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Lesson 6 - Final Performance Showcase

Space Race Stories Through Creative Movement

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Year 3

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Dance

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Big Question

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

Tunnel Systems

Test volume levels before lesson, have backup device ready

Alternative: Portable speaker, tablet with good volume

Performance Music - 'Sputnik'

1 track

Queue up track, test audio quality, have track ready to replay

Alternative: Other instrumental music with clear beat and space theme

Warm-Up Music

1 track

Test stop/start function for musical statues activity

Alternative: Any upbeat music suitable for musical statues

Sun Markers

1 board, 3-4 pens

Prepare space for performance checklist, ensure pens work

Alternative: Flip chart paper, interactive whiteboard

Digital Cameras

Charge device, clear storage space, test recording function

Alternative: Smartphone, school camera

Cones

8-10

Mark performance area boundaries and audience seating area

Alternative: Bean bags, spots, tape marks on floor

Key Vocabulary

Timing

Moving in time with the music and other dancers

Canon

When dancers perform the same movement one after another, creating a ripple effect

Formation

The shape or pattern dancers make when positioned in the performance space

Unison

When all dancers perform the same movement at exactly the same time

Levels

Different heights in dance - high (jumping/reaching up), medium (standing), low (crouching/floor work)

Transition

The smooth movement from one dance section to another

Evaluation

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

Uses dance vocabulary accurately when evaluating

Gives specific, actionable feedback to peers

Shows visible improvement based on feedback received

Demonstrates confident performance skills

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