Lesson 5 - Levels, Unison & Canon
Chance to Choreography Exploration
•Year 5
•Dance
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- Complete activity instructions & timing
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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
Audio system positioned for clear hearing throughout space
Alternative: Any rhythmic instrumental music with clear beats
Positioned centrally, volume tested before lesson
Alternative: Portable speaker with phone/tablet connection
Mark corners and edges of dance area for safety
Alternative: Bean bags, hoops for space marking
Key Vocabulary
The height at which movements or poses are performed - high, medium, or low
When all dancers perform the same movement at exactly the same time
When dancers perform the same movement but start at different times, creating a follow-the-leader effect
The arrangement or pattern that dancers create in the space
Using opposite body shapes like wide and narrow, angular and curved
Dance positions performed separately without physical contact with other dancers
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
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