Lesson 6 - Performance and Direction Skills
Character Storytelling Dance
•Year 3
•Dance
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How can we become directors to help others create the best possible dance performance?
Learning Objectives
- To perform a complete dance routine confidently to an audience
- To take on the director role and provide constructive feedback to peers
- To evaluate and improve dance performances through observation and reflection
Key Outcomes
- Students will perform the complete Matilda-themed dance routine with accuracy and expression
- Students will demonstrate leadership skills by directing and coaching their peers
- Students will identify specific areas for improvement and suggest actionable solutions
Equipment & Resources Required
Ensure music can be heard clearly throughout the space and has easy pause/play controls
Alternative: Any audio device capable of playing music clearly
Position where directors have clear view of their group's performance area
Alternative: Marker cones, carpet squares, or designated standing positions
Set up in position to capture whole group performance if being used
Alternative: Tablet, smartphone, or digital camera with video function
Mark performance areas and starting/ending positions for each group
Alternative: Spots, carpet squares, or chalk marks
Key Vocabulary
A person who guides and instructs performers to improve their performance
Moving in time with the music and with other dancers
Using facial expressions and body language to show character and emotion
Where dancers start, move to, and finish during the performance
Practising a performance to improve it before showing an audience
Helpful comments about what went well and what could be improved
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned the four main parts of the Matilda dance routine
- Students can perform individual sections with teacher support
- Students understand basic dance vocabulary and movement concepts
Current Skills
- Connecting multiple dance sections into a complete routine
- Developing leadership and direction skills
- Self and peer evaluation of dance performance
Next Steps
- Creating their own original dance sequences
- Advanced choreography and composition skills
- Teaching dance skills to younger students
Milestone Indicators
Key Teaching Points
- Directors must observe specifically and give constructive feedback using 'what went well' and 'even better if' structure
- Performance quality improves through specific feedback about timing, positioning, and character expression
- Leadership skills develop when students take responsibility for helping others improve
- Character expression is as important as movement accuracy in dance performance
- Self-evaluation skills transfer to other learning areas when students can identify their own strengths and improvements
- Positive group dynamics are created when everyone has opportunity to both lead and follow
- Performance confidence grows through supportive feedback and multiple opportunities to improve
Common Misconceptions
- Directors should only point out mistakes - actually they should focus on strengths first then suggest improvements
- Good feedback is just saying 'well done' - actually it needs to be specific about what was done well
- Only the best dancers can be directors - actually all students can develop observation and feedback skills
- Performance is only about getting the moves right - actually expression and timing are equally important
- Directors need to give lots of feedback - actually one or two specific points are more helpful than many general comments
- You need to be perfect to perform - actually performance is about doing your best and showing improvement
SEN Adaptations
ADHD
- Short rehearsal segments with frequent feedback breaks, clear visual boundaries for group areas, active director role to channel energy positively
dyspraxia
- Simplified movement patterns, extra rehearsal time, focus on effort and improvement rather than perfect technique, clear visual and verbal cues
autism spectrum
- Provide clear routine structure, visual schedule of lesson sections, quiet reflection space available, predictable rotation system for director role
visual impairment
- Provide detailed verbal descriptions of director observations, use tactile markers for positioning, buddy system with sighted peer for movement guidance
hearing impairment
- Use visual signals for music timing, written feedback cards for directors, visual demonstrations of all movement sequences
physical disability
- Adapt movements to individual capabilities, modify director role to focus on accessible observation areas, ensure wheelchair accessible performance space
Cross-Curricular Links
English
Speaking and listening skills through giving and receiving feedback, drama and expression through character work, vocabulary development through dance terminology
Maths
Counting beats and timing, spatial awareness and positioning, sequencing and ordering of dance sections
Drama
Character development and expression, performance skills, audience awareness and presentation
Music
Moving in time to music, understanding rhythm and beat, responding to musical cues and changes
PSHE
Leadership skills through director role, teamwork and cooperation, giving and receiving constructive feedback, building confidence and self-esteem
Teacher Guidance
Positioning
Move between groups during small group work, central position for whole group sections, near music controls
Observation Focus
Watch for director skill development, performance improvement, and safe movement throughout
Intervention Points
Step in if director feedback becomes negative, support groups struggling with director rotation, assist with performance quality
Demonstration Notes
Demonstrate: Model excellent director feedback language, show specific examples of timing and expression, guide self-evaluation process
Verbal Cues
- •'Directors remember - what went well first!'
- •'Be specific - tell them exactly what you observed'
- •'Show your character's personality through your face and body'
- •'Listen to your director - they want to help you shine!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large clear space (minimum hall size) to accommodate whole group performance and multiple small group areas
Surface Check
Clean, non-slip surface suitable for energetic dance movements and safe for floor work
Equipment Safety
Safety Checks
- •Check all chairs are stable and positioned safely away from performance areas
- •Ensure director seating is secure and won't tip
- •Check music equipment volume is appropriate and cords don't create trip hazards
Risk Management
Key Risks
- •Collisions during energetic performance sections
- •Overexcitement leading to unsafe movement
- •Slips during floor movements or stretches
Risk Mitigation
- •Clear performance boundaries marked for each group
- •Adequate spacing between groups during small group work
- •Regular reminders about controlled movements and spatial awareness
- •Progressive energy management from warm-up through to cool-down
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during small group rehearsals
- •Monitor energy levels throughout performance sections
- •Watch for signs of fatigue or overexertion
- •Ensure directors remain seated and safe during observation
Emergency Procedures
Immediate stop signal established, clear pathways to exit, first aid knowledge for minor bumps or falls