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Lesson 6 - Final Performance Showcase

Choreography & Movement Storytelling

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Year 3

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Dance

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1h 10min

Big Question

How can we use our observation skills to help each other become better performers?

Learning Objectives

To understand what makes a good performance
To give useful feedback to our partner using technical language
To improve our own performance based on feedback received

Key Outcomes

Students will perform their complete dance piece with improved timing and expression
Students will evaluate performances using accurate technical vocabulary
Students will demonstrate improved performance skills based on peer feedback

Equipment & Resources Required

Tunnel Systems

Positioned for clear audio throughout hall

Alternative: Bluetooth speaker, tablet with speakers

Performance Music Track

Cued and ready to play, volume tested

Alternative: Egyptian Reggae by Rock and Roll with the Modern Lovers or similar

Digital Cameras

Charged and positioned for optimal recording angle

Alternative: Mobile phone with video capability

Sun Markers

1 set

Performance checklist written up clearly

Alternative: Flip chart paper and pens

Cones

8-10

Available for marking performance area boundaries

Alternative: Spots, beanbags for marking spaces

Key Vocabulary

Timing

Moving in time with the music and with other dancers

Canon

When dancers perform the same movement one after another

Formation

The shape or pattern dancers make on the performance space

Unison

When all dancers perform exactly the same movement at the same time

Transition

The smooth movement from one dance section to another

Levels

The height at which movements are performed: high, medium, low

Expression

Showing emotion and character through movement and facial expressions

Skill Progression Pathway

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

Prior Learning

Created individual, pairs and group dance sequences
Developed understanding of timing, levels, directions and canon
Practised performance skills in previous lessons

Current Skills

Evaluating dance performances using technical vocabulary
Giving constructive feedback to peers
Refining performance skills based on observation

Next Steps

Creating original choreography with narrative themes
Advanced performance skills including facial expression
Leading warm-ups and teaching dance phrases to others

Milestone Indicators

Can identify specific technical elements in performances

Uses dance vocabulary confidently when giving feedback

Shows visible improvement after receiving feedback

Key Teaching Points

Use technical dance vocabulary consistently throughout feedback and evaluation
Maintain focus on improvement and celebration rather than criticism
Ensure all students experience success through differentiated expectations
Create genuine performance atmosphere to build confidence and commitment
Model positive feedback language and coach students to give constructive comments
Connect today's performance skills to real-world performance contexts
Document progress through video comparison to show clear improvement over time

Common Misconceptions

That evaluation means finding faults - emphasise identifying strengths first
That good timing means moving fast - teach that precision matters more than speed
That performance is only about individual skills - highlight importance of group cooperation
That feedback should focus on what went wrong - model positive, constructive language
That dance ability is fixed - emphasise growth and improvement through practice

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear visual and verbal boundaries

dyspraxia

Allow extra practice time, provide step-by-step movement breakdowns, focus on effort over precision

autism spectrum

Provide clear structure for feedback sessions, use visual prompt cards, allow extra processing time

visual impairment

Use verbal cues for timing, provide physical guidance for formations, describe performances during evaluation

hearing impairment

Use visual signals for timing, provide written feedback prompts, demonstrate rather than rely on music

physical disability

Adapt movements for seated or supported performance, focus on upper body expression, modify formations as needed

Cross-Curricular Links

English

Using technical vocabulary accurately, giving structured feedback, articulating improvements clearly

Maths

Counting beats and timing, recognising patterns in music and movement sequences

Science

Understanding how physical activity affects heart rate and breathing, body systems during exercise

Art

Appreciating performance as artistic expression, understanding aesthetic qualities in movement

PSHE

Building confidence through performance, giving and receiving constructive feedback, celebrating achievements

Teacher Guidance

Positioning

Move between observation points during performances to see all students clearly

Observation Focus

Watch for timing accuracy, use of technical elements, and quality of peer feedback

Intervention Points

Step in to guide feedback conversations and support struggling performers

Demonstration Notes

Model excellent feedback language and demonstrate key technical elements as needed

Verbal Cues

•'Remember our checklist!'
•'Use your dance vocabulary!'
•'Show me those levels!'
•'Perfect timing together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space minimum 8m x 8m for performance area plus audience seating

Surface Check

Non-slip surface checked for cleanliness and safety, no obstacles or hazards

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Video equipment secure and not causing trip hazards
•Whiteboard stable and markers capped safely

Risk Management

Key Risks

•Collisions during group movements and formation changes
•Trips and falls during enthusiastic performance
•Overexertion during multiple performances

Risk Mitigation

•Clear boundaries established for performance and audience areas
•Adequate spacing maintained between performers
•Cool down periods between intensive activities
•Progressive build-up to final performance demands

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performers during evaluations
•Monitor energy levels throughout lesson
•Watch for signs of fatigue during multiple performances

Emergency Procedures

Stop music immediately if injury occurs, clear space for assessment, appropriate first aid response