Lesson 6 - Performance and Evaluation
Roman Stories in Dance
•Year 3
•Dance
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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
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
Key Vocabulary
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
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
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