Lesson 6 - Performance Review and Improvement
Choreography & Storytelling
•Year 2
•Dance
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How can we use feedback to make our dance performances even better?
Learning Objectives
- To understand what makes a good dance performance
- To give useful, constructive feedback to partners using dance vocabulary
- To improve our own performance based on feedback received
Key Outcomes
- Students will perform their completed dance piece with improved timing and technique
- Students will provide structured feedback using technical dance language
- Students will demonstrate improved performance quality after receiving feedback
Equipment & Resources Required
Test volume levels before lesson, have backup ready
Alternative: Portable speaker, tablet with speaker
Have track cued and ready to play multiple times
Alternative: 'The Time of Your Life' by Randy Newman from A Bug's Life soundtrack
Separate track for warm-up activities
Alternative: 'Ugly Bug Ball' by Burl Ives from Disney Magic Volume 3
Ensure sufficient storage and battery, test recording quality
Alternative: Tablet, phone, digital camera with video
For creating performance checklist with class
Alternative: Large paper, display screen
Different colours for highlighting key points
Alternative: Chalk, dry erase markers
Key Vocabulary
Dancing for an audience with focus on quality and presentation
Moving in time with the music, keeping the beat
When dancers move together at exactly the same time
Helpful comments about what went well and what could improve
The skill and quality of how movements are performed
Showing emotion and personality through dance movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can remember and perform simple movement sequences
- Can work cooperatively with a partner
- Understands basic dance concepts like levels and directions
Current Skills
- Performing complete dance pieces with accuracy
- Using technical language to evaluate performance
- Giving and receiving constructive feedback
Next Steps
- Creating original choreography with more complex patterns
- Leading warm-ups and teaching sequences to others
- Evaluating performances using detailed criteria
Milestone Indicators
Key Teaching Points
- Use the established checklist consistently throughout to reinforce quality standards
- Model positive, constructive feedback language to establish supportive classroom culture
- Connect timing work explicitly to musical elements students can hear and feel
- Celebrate improvement and effort alongside achievement to build confidence
- Use recording as a powerful tool for self-reflection and progress recognition
- Ensure feedback structure (2 stars and a wish) is followed to maintain constructive focus
- Build performance confidence through multiple practice opportunities with specific focuses
Common Misconceptions
- That performance only means 'looking good' rather than demonstrating technical skills - address by emphasising specific checklist elements
- That feedback means finding faults - reinforce positive structure and improvement focus
- That timing means going fast - emphasise matching the music's pace, not rushing
- That dance is only about individual performance - highlight importance of unison and cooperation
- That mistakes ruin a performance - teach resilience and recovery skills
- That only 'natural dancers' can improve - emphasise that all students can develop through practice and feedback
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear visual cues for transitions, allow movement breaks as needed
dyspraxia
- Simplify movement patterns, provide extra demonstration time, focus on effort over perfect coordination
autism spectrum
- Provide clear structure for feedback sessions, allow observation time before participation, offer quiet space if overwhelmed
visual impairment
- Use clear verbal descriptions of movements, provide tactile cues for timing, ensure good lighting for any visual elements
hearing impairment
- Use visual timing cues alongside music, provide written feedback structure cards, emphasise visual demonstration
physical disability
- Adapt movements to seated or supported positions, focus on upper body expression, modify level changes as needed
Cross-Curricular Links
English
Speaking and listening through peer feedback, using technical vocabulary correctly, following complex instructions
Art
Understanding performance as artistic expression, evaluating creative work, appreciation of artistic effort
Music
Understanding rhythm and beat, moving in time with music, recognising musical phrases and structure
PSHE
Building confidence through performance, giving and receiving feedback constructively, celebrating achievements
Teacher Guidance
Positioning
Move around perimeter during performances to observe all students, central position for demonstrations
Observation Focus
Monitor timing accuracy, performance confidence, quality of peer feedback, emotional safety
Intervention Points
Support struggling students with timing, guide peer feedback toward constructive language, celebrate improvements
Demonstration Notes
Show clear contrast between practice and performance energy, model giving constructive feedback, demonstrate timing with whole body movement
Verbal Cues
- •'Find the beat in your body'
- •'Performance energy - show me you're proud!'
- •'Use our dance words when giving feedback'
- •'Two stars and a wish - what went well?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, suitable for whole class movement and performance
Surface Check
Non-slip surface essential for level changes and travelling movements, check for obstacles
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Recording devices secure and not obstructing movement
- •Ensure adequate volume levels for instruction over music
Risk Management
Key Risks
- •Collisions during group performance
- •Falls during level changes
- •Overexertion from repeated performances
- •Emotional safety during peer feedback
Risk Mitigation
- •Clear spacing established for performances
- •Controlled level changes with proper technique demonstrated
- •Regular breaks between performance attempts
- •Structured, positive feedback format enforced
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during performances
- •Monitor peer feedback sessions for appropriate content
- •Watch for signs of fatigue during repeated activities
Emergency Procedures
Standard first aid protocols, have space for students to sit out if needed, ensure hydration available