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Lesson 5 - Canon and Unison in Dance

Dance as Communication & Advocacy

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Year 6

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Dance

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Big Question

How can we use timing and synchronisation to create powerful emotional impact in dance?

Learning Objectives

To use canon and unison to improve the impact of a dance
To combine movement ideas to convey a mood and theme
To choreograph a dance using props effectively

Key Outcomes

Students will demonstrate understanding of canon and unison in dance performance
Students will create a cohesive dance sequence that conveys the theme 'Waiting For...'
Students will use chairs as props to enhance their choreography
Students will work collaboratively to refine and improve their performances

Equipment & Resources Required

Chairs

10 (or 1 per group of 3)

Distribute chairs evenly around the space with clear pathways between them

Alternative: Benches, stools, or large boxes

Tunnel Systems

Position for clear sound coverage of entire teaching space

Alternative: Portable speaker with phone/tablet connection

Music Tracks

3-4 tracks

Prepare 'Waiting For...' audio, 'Carnival' warm-up music, and example videos if available

Alternative: Any evocative, instrumental music with clear rhythm

Key Vocabulary

Canon

When performers move one after the other in sequence

Unison

When performers move at exactly the same time

Dynamics

The quality of movement including speed, force, and energy

Choreography

The art of creating and arranging dance movements and sequences

Levels

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

Flow

How smoothly movements connect to each other

Skill Progression Pathway

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

Prior Learning

Basic dance movements and travelling actions
Understanding of dynamics in movement
Experience working in groups for dance
Previous work with the 'Waiting For...' theme

Current Skills

Using canon and unison effectively in dance
Combining movement with props (chairs)
Creating emotionally expressive choreography
Evaluating performances using dance terminology

Next Steps

Advanced choreographic techniques
Complex prop integration
Leading dance workshops
Creating original dance narratives

Milestone Indicators

Clear distinction between canon and unison execution

Smooth transitions between movements

Emotional expression matches intended theme

Confident use of dance terminology in feedback

Key Teaching Points

Canon creates build-up and suspense while unison creates power and unity
Emotional expression must be exaggerated for theatrical impact
Chair represents what students are 'waiting for' - connect all movement to this theme
Flow between movements is as important as the movements themselves
Use proper dance terminology when giving feedback
Timing in canon must be consistent - count beats clearly
Facial expressions and body language communicate as much as movement

Common Misconceptions

Canon means 'fast' and unison means 'slow' - actually about timing relationship, not speed
All movements in a dance must be different - repetition and variation create structure
Dance is only about movement - facial expression and emotion are equally important
Canon is harder than unison - both require different skills and practice
Props should be used constantly - chairs can be part of choreography without constant interaction
Performance means 'perfect' - expression and communication matter more than technical perfection

SEN Adaptations

ADHD

Break activities into shorter segments Provide clear, simple instructions Use movement as positive energy outlet Give specific roles in group work

dyspraxia

Break down movements into smaller components Allow extra practice time for coordination Focus on one element at a time (canon OR unison) Provide patient, supportive grouping

autism spectrum

Provide clear structure and routine Use visual schedule showing lesson progression Allow time to process new concepts Offer quiet space if overstimulated during performance

visual impairment

Use verbal cues for timing in canon and unison Provide tactile guidance for chair positioning Partner with sighted student for spatial awareness Use music with strong rhythmic patterns

hearing impairment

Use visual signals for canon timing Provide written instruction cards Use vibrating signals for rhythm Demonstrate all movements clearly

physical disability

Adapt movements for wheelchair users or limited mobility Focus on upper body expression and arm movements Use chair as support rather than prop if needed Modify canon timing to accommodate movement speed

Cross-Curricular Links

Teacher Guidance

Positioning

Move around the space to observe all groups, stand centrally for whole-class demonstrations

Observation Focus

Watch for understanding of canon vs unison, quality of emotional expression, group dynamics

Intervention Points

["Step in if groups struggle with timing in canon", "Support groups who aren't connecting movement to emotion", "Help groups that aren't collaborating effectively"]

Demonstration Notes

Use clear, exaggerated movements when demonstrating. Always show canon and unison with multiple students for clarity. Emphasise the emotional context of movements.

Verbal Cues

•'Count it out - 1, 2, 3, start!'
•'What emotion are you showing us?'
•'Make it bigger for the audience!'
•'Watch each other - stay together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 10m x 10m for groups to work simultaneously

Surface Check

Smooth, non-slip surface suitable for dance movement

Equipment Safety

Safety Checks

•Chairs stable and appropriate height
•No sharp edges or unstable furniture
•Music equipment secure and cables managed

Risk Management

Key Risks

•Collisions between groups during travelling movements
•Falls when moving around chairs
•Overexertion during energetic movements

Risk Mitigation

•Clear boundaries established between group areas
•Emphasis on spatial awareness during movement
•Gradual buildup of movement intensity
•Regular checks on furniture stability

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Monitor for overconfidence leading to unsafe movement
•Watch for students becoming overexcited during canon work

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid or support