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Lesson 6 - Performance and Evaluation

Creative Storytelling Through Pirate Adventure Dance

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Year 1

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Dance

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45 min

Big Question

How can we use feedback to make our pirate dance performance even better?

Learning Objectives

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

Key Outcomes

Students will perform their pirate dance sequence with improved timing and expression
Students will use simple technical language to give constructive feedback
Students will demonstrate improvement based on partner feedback

Equipment & Resources Required

Tunnel Systems

Test volume and sound quality before lesson begins

Alternative: Portable speaker, iPad with amplification

Performance Music Track

2-3 tracks

Main track: 'He's a Pirate' by Klaus Badelt, Warm-up: 'Yo Ho! (A Pirates Life for Me)'

Alternative: Pre-downloaded on multiple devices as backup

Video Device

Ensure battery charged and sufficient storage space available

Alternative: Tablet, smartphone, digital camera

Whiteboards

For creating performance checklist with class

Alternative: Large paper, interactive whiteboard

Markers

Set

Different colours for highlighting key points

Alternative: Chalk for blackboard

Mats

1 per student

For final stretching and cool-down section

Alternative: Marked spaces on floor

Key Vocabulary

Performance

Showing your dance to an audience with confidence and skill

Timing

Moving in time with the music, staying with the beat

Levels

High, middle and low positions in dance movements

Feedback

Helpful comments about what someone did well and how they could improve

Evaluation

Looking carefully at a performance and thinking about what was good

Unison

When partners or groups move together at exactly the same time

Skill Progression Pathway

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

Prior Learning

Students have learned basic pirate-themed movements
Students can work in pairs and small groups
Students understand the concept of keeping in time to music
Students have created a simple dance sequence

Current Skills

Performing a complete dance sequence with confidence
Using technical vocabulary to describe dance movements
Giving constructive feedback to peers
Self-evaluation and improvement

Next Steps

Creating more complex dance sequences
Working in larger groups with synchronised movements
Using more sophisticated dance vocabulary
Peer teaching and demonstration skills

Milestone Indicators

Students can perform their sequence from memory

Students use correct dance terminology in feedback

Students show visible improvement after feedback

Students demonstrate pride in their performance

Key Teaching Points

Performance confidence comes from thorough preparation and practice
Constructive feedback helps everyone improve and learn
Using correct dance vocabulary makes feedback more helpful
Timing and rhythm are fundamental to good dance performance
Celebration and pride in achievement builds confidence for future learning
Peer evaluation develops critical thinking and communication skills
Every performer can improve with practice and supportive feedback

Common Misconceptions

Performance means being perfect - correct by emphasising effort and improvement over perfection
Feedback is just about pointing out mistakes - teach focus on strengths and helpful suggestions
Good dancers are born talented - emphasise that skills develop through practice and learning
Dancing in time means moving fast - demonstrate that timing is about matching the music's pace
Only the teacher can give useful feedback - show how peer observations can be very helpful

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, offer leadership roles to maintain engagement

dyspraxia

Simplify movement sequences, provide extra practice time, focus on effort over precision, offer physical support as needed

autism spectrum

Provide clear structure and routine, prepare for performance with visual schedule, offer quiet space if overwhelmed by evaluation

visual impairment

Use clear verbal descriptions of all movements, provide tactile guidance for positioning, ensure music is at appropriate volume for auditory cues

hearing impairment

Use visual demonstrations extensively, provide written checklist and feedback prompts, use clear gestures and visual timing cues

physical disability

Adapt movements to be performed seated or with limited mobility, focus on achievable elements like arm movements and expression

Cross-Curricular Links

English

Developing vocabulary through dance terminology, giving oral feedback to peers, expressing ideas about performance quality

Maths

Counting beats in music, understanding timing and rhythm patterns, recognising sequences and patterns in movement

Science

Understanding how exercise affects heart rate and breathing, body awareness and coordination, effects of physical activity on wellbeing

Art

Creating expressive movements, understanding performance as artistic expression, appreciating creativity and aesthetic qualities

Music

Understanding beat and rhythm, responding to musical structures, developing sense of timing and musical interpretation

PSHE

Building confidence through performance, giving and receiving feedback constructively, celebrating achievements and supporting peers

Teacher Guidance

Positioning

Move around space during practice, position at front during performances, sit with group during reflection

Observation Focus

Watch for performance confidence, quality of peer feedback, application of learning objectives

Intervention Points

Step in if feedback becomes unkind, support struggling performers, celebrate improvements

Demonstration Notes

Model confident performance posture, demonstrate feedback format clearly, show enthusiasm for final celebrations

Verbal Cues

•'Remember our checklist!'
•'Use kind words to help your partner improve'
•'Show me those pirate characters!'
•'Listen to the beat and move with it'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 8m x 10m, clear of obstacles and with non-slip surface

Surface Check

Dry, even floor free from hazards, mats available for floor work

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Recording device handled by teacher only
•No loose props or equipment in performance space

Risk Management

Key Risks

•Collisions during enthusiastic performance
•Slips during dynamic movements
•Emotional upset from peer feedback
•Overexertion during multiple performances

Risk Mitigation

•Clear boundaries established for performance area
•Adequate spacing between performers during practice
•Guidelines established for kind and constructive feedback
•Regular monitoring of energy levels and rest breaks as needed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during performance
•Monitor peer interactions during feedback sessions
•Ensure audio equipment and recording device used safely

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or emotional support as needed