Lesson 6 - Performance Review and Evaluation
Storytelling Through Movement: An Underwater Dance Journey
•Year 1
•Dance
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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
Tested and ready with performance music loaded
Alternative: Tablet/phone with speaker, laptop
A Sailor went to Sea, Pirates of the Caribbean theme, backup tracks
Alternative: YouTube playlist, MP3 files
Charged and ready for filming performances
Alternative: Tablet, phone, digital camera
For displaying performance checklist and feedback prompts
Alternative: Large paper, display board
Pre-written checklist visible to all students
Alternative: Projected checklist, verbal reminders
Optional for rhythm work if available
Alternative: Clapping sticks, tambourines, shakers
Key Vocabulary
Showing your dance to an audience with confidence and skill
Moving in time with the music, staying with the beat
Watching carefully and giving helpful comments about a performance
Making your performance better by practising and listening to advice
Dancing together at exactly the same time
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
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