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Lesson 6 - Performance Evaluation

Historical Movement to Performance

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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 dance performance
To give useful feedback to partners using technical language
To improve our own performance based on constructive feedback

Key Outcomes

Students will evaluate performances using accurate technical vocabulary
Students will demonstrate improved performance skills after receiving feedback
Students will show understanding of performance quality indicators

Equipment & Resources Required

Tunnel Systems

Position for clear sound throughout hall

Alternative: Bluetooth speaker, laptop with speakers

Performance Music Track

1 playlist

Test volume and sound quality before lesson

Alternative: Roman Numerals by Singsongalong, or unit-specific music

Whiteboards

Visible to all students when seated

Alternative: Large paper sheets, interactive whiteboard

Digital Cameras

Positioned to capture full performance space

Alternative: Smartphone, school camera

Rhythm Instruments

1 per student (optional)

Distribute quickly for rhythm activities

Alternative: Wooden spoons, pencils, hand clapping

Key Vocabulary

Timing

Dancing in synchronisation with the music's beat and rhythm

Canon

When dancers perform the same movement but start at different times

Unison

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

Formation

The arrangement and positioning of dancers in the performance space

Levels

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

Transition

The smooth connection between different sections or movements

Evaluation

Carefully watching and judging the quality of a performance

Skill Progression Pathway

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

Prior Learning

Basic dance movements and sequences
Understanding of levels, directions and formations
Experience of working in pairs and groups

Current Skills

Evaluating performance using technical language
Giving constructive feedback to peers
Self-assessment and improvement skills

Next Steps

Creating original choreography
Advanced performance techniques
Teaching dance skills to others

Milestone Indicators

Uses technical vocabulary accurately when evaluating

Provides specific, actionable feedback

Shows measurable improvement after feedback

Key Teaching Points

Technical vocabulary must be used accurately and consistently throughout evaluation activities
Performance quality is more important than perfect memorisation of choreography
Peer feedback should always be constructive, specific and kind using the 2 stars and 1 wish format
Timing with music is fundamental to dance performance and should be emphasised throughout
Self-evaluation skills are as important as performing skills for developing dancers
Formation changes and transitions reveal the difference between good and excellent performances
Every student should feel celebrated for their achievements and growth during the unit

Common Misconceptions

Thinking that loud or fast movement is better performance - emphasise control and precision
Believing that remembering all steps is more important than performance quality - focus on execution over memory
Assuming feedback should focus only on mistakes - teach the importance of recognising strengths first
Thinking that dance is only about individual skill - emphasise the importance of group cooperation and timing
Believing that 'good' or 'nice' are sufficient feedback terms - insist on specific technical vocabulary
Assuming that performance anxiety means poor dancing - teach that nerves are normal and part of performance experience

SEN Adaptations

ADHD

Use shorter performance segments, provide clear focus points, allow movement breaks during evaluation periods

dyspraxia

Simplify formations and movements, provide extra practice time, focus on effort and improvement rather than perfection

autism spectrum

Provide clear structure for feedback sessions, allow alternative ways to give feedback, prepare students for performance expectations

visual impairment

Use verbal descriptions of performances, provide audio cues for timing, ensure safe positioning near music source

hearing impairment

Use visual demonstrations and gestures, provide written feedback forms, use vibration or visual cues for musical timing

physical disability

Adapt movements to ability level, focus on accessible elements like arm movements or head position, ensure inclusive feedback criteria

Cross-Curricular Links

English

Speaking and listening skills through feedback discussions, vocabulary development with technical dance terms, presentation skills in performance

Art

Understanding of aesthetics and visual elements, appreciation of performance as art form, creative expression through movement

Music

Rhythm and beat recognition, musical timing and phrasing, listening skills and musical appreciation

PSHE

Building confidence and self-esteem, giving and receiving feedback constructively, celebrating achievements and supporting others

Teacher Guidance

Positioning

Move around the space to observe all students, position near music system for easy control, ensure clear sight lines during performances

Observation Focus

Watch for technical accuracy, timing with music, use of performance checklist criteria, quality of peer feedback interactions

Intervention Points

Step in if feedback becomes unkind or too vague, support students struggling with technical vocabulary, help with timing difficulties

Demonstration Notes

Show clear contrast between good and excellent performance quality, demonstrate technical vocabulary in context, model appropriate feedback language

Verbal Cues

•'Head up, proud dancers!'
•'Feel that beat in your whole body!'
•'Use your technical words!'
•'Be specific in your feedback!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 10m x 8m, clear of obstacles and with non-slip flooring

Surface Check

Clean, dry, non-slip surface suitable for dance movement, no loose mats or equipment

Equipment Safety

Safety Checks

•Check music system volume is appropriate for space and hearing protection
•Ensure rhythm instruments have no sharp edges or broken parts
•Verify recording equipment is positioned safely out of movement area

Risk Management

Key Risks

•Collisions during energetic dance movements
•Slips and falls during formation changes
•Emotional distress from peer evaluation feedback

Risk Mitigation

•Clear boundaries established for performance space
•Adequate spacing between performers during group work
•Guidelines established for constructive, kind feedback
•Teacher monitoring emotional responses during evaluation

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all performers
•Move around space during practice to check individual technique
•Monitor peer feedback for appropriateness and kindness

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, follow school procedures for accident reporting