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Lesson 6 - Performance, Review and Evaluation

Creative Dance in Ancient Egypt

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Year 4

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Dance

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Big Question

How can we use technical language to evaluate and improve dance performances?

Learning Objectives

To understand what makes a good performance and identify key performance criteria
To give constructive feedback to partners using accurate technical dance vocabulary
To improve personal performance based on peer feedback and self-evaluation

Key Outcomes

Students will demonstrate understanding of performance quality indicators through peer assessment
Students will use technical dance vocabulary accurately when providing feedback to others
Students will show measurable improvement in their own performance following feedback

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall, test volume before lesson

Alternative: Bluetooth speaker, tablet with speakers

Performance Music Track

1 track

Cued to start, volume tested and appropriate for space

Alternative: Egyptian Reggae by Modern Lovers or similar upbeat track

Video Device

Fully charged, positioned for optimal filming angle

Alternative: Tablet, smartphone, digital camera

Whiteboards

Visible to all students, markers available

Alternative: Large paper, interactive whiteboard

Rhythm Instruments

15 sets

Optional - distributed around space perimeter if available

Alternative: Wooden sticks, tambourines, shakers

Key Vocabulary

Timing

Moving in synchronisation with the music's beat and rhythm

Unison

When dancers perform exactly the same movements at the same time

Canon

When the same movement is performed by different dancers at different times

Formation

The arrangement and positioning of dancers in the performance space

Transition

The smooth movement from one section or position to another

Extension

Reaching body parts as far as possible to create lines and shapes

Evaluation

Carefully watching and judging the quality of a performance

Performance Quality

How well a dance is executed considering technique, expression and presentation

Skill Progression Pathway

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

Prior Learning

Students have created and practised a complete performance piece
Basic understanding of dance elements: levels, directions, unison, canon
Experience with simple self-evaluation techniques

Current Skills

Advanced performance evaluation using technical vocabulary
Peer assessment and constructive feedback delivery
Performance refinement based on criteria and feedback

Next Steps

Leading warm-ups and teaching movement to others
Choreographing original pieces with clear performance criteria
Evaluating professional dance performances using technical language

Milestone Indicators

Uses specific technical vocabulary when discussing performance

Provides feedback that leads to visible improvement in others

Demonstrates clear understanding of performance quality factors

Key Teaching Points

Establish clear performance criteria that students can understand and apply
Model specific, constructive feedback using technical vocabulary
Create supportive atmosphere where all improvement efforts are valued
Connect timing and rhythm work directly to performance enhancement
Use video comparison to demonstrate progress over time
Emphasise growth mindset - feedback helps everyone improve
Celebrate individual achievements while maintaining group cohesion

Common Misconceptions

Students may think criticism means their performance was 'bad' - emphasise feedback is for improvement
Some may believe only 'perfect' dancers can give feedback - teach that all observers can notice helpful details
Students might think timing means moving fast - clarify timing means moving with the music's beat
Some may assume performance means adding extra movements - focus on quality execution of planned choreography
Students may think evaluation is just about pointing out mistakes - teach to notice strengths as well as improvements

SEN Adaptations

ADHD

Break evaluation into shorter segments, provide frequent positive reinforcement, use clear boundaries for performance spaces

dyspraxia

Focus on effort over precision, provide simplified movement options, celebrate individual progress and improvement

autism spectrum

Provide clear structure for feedback format, use visual checklist supports, allow quiet observation time if needed

visual impairment

Use clear verbal descriptions of movements, provide audio cues for timing, ensure good lighting for any vision available

hearing impairment

Use visual signals for timing, provide vibrating speakers for beat if available, use clear gestural cues for feedback

physical disability

Adapt movements to seated or modified positions, focus on upper body expression, ensure evaluation criteria include accessible elements

Cross-Curricular Links

English

Technical vocabulary development, structured feedback communication, descriptive language for evaluation

Maths

Counting beats and musical patterns, timing sequences, spatial awareness in formations

Science

Understanding heart rate changes, muscle movement and control, coordination development

Music

Rhythm recognition, beat keeping, responding to musical structure and tempo changes

PSHE

Peer evaluation skills, giving and receiving feedback constructively, celebrating achievements and building confidence

Teacher Guidance

Positioning

Move around space perimeter to observe all groups, position near music system for easy control

Observation Focus

Monitor performance quality, timing accuracy, group cooperation, and safety during formations

Intervention Points

Step in if groups struggle with feedback format, timing becomes significantly off, or unsafe movements occur

Demonstration Notes

Use clear, exaggerated movements for teaching points, demonstrate alongside students when possible, model high-quality feedback examples

Verbal Cues

•'Head up, confident performers!'
•'Listen to the beat - 1, 2, 3, 4'
•'Smooth transitions between sections'
•'Use your dance vocabulary in feedback'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 10m for full group performances

Surface Check

Clean, dry, non-slip surface suitable for dance movements and safe travelling

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•All cables secured to prevent tripping
•Video equipment stable and positioned out of performance space

Risk Management

Key Risks

•Collisions during group formations and travelling
•Slips during level changes and floor movements
•Over-stretching during warm-up and cool-down

Risk Mitigation

•Clear boundaries established for each group's performance area
•Adequate spacing maintained between groups at all times
•Progressive warm-up before energetic movement sections
•Controlled cool-down to prevent sudden stopping

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during simultaneous performance
•Monitor formation changes for safe transitions
•Watch for signs of fatigue or overexertion during extended activity

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, contact office if medical attention required