Lesson 6 - Performance and Evaluation
Viking Tales in Movement
•Year 3
•Dance
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How can we evaluate and improve our dance performances using technical language?
Learning Objectives
- To understand what makes a good dance performance
- To give useful feedback to partners using technical language
- To improve our own performance based on constructive feedback
Key Outcomes
- Students will be able to evaluate dance performances using accurate technical vocabulary
- Students will demonstrate improved performance skills based on peer feedback
- Students will recognise good timing, execution and performance elements in dance
Equipment & Resources Required
Test volume and sound quality before lesson
Alternative: Tablet with portable speaker
Cue track ready for immediate play
Alternative: Any rhythmic, engaging music with clear beat
Ensure sufficient storage space and battery
Alternative: Phone camera with good video quality
Position for all students to see clearly
Alternative: Large paper sheets
Different colours for emphasis
Alternative: Chalk for blackboard
Distribute safely to avoid misuse
Alternative: Wooden spoons, pencils, or clapping hands
Key Vocabulary
Carefully judging the quality and effectiveness of a performance
Specific dance vocabulary used to describe movements and quality
Moving in synchronisation with the music and other dancers
How well and accurately movements are performed
All dancers performing the same movement at exactly the same time
Dancers performing the same movement but starting at different times
The arrangement and positioning of dancers in space
Helpful comments that identify strengths and suggest improvements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic dance movements
- Understands concepts of levels, directions and unison
- Has experience creating dance sequences
Current Skills
- Evaluating dance performances using technical language
- Giving and receiving constructive feedback
- Recognising quality in timing and execution
Next Steps
- Creating original choreography with complex formations
- Teaching dance skills to younger students
- Evaluating professional dance performances
Milestone Indicators
Key Teaching Points
- Technical vocabulary must be modelled and reinforced throughout evaluation activities
- Focus on specific, actionable feedback rather than general comments
- Performance checklist should be referenced consistently across all activities
- Balance constructive criticism with celebration of achievements
- Encourage immediate application of feedback for visible improvement
- Connect evaluation skills to broader learning and life skills
- Maintain high performance expectations while supporting individual needs
Common Misconceptions
- Evaluation means only pointing out mistakes - address by emphasising 2 stars and a wish format
- Good performance is just about remembering the moves - emphasise quality elements like timing and levels
- Technical language is too difficult for Year 3 - demonstrate how vocabulary develops understanding
- Feedback should be gentle to avoid hurt feelings - teach constructive honesty with kindness
- Performance anxiety means you can't evaluate others - show how observation skills develop confidence
SEN Adaptations
ADHD
- Regular movement breaks, clear focus points for evaluation, structured feedback format, opportunities for leadership roles
dyspraxia
- Break complex movements into smaller steps, extra practice time, visual cues for spatial awareness, simplified feedback forms
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available for breaks, consistent feedback format
visual impairment
- Use clear verbal descriptions of performance elements, provide tactile cues for timing, buddy system for spatial awareness
hearing impairment
- Visual rhythm cues, demonstration-based instruction, written feedback options, vibration cues for beat
physical disability
- Adapted movements for ability level, seated performance options, modified evaluation criteria focusing on achievable elements
Cross-Curricular Links
English
Speaking and listening skills through evaluation and feedback, technical vocabulary development, structured discussion
Maths
Counting beats and rhythms, spatial awareness and formations, sequencing and patterns
Art
Appreciation of performance as creative expression, understanding of aesthetic elements, visual composition in formations
Music
Understanding rhythm, beat and timing, listening skills, connecting movement to musical elements
PSHE
Building confidence through performance, giving and receiving feedback, celebrating achievements, collaboration skills
Teacher Guidance
Positioning
Move around space to observe all groups, position near checklist for easy reference during evaluation
Observation Focus
Watch for technical execution, timing accuracy, and quality of peer feedback
Intervention Points
Step in if feedback becomes inappropriate, support struggling evaluators, encourage specific language use
Demonstration Notes
Model evaluation language, demonstrate improvement based on feedback, show enthusiasm for performance quality
Verbal Cues
- •'Use our checklist words!'
- •'Be specific about what you saw!'
- •'Remember timing and levels!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall/studio) minimum 8m x 12m, clear of obstacles
Surface Check
Non-slip, even surface suitable for dance movement, check for any wet areas
Equipment Safety
Safety Checks
- •Video equipment positioned safely away from movement area
- •Rhythm sticks checked for splinters or damage
- •Music volume appropriate for hearing protection
Risk Management
Key Risks
- •Collisions during formation changes
- •Trips or falls during travelling sections
- •Overexertion during repeated performances
Risk Mitigation
- •Clear boundaries established for all movement
- •Adequate spacing maintained between performers
- •Progressive warm-up and appropriate cool-down periods
- •Regular breaks during intensive practice sessions
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all performers during practice
- •Monitor for signs of fatigue or overexertion
- •Ensure appropriate feedback tone and content
Emergency Procedures
Stop activity immediately for any injury, appropriate first aid response, clear evacuation routes maintained