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Lesson 6 - Performance Review and Improvement

Circus Magic: Creative Storytelling Through Dance

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Reception

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Dance

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45 min

Big Question

How can we make our circus performance the best it can be?

Learning Objectives

To understand what makes a good performance
To give useful feedback to our partner using dance vocabulary
To improve our own performance based on feedback received

Key Outcomes

Students will perform their circus sequence with improved timing and confidence
Students will give constructive feedback using dance vocabulary
Students will demonstrate improvement following peer feedback

Equipment & Resources Required

Tunnel Systems

Pre-load 'Circus Box Song' and performance music

Alternative: iPad/phone with speaker

Digital Cameras

Ensure good lighting and clear view of performance area

Alternative: Phone camera

Rhythm Instruments

15-20 (optional)

Have rhythm sticks or shakers available if using

Alternative: Clapping hands, tapping knees

Whiteboards

For creating performance checklist

Alternative: Large paper sheet

Cones

Mark performance area boundaries

Alternative: Spots or bean bags

Key Vocabulary

Performance

Showing your dance to an audience

Timing

Moving in time with the music beat

Levels

Different heights in movement - high, middle, low

Feedback

Helpful comments about someone's performance

Expression

Showing feelings and character through face and body

Improvement

Getting better at something

Skill Progression Pathway

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

Prior Learning

Can perform basic circus movements
Has learned a simple sequence
Understands basic dance vocabulary

Current Skills

Performing with timing to music
Giving constructive feedback
Self-evaluation and improvement

Next Steps

Creating own sequences
Teaching movements to others
Advanced performance skills

Milestone Indicators

Performs sequence with confidence

Uses appropriate dance vocabulary in feedback

Shows visible improvement after feedback

Key Teaching Points

Performance is about confidence and expression, not perfection
Use dance vocabulary consistently throughout feedback
Celebrate improvement and effort over natural ability
Model positive feedback language and audience behaviour
Connect all activities back to the performance criteria checklist
Build excitement and pride in achievements throughout
Ensure every child feels successful and valued

Common Misconceptions

Performance anxiety means they can't perform - provide supportive environment
Feedback must be perfect - focus on kind, helpful comments
Timing must be exact - celebrate attempts and improvement
Only 'good' dancers can give feedback - everyone can notice and appreciate
Mistakes ruin performances - emphasise effort and enjoyment

SEN Adaptations

ADHD

Short performance segments, movement breaks, specific roles during watching, clear boundaries

dyspraxia

Simplified movements, extra practice time, partner support, focus on effort over precision

autism spectrum

Clear structure for feedback, visual checklist, predictable routine, quiet reflection time

visual impairment

Use clear verbal descriptions of performance criteria, partner guidance, tactile feedback for rhythm

hearing impairment

Visual demonstrations of rhythm, written feedback prompts, visual cues for timing

physical disability

Adapted movements within capability, alternative ways to show levels, seated performance options

Cross-Curricular Links

English

Speaking and listening skills through feedback, drama and performance vocabulary

Maths

Counting beats, timing patterns, sequencing movements

Music

Moving to rhythm, understanding musical timing and beat

PSHE

Self-confidence, giving and receiving feedback, celebrating achievements

Teacher Guidance

Positioning

Move between performance area and audience to monitor both groups effectively

Observation Focus

Watch for confidence building, feedback quality, performance improvement

Intervention Points

Step in if feedback becomes negative, support children struggling with performance anxiety

Demonstration Notes

Model excellent feedback language and positive audience behaviour throughout

Verbal Cues

•'Remember our checklist!'
•'I can see improvement!'
•'Use your dance words!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear area for group performances, viewing area for audience

Surface Check

Dry, non-slip surface suitable for dancing movements

Equipment Safety

Safety Checks

•Check music system cables are not trip hazards
•Ensure camera equipment is secure
•Verify percussion instruments have no sharp edges if used

Risk Management

Key Risks

•Collisions during group performance
•Overexcitement during performances
•Slips during travelling movements

Risk Mitigation

•Clear performance boundaries established
•Adequate spacing between performers
•Monitor energy levels throughout
•Clear audience and performance areas

Supervision & Emergency Procedures

Supervision Points

•Position to see all performers clearly
•Monitor emotional responses to feedback
•Watch for fatigue during repeated performances

Emergency Procedures

Stop music immediately, assess situation, provide appropriate support