Lesson 6 - Circus Performance and Peer Feedback
Creative Circus Storytelling Through Movement and Dance
•Nursery
•Dance
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How can we become amazing circus performers and help our friends get better too?
Learning Objectives
- To understand what makes a good performance
- To give useful feedback to our partner
- To improve our own performance based on feedback received
Key Outcomes
- Children will perform their circus sequence with confidence
- Children will identify good performance qualities
- Children will give simple, positive feedback to peers
Equipment & Resources Required
Position for clear sound throughout space
Alternative: Bluetooth speaker, iPad with speaker
Cued up and ready to play, volume tested
Alternative: Any upbeat, child-friendly circus music
Fully charged, memory cleared, positioned for good view
Alternative: Phone camera, school camera
Ready for creating performance checklist
Alternative: Flipchart paper, smart board
Large enough for all children to see clearly
Alternative: Hand-drawn cards, printed sheets
Key Vocabulary
Showing your dance to an audience with confidence and skill
Moving with the beat of the music
High, middle and low positions our body can make
Helpful comments about what someone did well and what they could improve
Showing feelings and character through your face and movements
A series of movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic circus movements learned in previous lessons
- Simple sequence creation and memorisation
- Following teacher demonstrations
- Basic body control and balance
Current Skills
- Performance confidence and expression
- Peer observation and evaluation skills
- Responding positively to feedback
- Understanding performance quality indicators
Next Steps
- Creating more complex movement sequences
- Leading warm-ups and demonstrations
- Giving detailed constructive feedback
- Choreographing group performances
Milestone Indicators
Key Teaching Points
- Create a positive, supportive atmosphere for performance and feedback
- Use specific, observable criteria for performance quality
- Model the 2 stars and a wish feedback format clearly
- Connect rhythm work directly to performance improvement
- Celebrate individual progress within group achievements
- Maintain circus theme throughout to sustain engagement
- Ensure equal opportunities for performance and feedback
Common Misconceptions
- Thinking louder or bigger always means better in performance - emphasise control and expression
- Believing feedback should only point out mistakes - teach positive recognition first
- Assuming everyone should look exactly the same - celebrate individual interpretation within criteria
- Thinking rhythm means moving fast - teach steady beat and timing
- Believing performance is only about the movements - include expression and confidence
SEN Adaptations
ADHD
- Clear boundaries for performance areas, short focused activities, regular positive reinforcement
dyspraxia
- Break down sequences into smaller steps, allow extra practice time, provide supportive peer partnerships
autism spectrum
- Provide visual schedule of lesson activities, offer quiet space if needed, use consistent feedback format
visual impairment
- Use verbal descriptions of checklist criteria, provide physical guidance for positioning, ensure audio cues are clear
hearing impairment
- Use visual demonstrations and gestures, provide written checklist cards, use vibration for rhythm
physical disability
- Adapt movements to abilities, modify performance area if needed, focus on achievable elements
Cross-Curricular Links
English
Speaking and listening skills, vocabulary development, following and giving instructions
Music
Rhythm and beat, responding to music, coordinating movement with sound
PSHE
Building confidence, giving and receiving feedback, celebrating achievements, empathy and kindness
Teacher Guidance
Positioning
Central position during circle work, side positioning for performance observation, moving between pairs during feedback
Observation Focus
Performance confidence, feedback quality, application of criteria, peer interaction
Intervention Points
Support struggling performers, guide feedback conversations, celebrate specific improvements
Demonstration Notes
Model confident performance posture, demonstrate feedback language, show improvement application
Verbal Cues
- •'Head up like a proud circus star!'
- •'Listen for the music's heartbeat!'
- •'What specifically did you see that was brilliant?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space for group performance and individual spaces for paired work
Surface Check
Non-slip surface, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from performance area
- •Filming equipment secure and not obstructing movement
- •Whiteboard markers capped and stored safely
Risk Management
Key Risks
- •Collisions during group performance
- •Overexcitement leading to loss of control
- •Emotional responses to feedback
Risk Mitigation
- •Clear personal space boundaries established
- •Performance checklist includes 'safe and controlled'
- •Positive feedback framework taught and modelled
- •Gradual energy reduction in cool-down
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all performance areas
- •Monitor peer feedback interactions
- •Watch for signs of tiredness or frustration
Emergency Procedures
Stop activity immediately, assess injury/situation, provide appropriate first aid or support