Lesson 6 - Performance, Review and Evaluation
Creative Dance in Ancient Egypt
•Year 4
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Position for clear sound throughout hall, test volume before lesson
Alternative: Bluetooth speaker, tablet with speakers
Cued to start, volume tested and appropriate for space
Alternative: Egyptian Reggae by Modern Lovers or similar upbeat track
Fully charged, positioned for optimal filming angle
Alternative: Tablet, smartphone, digital camera
Visible to all students, markers available
Alternative: Large paper, interactive whiteboard
Optional - distributed around space perimeter if available
Alternative: Wooden sticks, tambourines, shakers
Key Vocabulary
Moving in synchronisation with the music's beat and rhythm
When dancers perform exactly the same movements at the same time
When the same movement is performed by different dancers at different times
The arrangement and positioning of dancers in the performance space
The smooth movement from one section or position to another
Reaching body parts as far as possible to create lines and shapes
Carefully watching and judging the quality of a performance
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
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