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Lesson 6 - Performance and Evaluation

Creative Expression Through Toy-Inspired Movement

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Reception

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Dance

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45 min

Big Question

How can we perform our best and help others improve their dancing?

Learning Objectives

To understand what makes a good performance
To give constructive feedback to our partner
To improve our own performance based on feedback received

Key Outcomes

Students will perform their Toy-themed dance sequence with confidence
Students will identify key elements of good performance
Students will give simple, positive feedback to peers using dance vocabulary

Equipment & Resources Required

Tunnel Systems

Positioned for clear sound throughout space

Alternative: Bluetooth speaker, tablet with speakers

Toy Box Song Music

1 track

Warm-up track ready to play

Alternative: Any upbeat children's song about toys

Once Around the Toybox Music

1 track

Performance track prepared and tested

Alternative: Familiar toy-themed music with clear beat

Video Device

Charged and positioned for good angle of performance space

Alternative: Tablet, smartphone, digital camera

Whiteboards

Positioned where all students can see performance checklist

Alternative: Large paper, display board

Sticks

1 per student (30)

Available for rhythm work if desired

Alternative: Wooden blocks, tambourines, hand clapping

Key Vocabulary

Performance

Dancing for others to watch, showing our best movements

In time

Moving with the beat of the music

Levels

High, middle, and low positions in our dance

Feedback

Helpful comments to help someone improve

Expression

Showing feelings and character through our movements

Skill Progression Pathway

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

Prior Learning

Basic movement patterns and coordination
Simple dance sequences and rhythm awareness
Understanding of levels and travelling movements

Current Skills

Performance skills and presentation
Peer evaluation and constructive feedback
Self-reflection and improvement techniques

Next Steps

More complex choreography and sequences
Leading dance movements for others
Creating original dance compositions

Milestone Indicators

Maintains timing throughout entire sequence

Shows confidence when performing for others

Uses specific vocabulary when giving feedback

Key Teaching Points

Maintain focus on celebration and achievement rather than perfection
Use specific dance vocabulary consistently throughout lesson
Ensure all feedback follows 2 stars and a wish format
Model enthusiastic appreciation for all students' efforts
Balance individual performance opportunities with supportive group work
Connect timing work to musical beat rather than just counting
Encourage students to see improvement as the main goal

Common Misconceptions

Performance means it has to be perfect - emphasise that performance is about sharing our dancing with confidence
Feedback means finding what's wrong - teach that feedback helps us improve and celebrates what's good
Some students are 'good' dancers and others aren't - reinforce that everyone can be a good dancer with practice
Timing means going fast - clarify that timing means moving with the music's beat
Levels just mean high and low - expand to include middle level and smooth transitions between levels

SEN Adaptations

ADHD

Build in movement breaks, provide clear boundaries and expectations, use positive reinforcement frequently

dyspraxia

Break down movements into smaller steps, provide additional practice time, offer support with sequencing

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedule for lesson sequence

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance for positioning, ensure good contrast for any visual aids

hearing impairment

Use visual signals for timing, provide vibration opportunities to feel rhythm, ensure clear line of sight for demonstrations

physical disability

Adapt movements to seated or supported positions, focus on achievable range of motion, provide alternative ways to participate

Cross-Curricular Links

English

Speaking and listening skills through feedback discussions, vocabulary development with dance terms

Maths

Counting beats and rhythm patterns, understanding timing sequences

Music

Understanding beat and rhythm, responding to musical patterns and tempo changes

PSHE

Building confidence, giving and receiving feedback respectfully, celebrating achievements

Teacher Guidance

Positioning

Move around space to observe all students, position near music controls for quick access

Observation Focus

Watch for timing accuracy, confidence levels, and quality of peer interactions

Intervention Points

Step in if feedback becomes unkind, support nervous performers, ensure all students participate

Demonstration Notes

Show enthusiasm for performances, model appropriate feedback language, demonstrate timing clearly with whole body

Verbal Cues

•'In time with the music!'
•'Heads up, looking proud!'
•'Use our dance words!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for whole group performance, additional space for audience seating

Surface Check

Smooth, non-slip surface free from obstacles, adequate space between performers

Equipment Safety

Safety Checks

•Check music system volume levels before lesson
•Ensure recording device is secure and won't fall
•If using instruments, check for damage or sharp edges

Risk Management

Key Risks

•Collisions during group performance
•Students becoming overexcited during performances
•Tripping over recording equipment or trailing cables

Risk Mitigation

•Clear boundaries established for performance space
•Adequate spacing maintained between students
•Regular reminders about controlled movements

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performers
•Monitor audience behaviour during performances
•Watch for signs of fatigue or overstimulation

Emergency Procedures

Stop music immediately if incident occurs, assess any injuries, provide appropriate first aid and comfort