Lesson 6 - Performance, Review and Improvement
Expressive Storytelling
•Year 2
•Dance
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How can we perform with confidence and help others improve through thoughtful feedback?
Learning Objectives
- To understand what makes a good performance and demonstrate these qualities
- To give useful, constructive feedback to partners using technical language
- To improve our own performance based on feedback received from others
Key Outcomes
- Students will perform their sequence with confidence, showing timing and expression
- Students will observe performances and provide constructive feedback using dance vocabulary
- Students will demonstrate improvement in their performance based on peer feedback
Equipment & Resources Required
Position where all students can hear clearly
Alternative: Laptop with speakers, iPad with portable speaker
Cued up and ready to play, test volume levels
Alternative: Any dramatic, pirate-themed music with clear beat
Separate track for warm-up activities
Alternative: Any maritime-themed children's song
Positioned to capture whole group, charged and ready
Alternative: Phone camera, school video camera
For creating performance checklist with class
Alternative: Flip chart paper, printed checklist
Only if available, not essential for lesson
Alternative: Clap sticks, small drums, shakers
Key Vocabulary
Showing your dance to an audience with confidence and skill
Moving in time with the music, not too fast or slow
Showing feeling and character through your movement and face
Helpful comments that help someone improve
High, medium and low positions in your dance
Moving at exactly the same time as your partner
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created and practised a Pirates-themed dance sequence
- Students understand basic dance concepts of levels, directions and timing
- Students can work cooperatively with a partner
Current Skills
- Performing with confidence and expression
- Using technical vocabulary to evaluate performance
- Giving and receiving constructive feedback
Next Steps
- Creating more complex sequences with clear beginning, middle and end
- Leading warm-ups and teaching others
- Evaluating and improving choreography
Milestone Indicators
Key Teaching Points
- Use performance checklist consistently to maintain standards
- Model giving constructive feedback using 2 stars and wish format
- Connect all activities back to pirate theme for engagement
- Celebrate improvement over perfection throughout lesson
- Ensure all students experience both performing and evaluating roles
- Use dance vocabulary naturally in all interactions
- Build confidence through positive reinforcement and peer support
Common Misconceptions
- That feedback must be perfect - emphasise specific, kind comments over detailed analysis
- That performance must be identical each time - encourage expression within structure
- That mistakes mean failure - reframe as learning opportunities
- That rhythm means going fast - emphasise steady beat over speed
- That only some students can be good performers - celebrate all efforts and improvements
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear boundaries for performance area, regular refocusing cues
dyspraxia
- Extra practice time, simplified movement patterns if needed, focus on effort over precision
autism spectrum
- Clear structure for feedback sessions, visual schedule of lesson activities, quiet space available if needed
visual impairment
- Use verbal cues for performance criteria, buddy system for peer evaluation, tactile feedback for rhythm work
hearing impairment
- Visual demonstrations of all movements, written checklist displayed, use of vibrations for beat
physical disability
- Adapted movements within capabilities, focus on expression over technical perfection, seated options available
Cross-Curricular Links
English
Speaking and listening skills, vocabulary development, giving structured feedback using technical language
Maths
Counting beats and rhythms, understanding patterns, timing and sequencing
Music
Understanding rhythm and beat, moving to music, appreciating different musical styles
PSHE
Building confidence, giving and receiving feedback, supporting others, celebrating achievements
Teacher Guidance
Positioning
Move around perimeter during practice to observe all students, sit with group during reflection
Observation Focus
Look for application of performance criteria, quality of peer feedback, evidence of improvement
Intervention Points
Step in if feedback becomes inappropriate, support students struggling with performance anxiety
Demonstration Notes
Join in performances to model confidence, demonstrate clear feedback examples, show how to receive feedback positively
Verbal Cues
- •'Remember our checklist - timing, head up, levels!'
- •'Use your dance words when giving feedback!'
- •'Focus on just one improvement at a time!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 10m, clear of obstacles for group performance
Surface Check
Non-slip surface, dry and even for dancing and stretching
Equipment Safety
Safety Checks
- •Music volume at safe levels
- •Video equipment securely positioned if used
- •Rhythm instruments checked for damage if available
Risk Management
Key Risks
- •Collisions during group performance
- •Slips during energetic movement
- •Overexcitement leading to unsafe behaviour
- •Emotional distress from peer feedback
Risk Mitigation
- •Clear performance boundaries established
- •Adequate spacing maintained between performers
- •Structured feedback format to ensure constructive comments
- •Teacher monitoring emotional responses throughout
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during performances
- •Monitor feedback sessions for appropriateness
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if unsafe behaviour, provide emotional support for distressed students, appropriate first aid if needed