Lesson 6 - Performance and Review
Creative Animal Expression Through Movement and Partnership
•Year 1
•Dance
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How can we perform our animal dance sequence with confidence and help our friends improve?
Learning Objectives
- To understand what makes a good dance performance
- To give useful feedback using dance vocabulary
- To improve performance based on feedback received
Key Outcomes
- Students will perform their animal dance sequence with confidence
- Students will evaluate performances using simple dance vocabulary
- Students will demonstrate improvement based on peer feedback
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Portable speaker, tablet with speakers
Queue up track and test volume level
Alternative: 'I'm the King of the Swingers' from Jungle Book or similar
Have ready as separate track
Alternative: 'Animal Action' by Tumble Tots or similar animal-themed song
Distribute around hall perimeter if using
Alternative: Clap sticks, shakers, or hand clapping
Position for clear view of performance area
Alternative: Smartphone, school camera
Visible to all students for performance checklist
Alternative: Large paper, wall display
Key Vocabulary
Dancing in front of an audience with confidence and skill
Moving in time with the music or beat
High, medium, and low positions in dance
Moving together at exactly the same time
Helpful comments to help someone improve
Showing feelings and character through movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created animal-themed movement patterns
- Worked in pairs to develop sequences
- Practiced basic dance vocabulary
Current Skills
- Performing sequences with confidence
- Evaluating and improving performances
- Using feedback to enhance movement quality
Next Steps
- Creating longer, more complex sequences
- Leading group performances
- Teaching others movement patterns
Milestone Indicators
Key Teaching Points
- Build confidence through positive reinforcement and celebration
- Use specific dance vocabulary consistently throughout lesson
- Structure feedback using '2 stars and a wish' format
- Connect timing practice directly to performance application
- Maintain high energy and enthusiasm for performance atmosphere
- Reference performance checklist regularly for consistency
- Allow individual expression within structured framework
Common Misconceptions
- Performance is only about entertaining rather than demonstrating skills - emphasise technical elements
- Feedback should focus on mistakes rather than improvements - model positive, constructive language
- All students must move identically in sequences - encourage individual interpretation within structure
- Timing means rushing through movements - demonstrate steady, controlled tempo
- Good performances require complex movements - celebrate clear, simple execution
SEN Adaptations
ADHD
- Shorter practice segments, clear movement boundaries, regular position changes, immediate feedback
dyspraxia
- Slower movement instruction, additional practice time, simplified sequence options, patient feedback
autism spectrum
- Clear structure and routine, visual schedule of lesson progression, quiet space available for breaks
visual impairment
- Verbal descriptions of performance checklist, tactile feedback during movement, buddy system for spatial awareness
hearing impairment
- Visual cues for rhythm and timing, vibration-based rhythm instruments, clear visual demonstrations
physical disability
- Modified movements to suit individual capabilities, seated performance options, adapted feedback methods
Cross-Curricular Links
English
Speaking and listening through peer feedback, using descriptive vocabulary, following instructions
Maths
Counting beats and patterns, understanding timing sequences, spatial awareness
Science
Understanding heart rate changes, body systems during exercise, muscle groups and movement
Music
Responding to rhythm and beat, understanding tempo, listening skills
PSHE
Building confidence, giving constructive feedback, celebrating achievements, working cooperatively
Teacher Guidance
Positioning
Move around hall perimeter during practice, centre position during whole-group instruction, front corner during performances for optimal viewing
Observation Focus
Watch for confidence in performance, quality of peer feedback, application of timing skills, safety during movement
Intervention Points
Step in if feedback becomes negative, support students struggling with sequence memory, assist with timing difficulties
Demonstration Notes
Model enthusiastic performance attitude, show clear feedback examples, demonstrate proper audience behaviour, maintain energy throughout lesson
Verbal Cues
- •'Show me your animal character!'
- •'Listen to the beat!'
- •'Use our dance words!'
- •'Heads up, confident performers!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, suitable for 30 students in pairs with performance area
Surface Check
Non-slip surface free from obstacles, appropriate for dance movement
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement area
- •All rhythm instruments checked for damage before use
- •Electrical equipment positioned to avoid trip hazards
Risk Management
Key Risks
- •Collisions during partnered sequences
- •Slips during energetic animal movements
- •Overstretching during cool-down
Risk Mitigation
- •Clear spacing guidelines for pairs maintained throughout
- •Progressive warm-up to prepare muscles
- •Teacher supervision of stretching positions
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during practice
- •Circulate during feedback sessions to monitor interactions
- •Clear sight lines during performance sections
Emergency Procedures
Stop music immediately, assess situation, apply first aid if needed, continue with modified activity if appropriate