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Lesson 6 - Jungle Performance Review and Improvement

Creative Jungle Adventures Through Movement and Expression

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Reception

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Dance

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45 min

Big Question

How can we perform our jungle dance to show our best movement skills?

Learning Objectives

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

Key Outcomes

Students will perform their jungle sequence with improved timing and expression
Students will identify specific elements of good performance
Students will give constructive feedback using dance terminology

Equipment & Resources Required

Music Player

Position for clear sound throughout hall

Alternative: iPad with portable speaker

Matilda Soundtrack

Queue up 'I Want to Be Like You' track

Alternative: Other jungle-themed music

Digital Cameras

Positioned to capture whole performance area

Alternative: Phone camera

Sun Markers

Ready for performance checklist

Alternative: Flip chart paper

Sticks

30 (optional)

Distributed around performance area if available

Alternative: Clapping hands, wooden spoons

Key Vocabulary

Performance

Dancing in front of an audience to show your skills

Timing

Moving your body in time with the music

Feedback

Helpful comments about someone's dancing

Levels

High, middle and low positions in dance

Expression

Showing feelings and character through movement

Sequence

A series of movements in a particular order

Skill Progression Pathway

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

Prior Learning

Basic jungle-themed movements and gestures
Simple travelling patterns
Understanding of levels in dance

Current Skills

Performance skills and presentation
Peer evaluation and feedback
Musical timing and rhythm

Next Steps

Creating own dance sequences
Leading group performances
Advanced rhythm and timing work

Milestone Indicators

Maintains sequence from memory

Shows confidence in performance

Uses appropriate dance vocabulary in feedback

Key Teaching Points

Maintain supportive atmosphere throughout performance activities
Use specific dance vocabulary when giving feedback
Encourage application of feedback for immediate improvement
Model positive audience behaviour and respectful listening
Celebrate effort and progress over perfect performance
Ensure equal participation in both performing and feedback roles
Use performance checklist consistently for objective evaluation

Common Misconceptions

Performance must be perfect to be successful - emphasise effort and improvement
Feedback should focus on mistakes - teach positive feedback first approach
Only confident children can perform well - support all children to feel successful
Timing with music is too difficult for Reception - break down into manageable steps
Feedback is just being nice - teach specific and helpful observation skills

SEN Adaptations

ADHD

Short performance segments, clear boundaries, regular movement breaks, positive reinforcement

dyspraxia

Simplified sequences, extra practice time, peer buddy support, focus on effort over precision

autism spectrum

Clear routine structure, visual schedule, quiet space available, advance notice of filming

visual impairment

Clear verbal descriptions of performance area, tactile boundaries, partner support for navigation

hearing impairment

Visual demonstration of rhythm patterns, vibrating surfaces for beat, clear visual cues for timing

physical disability

Adapted movements for wheelchair users, seated performance options, modified feedback activities

Cross-Curricular Links

English

Speaking and listening skills during feedback, developing vocabulary for performance description

Art

Expression through movement, understanding performance as creative art form

Music

Understanding rhythm and beat, responding to musical structure and tempo

PSHE

Building confidence, giving and receiving feedback, celebrating achievements and supporting others

Teacher Guidance

Positioning

Move around space to observe all children, position near video equipment when filming

Observation Focus

Performance confidence, feedback quality, application of improvements, safety awareness

Intervention Points

Support children who struggle with feedback, guide performance discussions, manage excitement levels

Demonstration Notes

Model enthusiastic appreciation of performance, show how to give specific feedback, demonstrate active listening skills

Verbal Cues

•'Beautiful timing!'
•'I can see you listening carefully!'
•'Show me your improvement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Non-slip surface, clear of obstacles, adequate cushioning for floor work

Equipment Safety

Safety Checks

•Video equipment secured and positioned away from movement area
•Music equipment positioned safely with no trailing wires
•Rhythm sticks checked for splinters if used

Risk Management

Key Risks

•Collisions during group performance
•Trips over equipment or audience members
•Over-excitement leading to loss of control

Risk Mitigation

•Clear performance boundaries established
•Safe audience positioning away from movement
•Regular reminders about controlled movement
•Adult supervision of video equipment

Supervision & Emergency Procedures

Supervision Points

•Position to observe all children during performance
•Monitor energy levels and behaviour
•Ensure equal participation in feedback activities

Emergency Procedures

Stop music immediately if injury occurs, clear space for first aid, have contact details available