🎵

Lesson 6 - Performance and Evaluation

Movement Expression

•

Year 2

•

Dance

•

45 min

Big Question

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

Tunnel Systems

Positioned where all students can hear clearly

Alternative: Tablet/phone with speaker

Video Device

Set up in position to capture whole group

Alternative: Tablet, phone, or video camera

King of the Swingers Music

1 track

Cued up and ready to play

Alternative: Any upbeat jungle/animal themed music

Whiteboards

Visible to all students for performance checklist

Alternative: Large paper sheets

Sticks

1 per student

Distributed around hall perimeter if used

Alternative: Wooden spoons, hands for clapping

Key Vocabulary

Timing

Moving in time with the music, keeping the same speed as the beat

Levels

High, medium, and low positions in space

Unison

When dancers move exactly together at the same time

Performance quality

How well you show your dance with confidence and expression

Feedback

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

Maintains timing throughout the sequence

Uses specific dance vocabulary in feedback

Shows visible improvement after receiving feedback

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