Lesson 6 - Performance Review & Improve
Cultural Storytelling Dance
•Year 3
•Dance
•Start Planning Better PE Lessons
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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
Test volume and sound quality before lesson begins
Alternative: Bluetooth speaker, tablet with speaker
Have music cued and ready to play multiple times
Alternative: 'Around the World' by Daft Punk (Radio Edit) or similar upbeat track
Different tempo from performance music for variety
Alternative: 'Rocking All Over the World' by Status Quo or similar energetic track
Ensure device is charged and has sufficient storage space
Alternative: Tablet, smartphone, digital camera with video function
For creating performance checklist with students
Alternative: Flipchart paper and pens
Only if available, not essential for lesson success
Alternative: Wooden spoons, pencils for tapping
Key Vocabulary
Presenting a dance to an audience with confidence and expression
Moving in synchronisation with the music beat
Watching carefully and describing what you see using dance words
Helpful comments that help someone improve their performance
Moving from one shape or pattern to another during the dance
The same movement performed by different dancers at different times
All dancers performing the same movement at exactly the same time
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
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