Lesson 6 - Performance and Evaluation
Movement Expression
•Year 2
•Dance
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How can we use feedback to create a brilliant dance performance that shows our best skills?
Learning Objectives
- To understand what makes a good dance performance
- To give useful, constructive feedback using dance vocabulary
- To improve our own performance based on feedback received
Key Outcomes
- Students will perform their dance sequence with improved timing and technique
- Students will evaluate performances using specific dance vocabulary
- Students will demonstrate improvement based on peer feedback
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Tablet/phone with speaker
Set up in position to capture whole group
Alternative: Tablet, phone, or video camera
Cued up and ready to play
Alternative: Any upbeat jungle/animal themed music
Visible to all students for performance checklist
Alternative: Large paper sheets
Distributed around hall perimeter if used
Alternative: Wooden spoons, hands for clapping
Key Vocabulary
Moving in time with the music, keeping the same speed as the beat
High, medium, and low positions in space
When dancers move exactly together at the same time
How well you show your dance with confidence and expression
Helpful comments to help someone improve their performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created and learned a dance sequence to 'King of the Swingers'
- Practiced travelling movements with different levels
- Worked in pairs showing unison, levels, and directions
Current Skills
- Performing with musicality and timing
- Using dance vocabulary to evaluate performance
- Giving and receiving constructive feedback
- Self-evaluation and improvement
Next Steps
- Creating original choreography
- Leading warm-up activities
- Teaching movements to others
Milestone Indicators
Key Teaching Points
- Performance is about confidence and expression, not just technical perfection
- Good feedback is specific, kind, and helpful for improvement
- Timing with music requires listening and feeling the beat throughout the body
- Working in unison requires watching your partner while maintaining good technique
- Every student can improve and should be celebrated for their effort and progress
- Dance vocabulary helps us communicate clearly about movement and performance
- Self-evaluation and peer feedback are valuable skills beyond dance
Common Misconceptions
- That performance quality means being perfect - emphasise expression and confidence over perfection
- That feedback should focus on what's wrong - teach positive, constructive feedback methods
- That you must watch your feet to stay in time - encourage head up, feeling the music
- That everyone must move exactly the same - allow for individual interpretation within structure
- That mistakes ruin a performance - teach that recovery and continuing are part of good performance
- That only 'good dancers' can give useful feedback - all students can observe and help others improve
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear signals for attention
dyspraxia
- Simplify movement sequences, provide extra practice time, focus on effort over precision
autism spectrum
- Provide clear structure for feedback sessions, use visual schedules, allow processing time before performing
visual impairment
- Use verbal descriptions of checklist, provide tactile cues for timing, ensure close partner support
hearing impairment
- Use visual rhythm cues, provide written feedback forms, ensure visual demonstration of all concepts
physical disability
- Adapt movements to individual capabilities, focus on upper body expression if needed, modified performance criteria
Cross-Curricular Links
English
Speaking and listening skills through giving feedback, vocabulary development with dance terminology
Maths
Counting beats and rhythms, patterns in movement sequences, timing and duration concepts
Science
Understanding how exercise affects heart rate, balance and coordination, sound and hearing
Art
Creative expression through movement, appreciating and evaluating artistic performance
PSHE
Building confidence, giving and receiving feedback, working collaboratively, celebrating achievements
Teacher Guidance
Positioning
Move around space during practice, position at side during performances for good visibility of all students
Observation Focus
Watch for timing accuracy, performance confidence, quality of feedback given, and positive interactions
Intervention Points
Step in if feedback becomes negative, support nervous performers, help with timing difficulties
Demonstration Notes
Demonstrate: Show clear contrast between good and poor performance quality, model giving specific positive feedback
Verbal Cues
- •'Feel the beat in your body'
- •'Heads up, eyes bright!'
- •'Use your dance words'
- •'Start with something positive'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space for group performance, minimum 8m x 8m, with additional space for audience seating
Surface Check
Clean, dry, non-slip surface free from obstacles, appropriate for dance movement
Equipment Safety
Safety Checks
- •Check music system volume is at safe level
- •Ensure recording device is positioned safely away from movement area
- •Verify rhythm sticks have no sharp edges or splinters if used
Risk Management
Key Risks
- •Collisions between pairs during synchronized movement
- •Slips or falls during travelling and level changes
- •Hearing damage from excessive music volume
- •Emotional upset from peer feedback
Risk Mitigation
- •Establish clear boundaries for each pair's performance space
- •Teach students to be aware of others while performing
- •Monitor music volume throughout lesson
- •Model positive feedback techniques and monitor interactions
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during performances
- •Monitor feedback sessions for appropriate language
- •Watch for signs of fatigue or frustration
- •Ensure inclusive participation
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, ensure other students are safe and calm