Lesson 6 - Performance Review and Improvement
Seasonal Stories Through Creative Movement and Expression
•Reception
•Dance
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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
Position for whole hall audio coverage
Alternative: Tablet with portable speaker
Test audio levels before lesson
Alternative: Downloaded versions if internet unreliable
Position for full group visibility
Alternative: Phone camera with tripod
Visible to all students for checklist creation
Alternative: Large paper sheets
Different colours for checklist items
Alternative: Chalk for blackboard
For partner identification during peer evaluation
Alternative: Coloured bands or simple badges
Key Vocabulary
Dancing for other people to watch and enjoy
Moving with the beat of the music
Helpful comments to help someone improve
High, medium and low positions in dance
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
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