Lesson 5 - Canon and Unison in Dance
Dance as Communication & Advocacy
•Year 6
•Dance
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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
Distribute chairs evenly around the space with clear pathways between them
Alternative: Benches, stools, or large boxes
Position for clear sound coverage of entire teaching space
Alternative: Portable speaker with phone/tablet connection
Prepare 'Waiting For...' audio, 'Carnival' warm-up music, and example videos if available
Alternative: Any evocative, instrumental music with clear rhythm
Key Vocabulary
When performers move one after the other in sequence
When performers move at exactly the same time
The quality of movement including speed, force, and energy
The art of creating and arranging dance movements and sequences
The height at which movements are performed - high, medium, low
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
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