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Lesson 6 - Performance, Review and Evaluation

Creative Space Storytelling

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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 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

Music Player

1 set

Positioned for clear sound throughout hall, volume tested before lesson

Alternative: Portable bluetooth speaker, tablet with external speaker

Video Device

1 (tablet/camera)

Fully charged, sufficient storage space, stable positioning

Alternative: Smartphone, digital camera with video function

Whiteboards

Visible to all students, markers available and working

Alternative: Large paper sheets, projected display

Clipboards

15 (half class)

One per pair for structured feedback recording

Alternative: Mini whiteboards, feedback cards

Rhythm Instruments

30 (optional)

Clean, safe, distributed quickly if used

Alternative: Clapping, body percussion, makeshift shakers

Key Vocabulary

Canon

A choreographic device where movements are performed by different dancers at different times

Formation

The arrangement and positioning of dancers in space

Unison

When all dancers perform the same movement at exactly the same time

Levels

The height at which movements are performed - high, medium, low

Timing

Moving in synchronisation with the music and other dancers

Transitions

The smooth connections between different sections of a dance

Technical language

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

Uses technical vocabulary accurately when evaluating

Identifies specific elements: timing, levels, formations, canon

Demonstrates improved performance after receiving feedback

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