Roman Stories in Dance
•Year 3
•Dance
•Test volume levels before lesson begins
Alternative: Portable speaker with phone/tablet connection
Have music queued and ready to play
Alternative: Roman Numerals by Singsongalong or similar rhythmic piece
Ensure battery charged and memory available
Alternative: Tablet, phone, or camera for filming performances
Distribute around hall perimeter if using
Alternative: Clapping sticks, tambourines, or body percussion
Position where all students can see clearly
Alternative: Large paper and markers for performance checklist
Moving in time with the music and other dancers
High, medium, and low positions in dance
When dancers move exactly together at the same time
The shape or pattern dancers make on the floor
When dancers perform the same movement but start at different times
Moving smoothly from one section to another
Understanding where pupils are coming from and where they're going
Using descriptive language and technical vocabulary for evaluation, giving structured feedback using 2 stars and wish format
Understanding timing and rhythm patterns, counting beats and sequences
Appreciating performance as artistic expression, understanding audience perspective
Building confidence through performance, giving and receiving constructive feedback, celebrating achievements
Move around space during performances for different viewing angles, central position during feedback sessions
Watch for application of checklist criteria, quality of peer feedback, improvement over lesson time
Step in if feedback becomes unconstructive, support students struggling with evaluation language, help with performance nerves
Model quality feedback language, show performance criteria clearly, demonstrate improvement between attempts
Large clear space for full group performances and individual movement
Non-slip surface suitable for dance movement, free from obstacles
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, modify activity if necessary
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