Lesson 6 - Performance and Peer Review
Storytelling Through Movement and Creative Expression
•Reception
•Dance
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How can we help each other become better performers and dance with confidence?
Learning Objectives
- To understand what makes a good dance performance
- To give constructive feedback to help peers improve
- To improve personal performance based on feedback received
Key Outcomes
- Students will perform their Nursery Rhyme dance with increased confidence and technical skill
- Students will provide meaningful feedback using dance vocabulary
- Students will demonstrate improvement in their performance based on peer suggestions
Equipment & Resources Required
Test volume levels before lesson, have backup music source ready
Alternative: Bluetooth speaker, tablet with speaker
'Supercalifragilistic' from Mini Disco Mix or equivalent upbeat nursery rhyme
Alternative: Any familiar nursery rhyme with clear beat
Ensure sufficient battery and storage space for recording
Alternative: Smartphone, school camera
Pre-write performance checklist or have ready to create with students
Alternative: Large paper, interactive whiteboard
Arrange in accessible location, mix of shakers, tambourines, claves
Alternative: Clapping hands, tapping knees
Key Vocabulary
Dancing for an audience with confidence and skill
Moving in time with the music beat
Helpful comments to help someone improve
High, medium and low positions in dance
Using face and body to show feelings in dance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned basic dance movements and sequences
- Students have practiced their Nursery Rhyme themed performance
- Students understand simple dance vocabulary
Current Skills
- Performing with timing and expression
- Giving and receiving constructive feedback
- Self-evaluation and improvement
Next Steps
- Creating original dance sequences
- Leading warm-up activities
- Performing with greater complexity and expression
Milestone Indicators
Key Teaching Points
- Model positive feedback language using specific dance vocabulary throughout
- Create safe emotional environment where all students feel confident to perform
- Connect timing skills to music beat through clear counting and demonstration
- Celebrate improvement and effort over perfection in all performances
- Use performance checklist consistently to support student self-evaluation
- Balance individual recognition with group celebration and achievement
- Ensure equal time and attention for all students during feedback sessions
Common Misconceptions
- Thinking feedback must focus on what went wrong - emphasise positive observations and helpful suggestions
- Believing performance must be perfect - celebrate effort, improvement and personal best achievements
- Assuming timing means moving fast - clarify that timing means moving with the music beat
- Thinking good performers never make mistakes - model that confidence comes from trying your best
- Believing dance is only about complex movements - emphasise expression, timing and enjoyment over difficulty
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries for performance space, structured feedback with visual prompts, celebration of effort over perfection
dyspraxia
- Simplified movement sequences, additional practice time, focus on effort rather than precision, support with spatial awareness
autism spectrum
- Clear structure and routine, visual schedule of lesson activities, quiet space available if overwhelmed, predictable feedback format
visual impairment
- Clear verbal descriptions of movements, use of audio cues for timing, partner support for spatial awareness and positioning
hearing impairment
- Visual demonstrations of all movements, visual timing cues such as hand signals, written feedback options alongside verbal feedback
physical disability
- Adapted movements for seated or limited mobility, upper body focus for arm and head movements, alternative participation as audience member with meaningful role
Cross-Curricular Links
English
Vocabulary development through dance terminology, speaking and listening skills in feedback conversations, following and giving instructions
Maths
Counting beats and rhythms, sequencing movements in order, timing patterns and repetition
Music
Moving to rhythm and beat, understanding tempo and timing, expressing music through movement and dance
PSHE
Building confidence and self-esteem, giving and receiving feedback constructively, celebrating achievements and supporting peers
Teacher Guidance
Positioning
Central location during group activities for maximum visibility, circulating during partner work to support interactions
Observation Focus
Performance timing and expression, quality of peer feedback, student confidence and engagement levels
Intervention Points
Step in if feedback becomes negative or unhelpful, support shy performers with encouragement, assist with spacing issues
Demonstration Notes
Model enthusiastic performance and positive feedback language, demonstrate timing clearly with exaggerated movements, show difference between practice and performance energy
Verbal Cues
- •'Keep watching your partner's timing!'
- •'Use our dance words when giving feedback!'
- •'Remember to keep your head up and smile!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium space, minimum 10m x 8m clear area for group performance
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Audio system volume checked to protect hearing
- •Percussion instruments inspected for damage or sharp edges
- •Video equipment positioned safely away from movement area
Risk Management
Key Risks
- •Collisions during group performance
- •Overexcitement leading to unsafe movement
- •Trips or falls during cool down walking
Risk Mitigation
- •Clear spacing guidelines established before performances
- •Teacher monitoring and voice cues during activities
- •Gradual cool down to prevent sudden stops
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all performers during group work
- •Circulate during partner feedback sessions
- •Monitor stretching technique during cool down
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek help as needed