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Lesson 6 - Performance Review and Evaluation

Storytelling Through Movement: An Underwater Dance Journey

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Year 1

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Dance

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45 min

Big Question

How can we work together to create, perform and improve our underwater dance performance?

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 underwater dance sequence with improved timing and expression
Students will evaluate performances using simple dance vocabulary
Students will demonstrate improvement based on feedback received

Equipment & Resources Required

Tunnel Systems

Tested and ready with performance music loaded

Alternative: Tablet/phone with speaker, laptop

Performance Music Track

2-3 tracks

A Sailor went to Sea, Pirates of the Caribbean theme, backup tracks

Alternative: YouTube playlist, MP3 files

Video Device

Charged and ready for filming performances

Alternative: Tablet, phone, digital camera

Whiteboards

For displaying performance checklist and feedback prompts

Alternative: Large paper, display board

Assessment Checklists

Class set

Pre-written checklist visible to all students

Alternative: Projected checklist, verbal reminders

Rhythm Instruments

15 pairs

Optional for rhythm work if available

Alternative: Clapping sticks, tambourines, shakers

Key Vocabulary

Performance

Showing your dance to an audience with confidence and skill

Timing

Moving in time with the music, staying with the beat

Evaluation

Watching carefully and giving helpful comments about a performance

Improvement

Making your performance better by practising and listening to advice

Unison

Dancing together at exactly the same time

Levels

High, middle and low positions in dance

Skill Progression Pathway

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

Prior Learning

Basic underwater movement vocabulary
Simple travelling actions
Working with a partner
Following musical phrases

Current Skills

Performance confidence and presentation
Peer evaluation using dance vocabulary
Self-reflection and improvement
Working as part of an ensemble

Next Steps

Creating longer dance sequences
Using more complex rhythmic patterns
Advanced partner work and formations
Choreographing own movements

Milestone Indicators

Maintains timing throughout performance

Shows confidence when performing

Uses dance vocabulary when giving feedback

Demonstrates visible improvement after feedback

Key Teaching Points

Performance confidence builds through positive feedback and celebration of effort
Timing with music is developed through progressive rhythm work from clapping to full movement
Peer evaluation skills need explicit teaching of feedback structure and vocabulary
Partner cooperation requires clear expectations and modelled behaviours
Self-reflection deepens learning and builds metacognitive awareness
Celebration and recognition motivate continued engagement with dance activities
Assessment through observation provides authentic evidence of learning

Common Misconceptions

That performance quality is only about perfect technique - emphasise expression and effort too
That feedback should focus on mistakes - teach positive, constructive language
That all students must move identically - celebrate individual interpretation within structure
That timing means rigid precision - allow for natural variation and expression
That evaluation is about judging - frame as helping each other improve and learn

SEN Adaptations

ADHD

Provide movement breaks between activities, offer fidget tools during sitting times, use clear, short instructions

dyspraxia

Break down complex movements into smaller steps, allow extra practice time, provide physical guidance if needed

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedules for lesson sequence

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance for positioning, use contrasting colours for visual aids

hearing impairment

Use visual cues and demonstrations, provide vibrotactile feedback for rhythm, ensure good positioning for lip reading

physical disability

Adapt movements for seated performance, modify level changes to ability, focus on upper body or achievable movements

Cross-Curricular Links

English

Speaking and listening skills during feedback sessions, using descriptive vocabulary for dance evaluation

Music

Keeping time with musical beat, recognising rhythm patterns, responding to musical phrases and dynamics

PSHE

Building confidence, giving and receiving feedback positively, working cooperatively with partners

Teacher Guidance

Positioning

Move around space during practice, position at front for demonstrations, central position for circle activities

Observation Focus

Look for timing accuracy, partner cooperation, appropriate use of space and levels, quality of feedback given

Intervention Points

Step in if feedback becomes negative, support students struggling with timing, ensure all students get equal performance opportunities

Demonstration Notes

Always demonstrate timing and movements clearly, model positive feedback language, show enthusiasm for all performances

Verbal Cues

•'In time with the music!'
•'Show me different levels!'
•'Work together like a school of fish!'
•'Two stars and a wish!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 6m clear space for full group performance, additional space for audience seating

Surface Check

Non-slip, clean surface suitable for dance movements and floor work

Equipment Safety

Safety Checks

•Music system at appropriate volume to prevent hearing damage
•All recording equipment secured and positioned safely
•Any percussion instruments checked for damage or sharp edges

Risk Management

Key Risks

•Collisions during energetic performances
•Slips or falls during travelling movements
•Emotional distress from peer evaluation
•Overexertion during repeated performances

Risk Mitigation

•Clear spatial boundaries established for all activities
•Adequate spacing between pairs during performances
•Positive feedback structure taught and modelled
•Regular breaks and heart rate monitoring during activities
•Emergency procedures clearly established and accessible

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performers during evaluations
•Monitor group dynamics during feedback sessions
•Ensure all students feel valued and included in celebrations
•Watch for signs of fatigue or emotional overwhelm

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact office if serious injury, have alternative quiet activities ready for anyone unable to participate