Lesson 6 - Performance and Evaluation
Creative Expression Through Toy-Inspired Movement
•Reception
•Dance
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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
Positioned for clear sound throughout space
Alternative: Bluetooth speaker, tablet with speakers
Warm-up track ready to play
Alternative: Any upbeat children's song about toys
Performance track prepared and tested
Alternative: Familiar toy-themed music with clear beat
Charged and positioned for good angle of performance space
Alternative: Tablet, smartphone, digital camera
Positioned where all students can see performance checklist
Alternative: Large paper, display board
Available for rhythm work if desired
Alternative: Wooden blocks, tambourines, hand clapping
Key Vocabulary
Dancing for others to watch, showing our best movements
Moving with the beat of the music
High, middle, and low positions in our dance
Helpful comments to help someone improve
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
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