Lesson 6 - Performance, Review and Evaluation
Creative Space Storytelling
•Year 4
•Dance
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How can we use technical language to evaluate dance performances and improve our own work?
Learning Objectives
- To understand what makes a good dance performance
- To give constructive feedback using technical dance vocabulary
- To improve personal performance based on peer feedback
Key Outcomes
- Students will evaluate dance performances using accurate technical language
- Students will identify key performance elements including timing, levels, and formations
- Students will demonstrate improved performance skills based on feedback received
Equipment & Resources Required
Positioned for clear sound throughout hall, volume tested before lesson
Alternative: Portable bluetooth speaker, tablet with external speaker
Fully charged, sufficient storage space, stable positioning
Alternative: Smartphone, digital camera with video function
Visible to all students, markers available and working
Alternative: Large paper sheets, projected display
One per pair for structured feedback recording
Alternative: Mini whiteboards, feedback cards
Clean, safe, distributed quickly if used
Alternative: Clapping, body percussion, makeshift shakers
Key Vocabulary
A choreographic device where movements are performed by different dancers at different times
The arrangement and positioning of dancers in space
When all dancers perform the same movement at exactly the same time
The height at which movements are performed - high, medium, low
Moving in synchronisation with the music and other dancers
The smooth connections between different sections of a dance
Specific dance vocabulary used to describe movements and performance quality
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created a themed dance sequence with travel, pairs, and group sections
- Students understand basic dance concepts of levels, directions, and unison
- Students can work collaboratively in pairs and groups
Current Skills
- Evaluating dance performances using technical language
- Identifying timing, execution, and performance quality
- Giving and receiving constructive feedback
Next Steps
- Creating original choreography with complex formations
- Developing advanced performance skills and stage presence
- Leading peer learning and coaching others
Milestone Indicators
Key Teaching Points
- Establish clear performance criteria checklist at start of lesson
- Model appropriate feedback language using technical vocabulary
- Focus on improvement rather than perfection throughout
- Create safe emotional environment for peer evaluation
- Connect timing work to overall performance quality
- Celebrate individual progress and group achievements
- Use video comparison to show tangible improvement
Common Misconceptions
- Thinking evaluation means finding faults only - correct by emphasising 2 stars and wish balance
- Believing performance is about entertainment rather than technique - address through checklist focus
- Assuming feedback should be vague to avoid hurt feelings - model specific, constructive language
- Thinking timing means rushing through movements - demonstrate steady beat awareness
- Believing good performance requires perfect synchronisation - emphasise effort and improvement over perfection
SEN Adaptations
ADHD
- Short, focused evaluation tasks, regular movement breaks, clear success criteria, immediate feedback opportunities
dyspraxia
- Simplified movement patterns, extra practice time, visual cues for formations, celebration of individual progress
autism spectrum
- Clear structure with visual schedule, predictable feedback format, quiet space available if needed during peer evaluation
visual impairment
- Clear verbal descriptions of checklist criteria, audio cues for timing, buddy system for spatial awareness during formations
hearing impairment
- Visual cues for rhythm and timing, written checklist available, demonstration-based instruction for performance criteria
physical disability
- Adapted movements within individual capability, focus on achievable elements from checklist, alternative ways to show levels and formations
Cross-Curricular Links
English
Using descriptive vocabulary, giving oral feedback, listening skills, technical terminology development
Maths
Counting beats and rhythms, understanding patterns, timing and sequence, spatial awareness
Art
Visual composition in formations, aesthetic evaluation, creative expression and interpretation
Music
Beat recognition, rhythm patterns, responding to musical structure and tempo
PSHE
Giving and receiving feedback constructively, building confidence, celebrating achievements, resilience
Teacher Guidance
Positioning
Move around space during practice for different viewing angles, central position during demonstrations, close to pairs during feedback
Observation Focus
Technical accuracy vs checklist, quality of feedback language, emotional responses to evaluation
Intervention Points
Step in if feedback becomes unconstructive, support students struggling with criteria application, guide technical improvements
Demonstration Notes
Model excellent evaluation language, show technical elements clearly, demonstrate how to receive feedback positively
Verbal Cues
- •'Remember our checklist!'
- •'Use your dance words!'
- •'What specifically can improve?'
- •'Show me that timing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 8m clear space, additional area for audience seating
Surface Check
Non-slip surface essential, check for wet areas, ensure adequate grip for turning movements
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Recording devices secured and not obstructing pathways
- •Any props or instruments checked for damage before use
Risk Management
Key Risks
- •Collisions during formation changes
- •Overexertion during repeated performances
- •Emotional upset from feedback or comparison
Risk Mitigation
- •Clear spacing guidelines for group work
- •Regular breaks and heart rate monitoring
- •Positive feedback culture and teacher modelling
- •Adequate warm-up and cool-down periods
Supervision & Emergency Procedures
Supervision Points
- •Position for overview of all groups during practice
- •Close monitoring during peer feedback sessions
- •Emotional support available throughout evaluation
Emergency Procedures
Stop activity immediately if collision occurs, assess any injuries, provide appropriate first aid, contact office if medical attention needed