Lesson 5 - Canon and Formation Development
WW2 Dance Storytelling
•Year 8
•Dance
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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
Position for clear audio throughout dance space
Alternative: Portable speaker with Bluetooth capability
Cued and ready to play at appropriate volume
Alternative: Other World War 2 themed music or military marches
Distributed to groups from previous lesson
Alternative: Laminated cards with movement options
Positioned to capture full performance space if available
Alternative: Tablet or smartphone with video recording capability
Pre-prepared with 2 stars and a wish format
Alternative: Peer assessment cards or digital feedback forms
Key Vocabulary
A choreographic device where the same movement is performed by different dancers at different times
The spatial arrangement of dancers on the performance space
A method of creating dance where movements are determined by random selection or chance operations
Linking movements or travelling patterns that connect different sections of a dance
Constructive comments and suggestions given by classmates to help improve performance
The standard of execution, including technique, timing, expression, and commitment
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
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