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Lesson 6 - Performance Review & Improve

Cultural Storytelling Dance

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Year 3

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Dance

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Big Question

How can we use feedback and technical language to improve our dance performances?

Learning Objectives

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

Key Outcomes

Students will evaluate performances using accurate technical dance vocabulary
Students will demonstrate improved timing, execution and performance skills
Students will perform their finished dance piece with confidence and expression

Equipment & Resources Required

Tunnel Systems

Test volume and sound quality before lesson begins

Alternative: Bluetooth speaker, tablet with speaker

Performance Music Track

1 track

Have music cued and ready to play multiple times

Alternative: 'Around the World' by Daft Punk (Radio Edit) or similar upbeat track

Warm-Up Music

1 track

Different tempo from performance music for variety

Alternative: 'Rocking All Over the World' by Status Quo or similar energetic track

Video Device

Ensure device is charged and has sufficient storage space

Alternative: Tablet, smartphone, digital camera with video function

Sun Markers

1 set

For creating performance checklist with students

Alternative: Flipchart paper and pens

Sticks

1 per student (optional)

Only if available, not essential for lesson success

Alternative: Wooden spoons, pencils for tapping

Key Vocabulary

Performance

Presenting a dance to an audience with confidence and expression

Timing

Moving in synchronisation with the music beat

Evaluation

Watching carefully and describing what you see using dance words

Feedback

Helpful comments that help someone improve their performance

Formation changes

Moving from one shape or pattern to another during the dance

Canon

The same movement performed by different dancers at different times

Unison

All dancers performing the same movement at exactly the same time

Transition

The smooth movement from one section of dance to another

Skill Progression Pathway

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

Prior Learning

Students have created a complete dance piece with travel, pairs and group sections
Students understand basic dance vocabulary including levels, directions and unison
Students can move in time to music with support

Current Skills

Evaluating dance performances using technical language
Giving constructive feedback using the '2 stars and a wish' format
Improving personal performance based on feedback received
Performing with confidence and expression

Next Steps

Creating original choreography with complex formations
Leading warm-ups and teaching peers dance movements
Evaluating and improving dance compositions over multiple sessions

Milestone Indicators

Uses technical dance vocabulary spontaneously when describing movement

Demonstrates clear improvement between first and final performance

Shows confidence when performing to an audience

Gives specific, actionable feedback to help peers improve

Key Teaching Points

Use technical dance vocabulary consistently throughout lesson
Create supportive atmosphere where all students feel confident performing
Focus on improvement and effort rather than natural ability
Connect rhythm and timing skills directly to performance quality
Structure feedback using specific, actionable language from checklist
Celebrate achievements and build students' confidence as dancers
Link all activities back to performance evaluation criteria

Common Misconceptions

Thinking that louder or faster movement is better performance - emphasise control and timing
Believing that feedback must be critical to be helpful - model positive, constructive language
Assuming that performance is only about individual skill - highlight teamwork and group elements
Focusing only on complex movements rather than basic elements done well
Thinking technical language is too difficult for Year 3 - build vocabulary gradually through use

SEN Adaptations

ADHD

Break practice into shorter segments, provide clear boundaries and expectations, use movement as positive outlet for energy

dyspraxia

Allow extra practice time, break complex movements into smaller steps, provide visual and kinaesthetic learning supports

autism spectrum

Provide clear structure and predictable routine, use visual schedule of lesson activities, create quiet space for overstimulation recovery

visual impairment

Use verbal descriptions of performance criteria, provide physical guidance for spatial awareness, employ buddy system for feedback support

hearing impairment

Use visual cues and demonstrations alongside music, provide written checklist cards, employ vibrations or visual beat indicators

physical disability

Adapt movements to ability level while maintaining performance criteria, allow seated performance versions, focus on expression and timing rather than mobility

Cross-Curricular Links

English

Speaking and listening skills through peer feedback, using technical vocabulary accurately, evaluating and discussing performance quality

Maths

Counting beats and timing, recognising patterns in music and movement, understanding sequences and mathematical concepts in choreography

Art

Understanding performance as artistic expression, appreciating aesthetic qualities in movement, creative interpretation of music through dance

Music

Moving to rhythm and beat, understanding tempo and musical structure, coordinating movement with musical phrases and dynamics

PSHE

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

Teacher Guidance

Positioning

Move actively between groups during practice, position centrally for whole-class instruction, stand near recording equipment during performances

Observation Focus

Monitor use of technical vocabulary, note confidence levels during performance, watch for students needing additional support

Intervention Points

Step in if feedback becomes inappropriate, provide support for anxious performers, redirect if students become off-task

Demonstration Notes

Model enthusiastic performance attitude, demonstrate clear technical vocabulary in feedback, show appreciation for effort and improvement rather than just natural ability

Verbal Cues

•'Remember our checklist - what are we looking for?'
•'Use your dance words when giving feedback'
•'Show me that improvement!'
•'Breathe with your movement'
•'Feel the music in your whole body'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) with clear floor area for group performances

Surface Check

Non-slip surface, free from obstacles, adequate lighting for safe movement

Equipment Safety

Safety Checks

•Check volume levels are appropriate and not harmful to hearing
•Ensure recording equipment is positioned safely away from movement areas
•Rhythm instruments checked for damage and sharp edges

Risk Management

Key Risks

•Collisions between performing groups
•Slips or falls during energetic movement
•Over-exertion during repeated performances
•Emotional stress from performing to peers

Risk Mitigation

•Clear boundaries established between groups during practice
•Adequate warm-up and cool-down procedures followed
•Monitor students for fatigue and provide rest periods
•Create supportive atmosphere for peer performance and feedback

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during simultaneous practice
•Move between groups to provide individual support and feedback
•Monitor emotional responses during peer evaluation

Emergency Procedures

Stop music immediately if incident occurs, assess situation, apply appropriate first aid, contact office if medical attention needed