🎵

Lesson 6 - Performance Review and Improvement

Choreography & Storytelling

•

Year 2

•

Dance

•

45 min

Big Question

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

Tunnel Systems

Test volume levels before lesson, have backup ready

Alternative: Portable speaker, tablet with speaker

Performance Music Track

Have track cued and ready to play multiple times

Alternative: 'The Time of Your Life' by Randy Newman from A Bug's Life soundtrack

Warm-Up Music

Separate track for warm-up activities

Alternative: 'Ugly Bug Ball' by Burl Ives from Disney Magic Volume 3

Video Device

Ensure sufficient storage and battery, test recording quality

Alternative: Tablet, phone, digital camera with video

Whiteboards

For creating performance checklist with class

Alternative: Large paper, display screen

Dish Cones

3-4

Different colours for highlighting key points

Alternative: Chalk, dry erase markers

Key Vocabulary

Performance

Dancing for an audience with focus on quality and presentation

Timing

Moving in time with the music, keeping the beat

Unison

When dancers move together at exactly the same time

Feedback

Helpful comments about what went well and what could improve

Technique

The skill and quality of how movements are performed

Expression

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

Maintains timing throughout entire performance

Uses dance vocabulary confidently when giving feedback

Shows measurable improvement after receiving coaching

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