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Lesson 6 - Performance Evaluation & Refinement

Cultural Dance Motifs

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Year 4

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Dance

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1h 14min

Big Question

How can we use feedback and self-evaluation to transform our dance performances from good to outstanding?

Learning Objectives

To understand the key elements that make a dance performance outstanding
To evaluate dance performances using accurate technical vocabulary
To give constructive feedback that helps improve performance quality

Key Outcomes

Students will evaluate performances using precise dance terminology
Students will identify specific areas for improvement in timing, levels, and formations
Students will demonstrate improved performance quality based on feedback received

Equipment & Resources Required

Tunnel Systems

Position for clear sound coverage across performance space

Alternative: Bluetooth speaker, tablet with good speakers

Performance Music Track

Pre-loaded playlist

'Around the World' by Daft Punk as main track, 'Rocking All Over the World' for warm-up

Alternative: CD player, laptop with backup tracks

Digital Cameras

1.5 devices

Positioned to capture full performance area from front angle

Alternative: Mobile phones on tripods, school camera

Cards

1 large version

Visible to all students during performance and evaluation

Alternative: Whiteboard list, printed A3 sheet, interactive board display

Rhythm Instruments

1 per student (optional)

Distributed around hall perimeter for timing practice

Alternative: Wooden spoons, pencils, body percussion only

Key Vocabulary

Timing

Moving in synchronisation with the music and with other dancers

Levels

Using high, medium and low positions to create visual interest

Canon

When dancers perform the same sequence but start at different times

Formation

The shape or pattern dancers make on the floor

Transition

The movement that connects one section to another smoothly

Unison

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

Skill Progression Pathway

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

Prior Learning

Created and practised individual travel sequences
Developed pair work showing levels, directions and unison
Constructed group pieces using formation changes and canon

Current Skills

Evaluating performance quality using technical criteria
Providing constructive feedback with specific examples
Refining performance based on peer and self-evaluation

Next Steps

Creating new choreography incorporating learned performance standards
Teaching sequences to others using technical vocabulary
Adapting performances for different audiences and spaces

Milestone Indicators

Uses dance vocabulary accurately when evaluating

Identifies specific improvements after receiving feedback

Maintains performance quality under evaluation pressure

Key Teaching Points

Use specific dance vocabulary consistently throughout evaluation process
Focus on one improvement area at a time for most effective feedback
Maintain high performance standards even under evaluation pressure
Celebrate effort and improvement rather than just final achievement
Model excellent evaluation techniques through teacher demonstration
Connect physical performance skills to broader learning about helping others improve
Emphasise that good feedback helps everyone become better dancers

Common Misconceptions

Thinking feedback means only pointing out mistakes - teach that good feedback includes recognition of achievements
Believing that performing for others is just about not making mistakes - emphasise performance quality and expression
Assuming that timing just means 'not being too fast or slow' - teach about precision and musical connection
Thinking that good dancers don't need feedback - show that even experts use evaluation to improve
Believing that only teachers can evaluate dance - demonstrate that peer feedback is valuable and specific

SEN Adaptations

ADHD

Break evaluation into shorter segments, provide fidget tools during watching, use movement breaks between static activities

dyspraxia

Allow extra practice time, break complex sequences into smaller parts, focus on improvement rather than perfection

autism spectrum

Provide clear structure for feedback sessions, use visual checklist supports, allow processing time between performance and evaluation

visual impairment

Use clear verbal descriptions of all movements, provide physical guidance for formations, ensure music has strong beat for timing cues

hearing impairment

Use visual cues and demonstrations, provide written feedback frameworks, ensure strong visual rhythm cues through movement

physical disability

Adapt movements to individual capabilities, focus on upper body or seated variations, emphasise personal improvement over comparison

Cross-Curricular Links

English

Developing vocabulary for describing movement and performance, giving constructive oral feedback using specific language

Maths

Counting beats and rhythm patterns, understanding timing and sequences, measuring improvements quantitatively

Science

Understanding how exercise affects heart rate, muscle memory and coordination, physics of movement and balance

Art

Creating visual patterns through formations, understanding composition and aesthetic effect in performance

PSHE

Building confidence through performance, developing empathy through constructive feedback, celebrating achievements and managing emotions

Teacher Guidance

Positioning

Move frequently between groups during practice, central position during whole-class activities for maximum visibility

Observation Focus

Watch for application of feedback, quality of peer interactions, and maintenance of performance standards throughout

Intervention Points

Step in if feedback becomes unconstructive, if students struggle with self-evaluation, or if energy levels drop significantly

Demonstration Notes

Model excellent evaluation techniques, show contrast between vague and specific feedback, demonstrate how to focus on one improvement at a time

Verbal Cues

•'Use your dance vocabulary!'
•'Be specific in your feedback!'
•'Show me that improvement!'
•'What exactly did you notice?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 12m clear space for group performances, additional area for audience seating

Surface Check

Non-slip surface essential for dance movements, check for any wet areas or obstacles

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement areas
•Video equipment secure and supervised during use
•Rhythm sticks checked for splinters or damage if used

Risk Management

Key Risks

•Collisions during group formation changes
•Trips from equipment or bags left in movement area
•Hearing damage from excessive music volume
•Overexertion during extended performance sessions

Risk Mitigation

•Clear boundaries established for each group's performance area
•All personal belongings stored safely away from movement space
•Music volume checked regularly and kept at safe levels
•Regular check-ins about energy levels during extended activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performing groups simultaneously
•Stay mobile during practice sessions to observe individual groups closely
•Maintain proximity to music equipment for immediate volume control

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or summon help as needed