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Lesson 6 - Performance Refinement

Traditional to Creative Barn Dance

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Year 3

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Dance

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45 min

Big Question

How can we use feedback from others to make our barn dance performances even better?

Learning Objectives

Refine dance material to improve the quality of performance
Identify strengths and areas for improvement in other groups' barn dances
Apply feedback from others to improve performance

Key Outcomes

Students will perform their refined barn dance with improved quality and confidence
Students will give constructive feedback using dance vocabulary and observation skills
Students will demonstrate the ability to accept and implement feedback to enhance their performance

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Portable speaker with phone/tablet

Barn Dance Music

1 playlist

Test volume levels before lesson starts

Alternative: Traditional folk music or rhythmic instrumental tracks

Score Sheets

1 per group (8 total)

Pre-written with prompts for dance observation

Alternative: Simple paper with 'Stars and Wishes' headings

Clipboards

Distributed around edge of space for easy access

Alternative: Hard books or tablets for writing surface

Pencils

Attached to clipboards with string

Alternative: Pens or markers

Cones

Mark group performance spaces around hall perimeter

Alternative: Markers or tape

Key Vocabulary

Refinement

Making small improvements to make movements clearer and better quality

Dynamic qualities

The energy and strength shown in dance movements

Performance quality

How well you perform - including focus, expression, and technical skill

Floor patterns

The pathways and shapes dancers create as they move around the space

Constructive feedback

Helpful comments that tell someone what they did well and how to improve

Focus

Where you look and direct your attention during dance

Skill Progression Pathway

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

Prior Learning

Students can perform basic barn dance steps and formations
Students understand floor patterns and partner work
Students can work cooperatively in small groups of 4

Current Skills

Refining performance quality through focused practice
Developing peer assessment skills using dance criteria
Applying feedback to improve technical and expressive elements

Next Steps

Creating original dance compositions
Performing confidently to larger audiences
Leading warm-ups and teaching dance to younger students

Milestone Indicators

Strong, energetic movements with clear focus

Smooth transitions between dance elements

Confident performance to peers with expression

Key Teaching Points

Performance quality includes focus, expression, and technical accuracy working together
Constructive feedback must include both positive recognition and specific suggestions
Refinement is about making small improvements that create big differences in performance
Strong dynamic qualities mean using your whole body with intention and energy
Good audience skills are essential for meaningful peer assessment
Applying feedback immediately shows growth mindset and commitment to improvement
Dance vocabulary helps us communicate clearly about movement qualities

Common Misconceptions

Thinking feedback is only about what went wrong - correct by emphasising 'stars and wishes' format
Believing that good dancers don't need feedback - explain that all performers benefit from outside observations
Assuming that strong movements mean fast movements - demonstrate controlled power vs rushed actions
Thinking that performance quality is only about technical skill - include expression and communication
Believing that watching others perform is passive - teach active observation skills
Assuming that barn dance is old-fashioned and irrelevant - connect to cultural heritage and community traditions

SEN Adaptations

ADHD

Break feedback activities into shorter segments, provide fidget tools during watching periods, clear transitions between activities

dyspraxia

Focus on larger movement patterns rather than fine details, provide extra practice time, use peer support for complex formations

autism spectrum

Provide feedback sheet template with prompts, maintain consistent group partnerships, allow processing time before performances

visual impairment

Use verbal descriptions of movements, provide tactile guidance for floor patterns, ensure good lighting for any remaining vision

hearing impairment

Use visual demonstrations, written feedback sheets with pictures, vibrating speaker for music rhythm

physical disability

Adapt movements to seated position, focus on upper body expression, use alternative ways to show dynamic qualities

Cross-Curricular Links

English

Developing constructive feedback vocabulary, descriptive language for movement qualities, speaking and listening skills during peer assessment

Art

Understanding visual patterns and shapes created through floor patterns, appreciating aesthetic qualities in movement

Music

Responding to rhythm and tempo in barn dance music, understanding musical structure and phrasing for dance timing

PSHE

Giving and receiving feedback respectfully, building confidence through performance, supporting others' learning and development

Teacher Guidance

Positioning

Circulate between groups during practice, central position during whole-class instruction

Observation Focus

Watch for performance quality improvements, constructive feedback exchanges, group cooperation

Intervention Points

Step in if feedback becomes unconstructive, support groups struggling with refinement

Demonstration Notes

Use clear contrasts when showing strong vs weak movements, model constructive feedback language

Verbal Cues

•'Show me those strong dynamics!'
•'Where is your focus?'
•'Tell them specifically what worked well.'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 10m x 10m for 4 groups to work simultaneously

Surface Check

Clean, non-slip floor free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Check music system is stable and cords are safely positioned
•Ensure clipboards have rounded edges
•Pencils checked for sharp points

Risk Management

Key Risks

•Collisions between groups during simultaneous practice
•Trips over equipment or bags around room perimeter
•Overexertion during energetic dynamic movements

Risk Mitigation

•Clear boundaries established between group spaces
•All bags and coats stored safely away from performance areas
•Regular movement breaks and hydration reminders
•Teacher circulation to monitor group dynamics

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during simultaneous work
•Monitor feedback exchanges for positive interactions
•Watch for signs of fatigue or frustration

Emergency Procedures

Clear pathway to exit maintained, first aid kit accessible, know location of nearest telephone