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Lesson 6 - Performance and Evaluation

Roman Stories in Dance

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Year 3

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Dance

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45 min

Big Question

How can we use technical language to evaluate and improve 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 dance performances using accurate technical vocabulary
Students will provide constructive feedback to peers
Students will demonstrate improved performance skills after receiving feedback

Equipment & Resources Required

Tunnel Systems

Test volume levels before lesson begins

Alternative: Portable speaker with phone/tablet connection

Performance Music Track

1 track

Have music queued and ready to play

Alternative: Roman Numerals by Singsongalong or similar rhythmic piece

Video Device

Ensure battery charged and memory available

Alternative: Tablet, phone, or camera for filming performances

Rhythm Instruments

30 (optional)

Distribute around hall perimeter if using

Alternative: Clapping sticks, tambourines, or body percussion

Whiteboards

Position where all students can see clearly

Alternative: Large paper and markers for performance checklist

Key Vocabulary

Timing

Moving in time with the music and other dancers

Levels

High, medium, and low positions in dance

Unison

When dancers move exactly together at the same time

Formation

The shape or pattern dancers make on the floor

Canon

When dancers perform the same movement but start at different times

Transition

Moving smoothly from one section to another

Skill Progression Pathway

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

Prior Learning

Students have created their own dance performance piece
Students understand basic dance vocabulary (levels, directions, unison)
Students can perform in time to music

Current Skills

Evaluating dance performances using technical language
Providing constructive feedback to peers
Self-evaluation and improvement of performance skills

Next Steps

Creating more complex choreography with advanced techniques
Leading warm-ups and teaching simple movements to others
Evaluating performances against specific criteria independently

Milestone Indicators

Uses dance vocabulary confidently when giving feedback

Shows clear improvement between first and final performance

Demonstrates understanding of performance quality indicators

Key Teaching Points

Performance quality is about more than just knowing the movements - timing, posture, and confidence matter
Good feedback uses specific dance vocabulary and focuses on observable elements
Improvement comes from applying feedback and practicing with awareness
Every dancer has strengths that should be celebrated alongside areas for development
Performing for others builds confidence and enhances learning
Self-evaluation skills develop through watching and comparing performances
Technical language helps us communicate precisely about dance quality

Common Misconceptions

Thinking that only 'perfect' dancers can give good feedback - all students can observe and evaluate
Believing feedback should only point out mistakes rather than celebrating strengths
Assuming that performing well once means consistent quality - performance skills need ongoing practice
Thinking that dance evaluation is subjective - there are clear technical criteria to assess
Believing that nervousness always decreases performance quality - it can actually enhance focus

SEN Adaptations

ADHD

Break evaluation tasks into smaller chunks, provide movement breaks between feedback sessions, use clear time boundaries

dyspraxia

Allow extra practice time, simplify formation changes, focus on timing rather than complex coordination

autism spectrum

Provide clear structure for feedback sessions, use visual checklist, prepare for performance routine in advance

visual impairment

Use clear verbal descriptions of checklist criteria, provide tactile feedback during partner work, ensure audio cues for timing

hearing impairment

Use visual cues for timing, provide written checklist, demonstrate all movements clearly

physical disability

Adapt movements to individual capabilities, focus on achievable elements from checklist, modify formation work as needed

Cross-Curricular Links

English

Using descriptive language and technical vocabulary for evaluation, giving structured feedback using 2 stars and wish format

Maths

Understanding timing and rhythm patterns, counting beats and sequences

Art

Appreciating performance as artistic expression, understanding audience perspective

PSHE

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

Teacher Guidance

Positioning

Move around space during performances for different viewing angles, central position during feedback sessions

Observation Focus

Watch for application of checklist criteria, quality of peer feedback, improvement over lesson time

Intervention Points

Step in if feedback becomes unconstructive, support students struggling with evaluation language, help with performance nerves

Demonstration Notes

Model quality feedback language, show performance criteria clearly, demonstrate improvement between attempts

Verbal Cues

•'Use your dance vocabulary!'
•'Be specific in your feedback'
•'What exactly did you see?'
•'Remember our checklist'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large clear space for full group performances and individual movement

Surface Check

Non-slip surface suitable for dance movement, free from obstacles

Equipment Safety

Safety Checks

•Check audio equipment volume levels for hearing protection
•Ensure recording devices positioned safely
•If using percussion instruments, check for damage

Risk Management

Key Risks

•Collisions during group formations and travelling sections
•Overexertion during repeated performances
•Slips during enthusiastic movement

Risk Mitigation

•Clear boundaries established for performance space
•Adequate recovery time between performances
•Supervision during all formation changes
•Progressive warm-up and proper cool-down

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performances
•Monitor fatigue levels during repeated practice
•Ensure appropriate feedback tone during peer evaluation

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, modify activity if necessary