Lesson 6 - Performance and Evaluation
Creative Storytelling Through Pirate Adventure Dance
•Year 1
•Dance
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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
Test volume and sound quality before lesson begins
Alternative: Portable speaker, iPad with amplification
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
Ensure battery charged and sufficient storage space available
Alternative: Tablet, smartphone, digital camera
For creating performance checklist with class
Alternative: Large paper, interactive whiteboard
Different colours for highlighting key points
Alternative: Chalk for blackboard
For final stretching and cool-down section
Alternative: Marked spaces on floor
Key Vocabulary
Showing your dance to an audience with confidence and skill
Moving in time with the music, staying with the beat
High, middle and low positions in dance movements
Helpful comments about what someone did well and how they could improve
Looking carefully at a performance and thinking about what was good
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
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