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Lesson 6 - Performance Review and Improvement

Seasonal Stories Through Creative Movement and Expression

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Reception

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Dance

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45 min

Big Question

How can we make our performance the best it can be for our audience?

Learning Objectives

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

Key Outcomes

Students will demonstrate understanding of performance qualities
Students will provide meaningful feedback to peers
Students will show improvement in their own performance

Equipment & Resources Required

Tunnel Systems

Position for whole hall audio coverage

Alternative: Tablet with portable speaker

Performance Music Track

2-3 tracks

Test audio levels before lesson

Alternative: Downloaded versions if internet unreliable

Digital Cameras

Position for full group visibility

Alternative: Phone camera with tripod

Whiteboards

Visible to all students for checklist creation

Alternative: Large paper sheets

Markers

3-4

Different colours for checklist items

Alternative: Chalk for blackboard

Number Cards (1-20)

15 of each

For partner identification during peer evaluation

Alternative: Coloured bands or simple badges

Key Vocabulary

Performance

Dancing for other people to watch and enjoy

Timing

Moving with the beat of the music

Feedback

Helpful comments to help someone improve

Levels

High, medium and low positions in dance

Audience

People who watch and appreciate our dancing

Skill Progression Pathway

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

Prior Learning

Can remember basic movement sequences
Understands simple dance vocabulary
Can work safely in shared space

Current Skills

Evaluating performance quality
Giving constructive feedback
Improving based on feedback

Next Steps

Creating own dance sequences
Teaching movements to others
Performing with confidence to larger audiences

Milestone Indicators

Identifies key performance qualities

Provides specific, helpful feedback

Shows visible improvement between performances

Key Teaching Points

Focus on improvement and progress rather than perfection
Model positive feedback language consistently throughout lesson
Connect all activities to specific performance criteria on checklist
Maintain celebration and achievement atmosphere while building skills
Use rhythm and timing activities to support main performance work
Ensure all students experience both performing and evaluating roles
Film performances for later comparison and continued learning

Common Misconceptions

Performance is only about individual skill rather than group collaboration and support
Feedback should focus on mistakes rather than strengths and specific improvements
Good performance means perfect execution rather than improvement and effort
Timing means moving fast rather than moving with the musical beat
Only some children are good performers rather than everyone can improve and contribute

SEN Adaptations

ADHD

Movement breaks between sitting activities, clear visual signals for transitions, specific roles to maintain focus

dyspraxia

Extra practice time for rhythm activities, simplified movement patterns, focus on effort and improvement over perfection

autism spectrum

Clear structure for feedback sessions, predictable routine for performance order, quiet space available if needed for regulation

visual impairment

Use verbal descriptions of checklist criteria, ensure clear audio for music timing, buddy support for spatial awareness

hearing impairment

Visual demonstrations of rhythm through movement, written checklist criteria, clear visual cues for performance timing

physical disability

Adapted movements suitable to individual mobility, focus on achievable performance criteria, alternative participation in filming/feedback roles

Cross-Curricular Links

English

Speaking and listening skills during feedback sessions, vocabulary development through dance terms

Maths

Counting beats and rhythmic patterns, understanding timing and sequence

Art

Understanding performance as creative expression, appreciation of others' creative work

Music

Responding to beat and rhythm, understanding tempo and musical structure

PSHE

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

Teacher Guidance

Positioning

Move between audience and performance areas to support both roles, central position for whole group activities

Observation Focus

Watch for application of performance criteria, quality of feedback given, confidence levels in performing

Intervention Points

["Step in if feedback becomes negative or unhelpful", "Support students who are nervous about performing", "Guide timing activities if group struggles with rhythm"]

Demonstration Notes

Model enthusiastic appreciation of performance, demonstrate clear feedback language, show examples of improvement between performances

Verbal Cues

•'Remember our checklist!'
•'What specific thing did you notice?'
•'Show me your performance energy!'
•'Listen for that steady beat!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Clear performance area minimum 6m x 6m, additional space for audience seating

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Video equipment positioned safely away from movement area
•Music system cables secured and not crossing walkways
•Number cards distributed safely without rushing

Risk Management

Key Risks

•Collisions during group performance
•Over-excitement leading to unsafe movement
•Emotional responses to performance feedback

Risk Mitigation

•Clear boundaries established for performance space
•Positive feedback protocols to maintain confidence
•Teacher supervision during all movement activities
•Gradual build-up of performance confidence

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performers and audience
•Monitor feedback sessions for appropriate tone
•Watch for students who may need extra support or encouragement

Emergency Procedures

Standard school emergency procedures, first aid kit accessible, clear exit routes maintained