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Lesson 6 - Performance and Peer Evaluation

Great Fire Dance

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Year 2

•

Dance

•

1h 8min

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 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

Music Player

Test audio quality before lesson begins

Alternative: iPad with portable speaker, laptop with speakers

Performance Music Track

1 track

Cue music to correct starting point

Alternative: Other upbeat pop songs with clear beat (120-130 BPM)

Warm-Up Music

1 track

Ensure music can be paused easily for freeze game

Alternative: Any energetic rock/pop music for movement

Digital Cameras

Ensure battery charged and sufficient storage space

Alternative: Smartphone, school camera

Whiteboards

Prepare performance criteria checklist space

Alternative: Large paper sheets, smart board

Markers

3-4

Test markers work before lesson

Alternative: Chalk for blackboard, whiteboard pens

Sticks

30 pairs

Distribute before rhythm activity if using

Alternative: Pencils, wooden spoons, clapping only

Key Vocabulary

Performance

Showing your dance to an audience with confidence and skill

Timing

Moving your body in time with the music's beat

Levels

High, medium, and low positions your body can make

Unison

Dancing the same movements at exactly the same time

Constructive feedback

Helpful comments that help someone improve their performance

Expression

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

Performs sequence confidently without prompting

Uses specific dance vocabulary in feedback

Shows clear improvement after receiving feedback

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