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Lesson 6 - Performance and Peer Evaluation

Mini Beast Adventures Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we become dance critics and help each other create magical mini beast performances?

Learning Objectives

To understand what makes a good dance 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 mini beast dance with improved timing and expression
Students will identify strengths and areas for improvement in peer performances
Students will use simple technical dance vocabulary when giving feedback

Equipment & Resources Required

Music Player

Position for clear sound throughout hall, test volume before lesson

Alternative: Tablet with speakers, laptop with external speaker

Performance Music Track

2-3 tracks

Queue up 'The Time of Your Life' and 'Ugly Bug Ball' tracks ready to play

Alternative: Backup music on different device

Sun Markers

1 set

Position where all students can see, have performance checklist ready to display

Alternative: Flip chart paper and markers, prepared performance checklist poster

Digital Cameras

Ensure device is charged and has sufficient storage space for multiple recordings

Alternative: Mobile phone with video capability

Bibs

15 sets

Prepare numbers 1 and 2 for easy pair identification during peer evaluation

Alternative: Coloured stickers, hand gestures for numbering

Key Vocabulary

Performance

Dancing in front of an audience with confidence and expression

Timing

Moving in time with the music beat

Expression

Using your face and body to show the character or feeling of the dance

Feedback

Helpful comments that tell someone what they did well and how they can improve

Audience

People who watch a performance

Skill Progression Pathway

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

Prior Learning

Created and practised mini beast dance sequences
Learned basic dance vocabulary (levels, directions, unison)
Worked collaboratively in pairs

Current Skills

Performance skills and stage presence
Peer evaluation and constructive feedback
Self-reflection and improvement techniques

Next Steps

Apply evaluation skills to new dance styles
Lead warm-ups using learned movement patterns
Create dances for different themes and audiences

Milestone Indicators

Maintains focus during entire performance

Uses dance vocabulary when giving feedback

Shows visible improvement between attempts

Key Teaching Points

Use the performance checklist consistently throughout the lesson
Model high-quality feedback using 2 stars and a wish format
Encourage specific observations using dance vocabulary
Build confidence through positive reinforcement and celebration
Focus on individual improvement rather than comparison
Maintain supportive audience atmosphere during performances
Connect timing skills to musical awareness and expression

Common Misconceptions

Thinking performance means being perfect - emphasise expression and effort over perfection
Believing feedback should focus on mistakes - teach positive, constructive approach
Assuming all students must perform identically - celebrate individual interpretation and improvement
Thinking evaluation is about judging others - frame as helping and supporting peers

SEN Adaptations

ADHD

Break performance into shorter sections, provide movement breaks, use high energy activities constructively

dyspraxia

Focus on individual improvement rather than comparison, provide additional practice time, break down complex movements

autism spectrum

Provide clear structure for feedback sessions, use visual performance checklist, prepare students for audience situations

visual impairment

Provide verbal descriptions of performances, use tactile feedback methods, buddy system for spatial awareness

hearing impairment

Use visual cues for timing, provide written feedback formats, ensure visual demonstration of all instructions

physical disability

Adapt movements to individual abilities, focus on achievable performance criteria, modified feedback methods

Cross-Curricular Links

English

Speaking and listening skills during feedback, using descriptive vocabulary, following instructions

Maths

Counting beats, recognising patterns, spatial awareness and positioning

Music

Responding to rhythm and beat, musical appreciation, timing and coordination

PSHE

Building confidence, giving and receiving feedback, celebrating achievements, working collaboratively

Teacher Guidance

Positioning

Move around space during practice, central position during performances for visibility

Observation Focus

Watch for application of performance criteria, quality of peer feedback, improvement between attempts

Intervention Points

Step in if feedback becomes unkind, if students struggle with performance criteria, if safety concerns arise

Demonstration Notes

Model high-energy performance, demonstrate good audience behaviour, show specific feedback examples

Verbal Cues

•'Remember our checklist!'
•'Show me your mini beast character!'
•'Feel the music in your whole body!'
•'Give feedback that helps!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space, minimum 15m x 10m for whole class performance

Surface Check

Clean, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Video equipment secured and not obstructing pathways
•Whiteboard positioned where all can see without blocking movement

Risk Management

Key Risks

•Collisions during group performance
•Trips and falls during excited movement
•Overexertion during repeated performances

Risk Mitigation

•Clear boundaries established for performance spaces
•Adequate spacing between pairs during practice
•Regular reminders about spatial awareness
•Monitor energy levels and provide rest as needed

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during performances
•Circulate during feedback sessions to guide discussions
•Monitor for signs of fatigue or overexcitement

Emergency Procedures

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