Year 1 Dance Unit 2 Lesson 4

Learning Intentions

  1. Dance in canon to the lyrics of “Wheels on the Bus.”
  2. Copy and repeat actions in time with others

Skill Development: Simple canon sequences

Success Criteria

  1. I can describe what canon is.
  2. I can perform canon.

National Curriculum Links

Link simple actions in a movement pattern

Literacy and Numeracy Links

L Discuss what they think “rhythm” means.

N Recognise where they need to be to perform in order.

Starter Activity

Number Jumbles— Each child must have a number, 1,2, or 3.  This game is similar to musical statues, with a few more instructions.  Children move around freely in the playing area responding to the music; any music will do.  When the teacher stops the music, the children must freeze.  Working through the progressions below;

From a frozen position call number 1, they must sit cross-legged on their bottom (or squat down) as quickly and safely as possible and stay there, then call 2 and 3 to do the same.  Then reverse the action, so they stand up tall and straight like soldiers (1,2,3).  Play like this a few times, feel free to change the order the children sit down and stand up.  Increase the speed of your instruction as they get used to the game.  Once the children have a clear understanding of how to play change the actions and shapes they must perform, examples include;

  • Wide shape to thin shape
  • Flat shape on the ground to tall shape stood up
  • Running on the spot to standing still

Once the activity is over ask the children what they noticed about how they performed the actions.  Were they all performing at the same time together as a class?  No, they performed one after the other in a specific order, and this is called Canon.

Activity 1

Developing canon in groups

  • To reinforce the principle of canon and to prepare pupils to work on their dance piece they will develop simple canon sequences without music.  Group children in 3’s and they should number themselves 1, 2 and 3
  • Using a demonstration at the front of the class show how they can perform a basic action in canon such as squatting down one after the other
  • Set a counting rhythm that is not too fast, so they have time to perform the action
  • Once you have demonstrated watch the class copy and repeat in their groups
  • Set the group the task to come up with 4/5 actions that they can perform in canon

Extension: Can they perform in a different order, e.g. 2,1,3.  Can they perform one way and then back the other, e.g. 1,2,3,2,1

Activity 2

Introduce the wheels on the bus

  1. Many children may know the song, but the one we use may be slightly different.  It might be useful to have several copies or adapted copies of the lyrics laminated for the children to use, so they know the order of each verse.  Play the music and using the sheets ask the children to sing along.
  2. Playing the music again, allow the children to move around the room responding to it, what actions can they come up with that might match with the lyrics.  Point out good examples, throw in a few ideas.  Allow the children time to be creative, get involved with them which will help them feel less self-conscious.
  3. Working together, choose actions that you like and begin to build them up, start with the chorus of the wheels on the bus
  4. Can children show their examples of actions for the verses and these be performed by the entire class

Examples of actions (feel free to use your own or those suggested by children)

  • Arms performing the rotation of the wheels
  • Wipers – Arms side to side overhead
  • Horn Beep—Steering the bus and gesturing to beep
  • Engine – Speeding up running on the spot
  • Mummy – Exaggerated mouthing of the lyrics or using hands to point to heart
  • Baby – Scrunching hands up in their eyes as if they are crying
  • Doors – Gesturing wide and narrow with arms to represent doors opening and closing

Depending on how far along you get, attempt to get all the class to perform together each action while singing.  The canon element will be introduced next week

Key Questions

  1. Turn to a partner and discuss what you think canon means?  Can you now tell the class what you agreed on?
  2. Can you show some of the actions you used today?
  3. Can you explain why you chose one of the actions you did?

Year 1 Dance Unit 2 Lesson 4

Chevron Icon

Learning Intentions

  1. Dance in canon to the lyrics of “Wheels on the Bus.”
  2. Copy and repeat actions in time with others

Skill Development: Simple canon sequences

Chevron Icon

Success Criteria

  1. I can describe what canon is.
  2. I can perform canon.
Chevron Icon

National Curriculum Links

Link simple actions in a movement pattern

Chevron Icon

Literacy and Numeracy Links

L Discuss what they think “rhythm” means.

N Recognise where they need to be to perform in order.

Chevron Icon

Resources

Year 1 Dance Unit 2 Lesson 4

Chevron Icon

Starter Activity

Number Jumbles— Each child must have a number, 1,2, or 3.  This game is similar to musical statues, with a few more instructions.  Children move around freely in the playing area responding to the music; any music will do.  When the teacher stops the music, the children must freeze.  Working through the progressions below;

From a frozen position call number 1, they must sit cross-legged on their bottom (or squat down) as quickly and safely as possible and stay there, then call 2 and 3 to do the same.  Then reverse the action, so they stand up tall and straight like soldiers (1,2,3).  Play like this a few times, feel free to change the order the children sit down and stand up.  Increase the speed of your instruction as they get used to the game.  Once the children have a clear understanding of how to play change the actions and shapes they must perform, examples include;

  • Wide shape to thin shape
  • Flat shape on the ground to tall shape stood up
  • Running on the spot to standing still

Once the activity is over ask the children what they noticed about how they performed the actions.  Were they all performing at the same time together as a class?  No, they performed one after the other in a specific order, and this is called Canon.

Chevron Icon

Activity 1

Developing canon in groups

  • To reinforce the principle of canon and to prepare pupils to work on their dance piece they will develop simple canon sequences without music.  Group children in 3’s and they should number themselves 1, 2 and 3
  • Using a demonstration at the front of the class show how they can perform a basic action in canon such as squatting down one after the other
  • Set a counting rhythm that is not too fast, so they have time to perform the action
  • Once you have demonstrated watch the class copy and repeat in their groups
  • Set the group the task to come up with 4/5 actions that they can perform in canon

Extension: Can they perform in a different order, e.g. 2,1,3.  Can they perform one way and then back the other, e.g. 1,2,3,2,1

Chevron Icon

Activity 2

Introduce the wheels on the bus

  1. Many children may know the song, but the one we use may be slightly different.  It might be useful to have several copies or adapted copies of the lyrics laminated for the children to use, so they know the order of each verse.  Play the music and using the sheets ask the children to sing along.
  2. Playing the music again, allow the children to move around the room responding to it, what actions can they come up with that might match with the lyrics.  Point out good examples, throw in a few ideas.  Allow the children time to be creative, get involved with them which will help them feel less self-conscious.
  3. Working together, choose actions that you like and begin to build them up, start with the chorus of the wheels on the bus
  4. Can children show their examples of actions for the verses and these be performed by the entire class

Examples of actions (feel free to use your own or those suggested by children)

  • Arms performing the rotation of the wheels
  • Wipers – Arms side to side overhead
  • Horn Beep—Steering the bus and gesturing to beep
  • Engine – Speeding up running on the spot
  • Mummy – Exaggerated mouthing of the lyrics or using hands to point to heart
  • Baby – Scrunching hands up in their eyes as if they are crying
  • Doors – Gesturing wide and narrow with arms to represent doors opening and closing

Depending on how far along you get, attempt to get all the class to perform together each action while singing.  The canon element will be introduced next week

Key Questions

  1. Turn to a partner and discuss what you think canon means?  Can you now tell the class what you agreed on?
  2. Can you show some of the actions you used today?
  3. Can you explain why you chose one of the actions you did?