Lesson 6 - Performance and Peer Evaluation
Great Fire Dance
•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 feedback to our partner using dance vocabulary
- To improve our own performance based on feedback received
Key Outcomes
- Students will perform their dance sequence with confidence and accuracy
- Students will use technical dance vocabulary to give constructive feedback
- Students will demonstrate improvement in their performance after receiving feedback
Equipment & Resources Required
Test audio quality before lesson begins
Alternative: iPad with portable speaker, laptop with speakers
Cue music to correct starting point
Alternative: Other upbeat pop songs with clear beat (120-130 BPM)
Ensure music can be paused easily for freeze game
Alternative: Any energetic rock/pop music for movement
Ensure battery charged and sufficient storage space
Alternative: Smartphone, school camera
Prepare performance criteria checklist space
Alternative: Large paper sheets, smart board
Test markers work before lesson
Alternative: Chalk for blackboard, whiteboard pens
Distribute before rhythm activity if using
Alternative: Pencils, wooden spoons, clapping only
Key Vocabulary
Showing your dance to an audience with confidence and skill
Moving your body in time with the music's beat
High, medium, and low positions your body can make
Dancing the same movements at exactly the same time
Helpful comments that help someone improve their performance
Showing emotions and energy through your face and body
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created and practised a dance sequence over previous lessons
- Students understand basic dance vocabulary (levels, directions, timing)
- Students can work cooperatively with a partner
Current Skills
- Performance skills and stage presence
- Peer evaluation using technical vocabulary
- Self-reflection and improvement techniques
Next Steps
- Creating more complex choreography
- Leading warm-up activities
- Teaching movements to younger students
Milestone Indicators
Key Teaching Points
- Establish clear performance criteria collaboratively with students at the start
- Model constructive feedback using specific dance vocabulary throughout
- Create a supportive atmosphere that celebrates effort and improvement
- Use filming opportunities to support self-evaluation and reflection
- Connect rhythm work directly to performance timing requirements
- Ensure peer feedback follows the 2 stars and a wish structure consistently
- Celebrate individual progress within group achievements
Common Misconceptions
- Performance is about being perfect - actually it's about showing confidence and commitment
- Feedback should only point out mistakes - actually it should highlight strengths and suggest improvements
- Some students can't dance well - actually all students can improve and contribute to group performances
- Rhythm is just clapping - actually it's the foundation for all coordinated movement and dance
- Peer evaluation is judging others - actually it's supporting each other's learning and improvement
SEN Adaptations
ADHD
- Provide clear, short instructions with frequent check-ins, allow movement breaks, use visual and kinesthetic learning approaches
dyspraxia
- Break down complex movements into smaller steps, provide extra practice time, focus on effort over technical precision
autism spectrum
- Provide clear structure and predictable routine, offer quiet space if overwhelmed, use visual schedules for lesson progression
visual impairment
- Use verbal descriptions of movements, provide tactile guidance for positioning, ensure audio cues are clear and descriptive
hearing impairment
- Use visual cues and demonstrations, provide written feedback formats, ensure clear sight lines for visual instruction
physical disability
- Adapt movements to seated or supported positions, focus on achievable movement range, modified performance criteria
Cross-Curricular Links
English
Using technical vocabulary accurately, speaking and listening during feedback sessions, following and giving instructions
Maths
Counting beats and rhythm patterns, timing measurements, spatial awareness during formations
Science
Understanding heart rate changes during exercise, sound waves and music, body systems during physical activity
Music
Understanding rhythm, beat, and tempo, responding to musical structure and dynamics
PSHE
Building confidence and self-esteem, giving and receiving constructive feedback, celebrating achievements
Teacher Guidance
Positioning
Move around the space during performances for optimal viewing, position near audio controls for quick adjustments
Observation Focus
Monitor performance quality, peer interaction during feedback, application of constructive criticism
Intervention Points
Step in if feedback becomes unkind or unconstructive, support students struggling with performance anxiety
Demonstration Notes
Model enthusiastic performance attitude, demonstrate constructive feedback techniques, show how to apply feedback positively
Verbal Cues
- •'Remember our checklist - timing, head up, levels!'
- •'Show me your performance energy!'
- •'Give feedback that helps your partner improve!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall or gymnasium) minimum 8m x 10m with clear floor area
Surface Check
Clean, dry floor free from water, dust, or debris that could cause slipping
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •All cables secured or covered to prevent tripping
- •Rhythm sticks checked for splinters or damage if used
Risk Management
Key Risks
- •Collisions during group performances
- •Slips during energetic movement
- •Overexertion during performance
- •Emotional stress from peer evaluation
Risk Mitigation
- •Clear boundaries established for performance area
- •Adequate spacing between performers during individual work
- •Supportive feedback framework to reduce performance anxiety
- •Teacher monitoring for signs of fatigue or distress
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all performers during evaluation
- •Monitor peer feedback conversations for appropriate content
- •Watch for students who may need additional support or encouragement
Emergency Procedures
Stop activity immediately for any injury, assess severity, provide appropriate first aid, contact office if required