dance vocabulary builds confidence and analytical skills
Performance opportunities develop confidence and appreciation for others' work

Common Misconceptions

Thinking individual poses means working completely separately - emphasise coordination within groups
Believing all poses must be held for same length of time - encourage variety in timing
Assuming unison is easier than canon - both require different skills and attention
Thinking levels only refer to height - include discussion of depth and width in space
Believing creativity means ignoring structure - emphasise creative solutions within given parameters

SEN Adaptations

ADHD

Shorter activity segments with movement breaks, clear physical boundaries, fidget tools if helpful, leadership opportunities to maintain engagement

dyspraxia

Simplified pose sequences, extra practice time, visual reminder cards, buddy support for coordination, focus on effort rather than precision

autism spectrum

Clear structure with visual schedule, predictable routine with advance notice of changes, quiet space available if needed, explicit social rules for group work

visual impairment

Verbal descriptions of pose examples, tactile guidance for level understanding, buddy system for spatial awareness, clear audio cues for timing

hearing impairment

Visual demonstrations of all poses and timing, hand signals for unison/canon, written instructions on cards, vibration cues for beat

physical disability

Adapted poses appropriate to mobility level, seated or supported variations, modified levels using available range of motion, equipment aids if needed

Cross-Curricular Links

English

Vocabulary development with dance terminology, descriptive language for movement, giving clear instructions and feedback

Maths

Counting beats and timing, understanding sequences and patterns, spatial relationships and geometry in formations

Art

Composition and visual balance, contrasting elements, creating aesthetically pleasing arrangements

Music

Rhythm and timing, responding to musical structure and phrasing, understanding tempo and beat

PSHE

Teamwork and collaboration, building confidence through performance, respectful feedback and support for others

Teacher Guidance

Positioning

Move between groups during creation phases, central position for demonstrations and performances

Observation Focus

Look for clear level differentiation, group collaboration, timing accuracy, creative shape variety

Intervention Points

Step in when groups struggle with transitions, when timing becomes chaotic, or when collaboration breaks down

Demonstration Notes

Use clear, exaggerated poses for visibility, involve students in demonstrations when appropriate, ensure all can see from their positions

Verbal Cues

•'Show me three clear levels!'
•'Remember your formation - where should you stand?'
•'Hold that pose - make it strong and clear!'
•'All together now - unison timing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, larger for multiple groups

Surface Check

Clean, dry, non-slip surface suitable for dance movement

Equipment Safety

Safety Checks

•Audio system positioned safely away from movement area
•Cables secured and not crossing walkways
•Space markers visible but not creating trip hazards

Risk Management

Key Risks

•Collisions between groups during travel and poses
•Falls during level changes, particularly low to high transitions
•Strain injuries from holding poses too long or with poor technique

Risk Mitigation

•Clear boundaries between group working areas
•Progressive warming up before demanding poses
•Regular reminders about safe spacing and controlled movements
•Demonstration of safe entry and exit from poses

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during individual work
•Monitor for unsafe balances or over-stretching in poses
•Watch for fatigue during extended pose holding
•Ensure respectful audience behaviour during performances

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, ensure other students remain safely positioned away from incident area