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Lesson 5 - Canon and Formation Development

WW2 Dance Storytelling

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Year 8

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Dance

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1h 17min

Big Question

How can we use chance choreography and formation changes to tell a compelling World War 2 story through dance?

Learning Objectives

To demonstrate excellent cooperation skills whilst working in groups and provide constructive peer feedback
To complete group choreography using chance choreography sheets, incorporating canon and formation changes
To perform and refine a 32-64 count group section with clear choreographic devices

Key Outcomes

Students will have completed their group dance sections using chance choreography techniques
Students will demonstrate effective use of canon and formation changes in performance
Students will provide constructive peer feedback using structured criteria
Students will perform a complete dance piece with smooth transitions between sections

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout dance space

Alternative: Portable speaker with Bluetooth capability

The Dam Busters Music Track

1 track

Cued and ready to play at appropriate volume

Alternative: Other World War 2 themed music or military marches

Worksheets

1 per group (8 groups of 4)

Distributed to groups from previous lesson

Alternative: Laminated cards with movement options

Digital Cameras

1 (optional)

Positioned to capture full performance space if available

Alternative: Tablet or smartphone with video recording capability

Score Sheets

1 per student (32)

Pre-prepared with 2 stars and a wish format

Alternative: Peer assessment cards or digital feedback forms

Key Vocabulary

Canon

A choreographic device where the same movement is performed by different dancers at different times

Formation

The spatial arrangement of dancers on the performance space

Chance Choreography

A method of creating dance where movements are determined by random selection or chance operations

Transitions

Linking movements or travelling patterns that connect different sections of a dance

Peer Feedback

Constructive comments and suggestions given by classmates to help improve performance

Performance Quality

The standard of execution, including technique, timing, expression, and commitment

Finishing Position

The final pose or stance that concludes a dance piece

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance movements and formations
Experience working in pairs and small groups
Knowledge of World War 2 historical context
Previous exposure to chance choreography techniques

Current Skills

Advanced group cooperation and leadership skills
Canon and formation change techniques
Peer assessment and feedback skills
Performance quality and artistry
Transition and linking movements

Next Steps

Extended choreographic composition
Advanced choreographic devices (contrast, climax, repetition)
Performance confidence and stage presence
Critical analysis of professional dance works

Milestone Indicators

Groups complete 32-64 count sections independently

Clear use of canon visible in group performances

Constructive peer feedback provided consistently

Smooth transitions demonstrated between all sections

Key Teaching Points

Canon timing must be clear and consistent - same movement at different times, not different movements
Formation changes should be purposeful and enhance the storytelling, not just for the sake of moving
Peer feedback must be specific and constructive - avoid general comments like 'it was good'
World War 2 character and theme should be maintained throughout performance, not just in finishing position
Transitions between sections are as important as the sections themselves for overall performance quality
Group cooperation includes listening, compromising, and ensuring everyone contributes to the final product
Performance quality means full commitment to movement, character, and timing regardless of technical ability

Common Misconceptions

Canon means doing different movements at the same time (correct: same movement at different times)
Formation changes can be random (correct: should be purposeful and enhance the dance)
Good feedback means only saying positive things (correct: should include specific areas for improvement)
Louder movement means better performance (correct: quality and commitment matter more than volume)
Peer assessment is about judging others (correct: about helping others improve through constructive observation)
Chance choreography means movements can't flow together (correct: random selection but artistic connection needed)

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement as positive outlet

dyspraxia

Simplify movement sequences, provide extra practice time, use step-by-step breakdown of complex movements

autism spectrum

Provide clear structure and visual schedule, allow quiet break space if needed, consistent routine and expectations

visual impairment

Use verbal descriptions of formations, provide tactile guidance for positioning, ensure buddy system for navigation

hearing impairment

Use visual cues and hand signals for timing, provide written feedback sheets, demonstrate movements clearly

physical disability

Adapt movements for seated or modified positions, focus on upper body canon work, modified formation roles

Cross-Curricular Links

English

Vocabulary development, giving and receiving feedback, descriptive language for movement

Maths

Counting beats and sequences, spatial awareness and geometry in formations, timing and patterns

Drama

Character development, storytelling through movement, performance skills and stage presence

History

World War 2 context, understanding historical events and their impact on society and culture

Music

Listening skills, responding to rhythm and beat, understanding how music enhances storytelling

PSHE

Cooperation and teamwork, giving constructive feedback, building confidence and self-esteem

Teacher Guidance

Positioning

Circulate actively between groups during work time, position centrally for whole-class instruction and demonstrations

Observation Focus

Watch for evidence of canon timing, formation clarity, group cooperation, and individual engagement levels

Intervention Points

Step in when groups struggle with timing, when conflicts arise, or when safety concerns develop

Demonstration Notes

Use student volunteers for canon demonstrations, show formation changes with small groups, model feedback giving with specific examples

Verbal Cues

•'Remember your timing for canon!'
•'Make your formation changes clear and purposeful!'
•'Show me your World War 2 character!'
•'Listen to the beat for your transitions!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 15m (school hall or dance studio), clear of obstacles and with appropriate flooring

Surface Check

Non-slip surface suitable for dance movement, free from water hazards or debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Video camera secured on tripod if used
•Feedback materials stored safely when not in use

Risk Management

Key Risks

•Collisions during formation changes
•Falls during energetic movement sequences
•Overexertion during extended performance

Risk Mitigation

•Clear boundaries and adequate spacing established for all groups
•Progressive skill building from simple to complex movements
•Controlled transition practice before full performance
•Regular monitoring of student energy levels and fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during work time
•Move between groups during skill development to provide close supervision
•Monitor group dynamics for any conflicts or exclusion

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are supervised and safe