Relationships and Formations

Overview

In this fourth lesson of the six-part unit Shape, Rhythm, Perform, students refine their existing movement phrases by exploring relationships between dancers. They use spacing, formations, unison, canon, follow-the-leader, mirroring and contrast to communicate an idea clearly and safely.

Learning intentions

• WALT use dance elements to develop and communicate an idea.
• WALT perform movement in unison and canon with others.
• WALT use spacing and formations purposefully.
• WALT give and respond to respectful peer feedback.

Success criteria

• I can maintain safe spacing and remain aware of others.
• I can perform in time with my group.
• I can use at least two relationship devices effectively.
• I can use at least two different formations and explain how they support our idea.

Curriculum links

• Dance — prepare and share movement individually and in pairs or groups.
• Dance — use the elements of dance to describe movements and respond to dances from a variety of cultures.
• Dance — use dance elements to develop and share a personal movement vocabulary.
• Key competencies — managing self, relating to others, participating and contributing, and thinking.

Lesson structure (50 minutes)

1. 0–5 min · Warm-up and safety. Teacher clears a safe performance space, opens the warm-up and safety slides, and leads pulse-raising movement followed by travelling, stretching and freeze shapes. Students move independently while keeping an arm’s length from others, responding to stop signals and checking the space around them.

2. 5–15 min · Model relationship devices. Teacher uses four volunteers to demonstrate unison, canon, follow-the-leader and mirroring, pausing to ask, “What did you notice about timing, focus and spacing?” Use the relationship devices slides to show a simple definition and visual example for each device. Students observe, then practise each device with a partner using a four-count movement phrase.

Clarify:

• Unison: everyone performs at the same time.
• Canon: dancers begin the same movement one after another.
• Follow-the-leader: one dancer leads while others copy in sequence.
• Mirroring: partners make matching movements as though reflected in a mirror.

3. 15–35 min · Group composition. Teacher places students in five groups of four and revisits the task on the group challenge slides. Each group adapts its existing phrase so it includes at least two relationship devices and at least two formations, such as a line, circle, diagonal, cluster or two facing pairs. Students choose or refine a shared idea, then rehearse a phrase that communicates it through movement, timing, space and energy.

Circulate and prompt:

• “Where is the audience’s focus?”
• “How does your formation help show the idea?”
• “What changes when you use canon instead of unison?”
• “Can everyone see and safely reach their next position?”

Students use the group choreography planning sheet to record their idea, chosen devices, formations and transition plan. Encourage groups to choreograph at an achievable level, prioritising control, timing and cooperation over difficult tricks.

4. 35–45 min · Transitions and peer feedback. Teacher stops groups for a quick demonstration of safe transitions: walk rather than run, keep eyes up, use clear pathways, and freeze in position before beginning the next phrase. Groups practise entering, changing formation and finishing. Each group performs once for another group, using the rehearsal and feedback slides to guide feedback.

The observing group gives:

• one specific strength linked to the success criteria;
• one helpful next step;
• one observation about how the relationship devices communicated the idea.

Students swap roles and make one improvement before a final run-through. Teacher listens for respectful language and intervenes if spacing, contact or movement choices become unsafe.

5. 45–50 min · Share and reflect. Teacher invites two groups to share a short section, then leads a standing reflection using the reflection slides. Students complete the Success Criteria Exit Ticket Slips by identifying the devices and formations they used, ticking the criteria they met, and writing one next step. Finish with a controlled cool-down breath and stretch.

Resources

• Device for playing music
• Safe, cleared performance space
• Music with a clear, steady beat
• the complete Relationships and Formations slide deck
• the group choreography planning sheet
• the Success Criteria Exit Ticket Slips
• Whiteboard or display
• Five group number cards or an existing group list

Assessment

• During modelling, check whether students can explain and physically demonstrate unison, canon, follow-the-leader and mirroring.
• During group work, observe safe spacing, timing, purposeful formations, use of at least two relationship devices and equitable participation. Confer with groups using the planning sheet.
• Use peer feedback and the exit slips to identify students who need further support with timing, transitions, collaboration or communicating an idea.

Differentiation

• Provide sentence starters: “Our idea is…”, “We chose canon because…”, and “A strength was…”. Display the four device definitions throughout the lesson.
• Allow students who are less confident physically to contribute as a movement designer, rhythm counter, formation caller or observer before joining the phrase.
• Offer an eight-count scaffold, marked floor positions and a slower tempo for students needing support with memory, coordination or spatial awareness.
• Challenge confident dancers to combine three relationship devices, layer contrasting energy or create a transition that changes the audience’s focus. Avoid lifts, collisions and forced physical contact.
• For EAL learners, pair each key term with a gesture or visual example and rehearse instructions through demonstration rather than explanation alone.