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Lesson 6 - Performance and Peer Evaluation

Pirate Dance Adventures

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Year 2

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Dance

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45 min

Big Question

How can we use feedback to improve our dance performances and become better performers?

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 pirate-themed dance sequence with improved timing and expression
Students will evaluate performances using technical dance vocabulary
Students will demonstrate improvement based on peer feedback

Equipment & Resources Required

Tunnel Systems

Pre-load both warm-up and performance tracks

Alternative: Portable speaker with phone/tablet connection

Matilda Soundtrack

1 track

Cue track 'He's a Pirate' ready to play

Alternative: Any rhythmic pirate-themed music

Warm-Up Music

1 track

'Yo Ho! (A Pirates Life for Me)' queued first

Alternative: Any upbeat Disney song with clear beat

Video Device

1 (optional)

Check battery and storage space before lesson

Alternative: Smartphone or tablet camera

Rhythm Instruments

15 pairs (optional)

Simple shakers or rhythm sticks if available

Alternative: Clapping hands or body percussion

Assessment Checklists

Prepare performance criteria poster in advance

Alternative: Written on whiteboard

Key Vocabulary

Timing

Moving in time with the music, keeping the beat

Levels

Moving at different heights - high, medium, and low

Unison

Dancing together at exactly the same time

Directions

Moving forwards, backwards, sideways, or diagonally

Performance quality

Dancing with energy, expression, and commitment

Feedback

Helpful comments to help someone improve their dancing

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students can perform basic travelling movements with changes of level
Students understand unison and can work with a partner
Students know simple dance vocabulary from previous lessons

Current Skills

Performing a complete dance sequence with timing accuracy
Using technical vocabulary to evaluate performance
Giving constructive feedback to improve performance quality

Next Steps

Creating original dance sequences with complex structures
Leading warm-ups and teaching simple movements to others
Evaluating and improving group performances with multiple criteria

Milestone Indicators

Maintains timing throughout entire performance

Uses at least 3 dance vocabulary terms when giving feedback

Shows visible improvement after receiving feedback

Key Teaching Points

Focus on performance quality and expression, not just technical accuracy
Use the established checklist consistently throughout the lesson
Model positive, constructive feedback language for children to copy
Celebrate improvement and effort as much as final achievement
Maintain high energy and enthusiasm throughout all activities
Ensure equal attention and support for both performance groups
Connect all activities back to the pirate theme for engagement

Common Misconceptions

Children may think feedback means finding faults - emphasise positive elements first
Some may believe perfect technique is more important than timing and expression
Children might think they need to change everything after feedback - focus on one improvement
Some may assume loud music means they should move faster - emphasise steady beat
Children may think performing alone is better than working with a partner - celebrate cooperation

SEN Adaptations

ADHD

Provide clear boundaries for performance areas, use shorter practice segments, offer movement breaks between activities

dyspraxia

Break down complex movements into smaller parts, provide additional practice time, focus on expression over perfect technique

autism spectrum

Provide clear structure for feedback sessions, use visual schedule for lesson segments, allow quiet space if overwhelmed

visual impairment

Use verbal descriptions of movement, provide tactile guidance for positioning, ensure music volume allows for instruction

hearing impairment

Use visual cues and demonstrations, provide written performance checklist, use vibrations for rhythm work

physical disability

Adapt movements to seated or supported positions, focus on upper body expression, modify partner work as needed

Cross-Curricular Links

English

Speaking and listening during feedback sessions, using specific vocabulary to describe performance

Maths

Counting beats and rhythm patterns, understanding sequences and timing

Music

Responding to rhythm and beat, understanding musical structure and timing

PSHE

Building confidence, giving and receiving feedback, supporting others' learning

Teacher Guidance

Positioning

Move around space during practice, position at side during performances for clear view

Observation Focus

Watch for timing accuracy, use of levels and directions, quality of partnership work

Intervention Points

Step in if feedback becomes unconstructive, support nervous performers, help with timing difficulties

Demonstration Notes

Use clear, exaggerated movements for teaching points, model positive feedback language, show performance energy and commitment

Verbal Cues

•'Keep that steady beat!'
•'Show me those levels!'
•'Watch your partner!'
•'Head up, pirates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, additional area for audience seating

Surface Check

Clean, dry floor with good grip, free from obstacles and debris

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Recording equipment secured and not obstructing movement
•Percussion instruments checked for cracks or sharp edges if used

Risk Management

Key Risks

•Collisions during partner work and group performances
•Slips during energetic movements
•Emotional upset from peer feedback

Risk Mitigation

•Clear boundaries established between performance and audience areas
•Adequate spacing maintained between pairs during practice
•Positive feedback guidelines established and modelled
•Teacher monitoring emotional responses during evaluation activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all children during performances
•Monitor pair interactions during feedback sessions
•Support children who may be nervous about performing

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate support or first aid, contact office if needed