Lesson 6 - Final Performance Showcase
Space Race Stories Through Creative Movement
•Year 3
•Dance
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How can we evaluate and improve our dance performances using technical vocabulary?
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 constructive feedback
Key Outcomes
- Students will perform their finished dance piece with confidence
- Students will evaluate performances using accurate dance vocabulary
- Students will demonstrate improved performance skills based on feedback received
Equipment & Resources Required
Test volume levels before lesson, have backup device ready
Alternative: Portable speaker, tablet with good volume
Queue up track, test audio quality, have track ready to replay
Alternative: Other instrumental music with clear beat and space theme
Test stop/start function for musical statues activity
Alternative: Any upbeat music suitable for musical statues
Prepare space for performance checklist, ensure pens work
Alternative: Flip chart paper, interactive whiteboard
Charge device, clear storage space, test recording function
Alternative: Smartphone, school camera
Mark performance area boundaries and audience seating area
Alternative: Bean bags, spots, tape marks on floor
Key Vocabulary
Moving in time with the music and other dancers
When dancers perform the same movement one after another, creating a ripple effect
The shape or pattern dancers make when positioned in the performance space
When all dancers perform the same movement at exactly the same time
Different heights in dance - high (jumping/reaching up), medium (standing), low (crouching/floor work)
The smooth movement from one dance section to another
Looking at a performance and describing what worked well and what could be improved
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dance vocabulary and terminology
- Understanding of levels, directions and timing
- Experience working in pairs and groups
- Knowledge of formation changes and canon
Current Skills
- Evaluating dance performances using technical language
- Giving constructive feedback to peers
- Self-assessment and reflection skills
- Performance confidence and presentation skills
Next Steps
- Creating original dance choreography
- Leading warm-up activities
- Teaching dance sequences to others
- Advanced performance skills and stagecraft
Milestone Indicators
Key Teaching Points
- Use the performance checklist consistently throughout all activities
- Model excellent feedback using technical dance vocabulary
- Emphasise improvement and effort over perfection
- Connect rhythm work directly to dance performance timing
- Create a supportive, professional atmosphere for peer evaluation
- Celebrate individual progress and group achievements equally
- Ensure all students contribute to discussions and feedback activities
Common Misconceptions
- Thinking evaluation means only finding faults - emphasise finding strengths too
- Believing good performance means no mistakes - focus on overall quality and improvement
- Assuming timing means moving fast - teach that timing means moving with the music
- Thinking feedback should be gentle rather than specific - teach constructive, detailed feedback
- Believing only 'good' dancers can give useful feedback - all students can observe and evaluate
SEN Adaptations
ADHD
- Break practice into shorter segments, provide movement breaks, use clear visual and verbal cues for transitions
dyspraxia
- Allow extra practice time, provide step-by-step movement breakdown, use peer support for complex sequences
autism spectrum
- Provide clear structure for feedback conversations, use visual checklist, allow processing time before performance
visual impairment
- Use verbal descriptions of checklist criteria, provide audio cues for timing, ensure partner support during movement
hearing impairment
- Use visual demonstrations of rhythm and timing, provide written checklist, use hand signals for feedback
physical disability
- Adapt movements to seated or supported positions, focus on upper body expression, modify formation changes as needed
Cross-Curricular Links
English
Speaking and listening skills during feedback conversations, using technical vocabulary accurately, presenting ideas clearly to peers
Maths
Counting beats and timing, understanding patterns in music, spatial awareness during formation changes
Science
Understanding how music affects movement, body systems during exercise, sound waves and rhythm
PSHE
Giving and receiving constructive feedback, building confidence, celebrating achievements, working collaboratively
Teacher Guidance
Positioning
Move around space during practice, position centrally during instruction, sit with students during reflection
Observation Focus
Monitor application of checklist criteria, quality of peer feedback, confidence levels, technical accuracy
Intervention Points
Step in if feedback becomes negative, support students who lack confidence, clarify checklist criteria as needed
Demonstration Notes
Model excellent feedback giving, show contrast between good and needs-improvement examples, participate in final celebration
Verbal Cues
- •'Remember our checklist!'
- •'Use your dance vocabulary'
- •'Be specific in your feedback'
- •'What exactly did you see?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 8m clear space for group performances, additional area for audience seating
Surface Check
Ensure floor is clean, dry and non-slip for dance movements and transitions
Equipment Safety
Safety Checks
- •Test audio equipment volume levels before lesson
- •Ensure camera/filming equipment is securely positioned
- •Check whiteboard is stable and markers are working
Risk Management
Key Risks
- •Collisions during group formation changes
- •Slips during energetic movement sections
- •Hearing damage from excessive audio volume
- •Emotional upset from peer feedback
Risk Mitigation
- •Clear boundaries established for performance space
- •Adequate spacing between performers during simultaneous activities
- •Audio levels tested and appropriate for space
- •Structured feedback format ensures constructive comments
- •Teacher monitoring of all feedback conversations
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all performers during evaluation activities
- •Monitor peer feedback conversations for appropriate content
- •Ensure equal participation and positive atmosphere throughout
Emergency Procedures
Stop activity immediately if collision or injury occurs, provide appropriate first aid, ensure other students remain calm and safe