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Lesson 6 - Performance and Evaluation

Viking Tales in 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 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

Tunnel Systems

Test volume and sound quality before lesson

Alternative: Tablet with portable speaker

Vikings Attack Music Track

Cue track ready for immediate play

Alternative: Any rhythmic, engaging music with clear beat

Digital Cameras

Ensure sufficient storage space and battery

Alternative: Phone camera with good video quality

Whiteboards

Position for all students to see clearly

Alternative: Large paper sheets

Markers

3-4

Different colours for emphasis

Alternative: Chalk for blackboard

Sticks

30 (1 per student)

Distribute safely to avoid misuse

Alternative: Wooden spoons, pencils, or clapping hands

Key Vocabulary

Evaluation

Carefully judging the quality and effectiveness of a performance

Technical language

Specific dance vocabulary used to describe movements and quality

Timing

Moving in synchronisation with the music and other dancers

Execution

How well and accurately movements are performed

Unison

All dancers performing the same movement at exactly the same time

Canon

Dancers performing the same movement but starting at different times

Formation

The arrangement and positioning of dancers in space

Constructive feedback

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

Uses technical vocabulary accurately when evaluating

Demonstrates improved timing and synchronisation

Shows confidence in performance and evaluation

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