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Lesson 6 - Refining Snake Dance Performance

Snake Movement Storytelling

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Year 4

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Dance

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Big Question

How can we use feedback from others to create a powerful snake dance that truly communicates character and emotion?

Learning Objectives

To refine dance material for the snake-themed performance using peer evaluation
To identify strengths and areas for improvement in other groups' choreography
To apply feedback from others to improve individual and group performance quality

Key Outcomes

Students will demonstrate refined snake movements with clear character communication
Students will provide constructive feedback using specific dance terminology
Students will show improvement in their performance after receiving peer feedback

Equipment & Resources Required

Music Player

Pre-load music, test volume levels before lesson

Alternative: Tablet/phone with portable speaker

Score Sheets

1 per group (8 sheets for typical class)

Have clipboards or hard surfaces for writing

Alternative: Simple paper with stars/wishes headings

Cones

8-10

Mark performance areas and waiting zones

Alternative: Chairs or natural boundaries

Sun Markers

1 set

For displaying feedback criteria and key vocabulary

Alternative: Flipchart paper

Key Vocabulary

Refine

To improve and perfect movement details through practice and adjustment

Dynamics

The quality of movement including speed, strength, flow and control

Character communication

Using movement to clearly show the personality and nature of the character being portrayed

Peer assessment

Watching and evaluating other students' work to provide helpful feedback

Constructive feedback

Comments that help someone improve by identifying strengths and suggesting specific improvements

Skill Progression Pathway

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

Prior Learning

Basic snake movements and commands from previous lessons
Understanding of dynamics and character in dance
Experience working in groups to create dance sequences

Current Skills

Refining movement details for character communication
Peer assessment and constructive feedback skills
Applying feedback to improve performance quality

Next Steps

Creating original dance material inspired by different characters
Leading warm-ups and teaching movement to others
Developing complex choreographic devices and structures

Milestone Indicators

Movements clearly communicate snake character to audience

Feedback is specific, constructive and helps others improve

Performance shows visible improvement after receiving feedback

Key Teaching Points

Focus on one refinement area at a time to avoid overwhelming students
Model constructive feedback language before peer assessment begins
Emphasise improvement and effort over perfection in performance
Ensure all students contribute to feedback process at appropriate level
Use specific dance vocabulary consistently throughout lesson
Create supportive performance environment where risk-taking is encouraged
Connect all activities to snake character development and communication

Common Misconceptions

Thinking criticism is the same as constructive feedback - teach positive framing of suggestions
Believing performance should be perfect immediately - emphasise learning process and gradual improvement
Assuming all students learn at same rate - differentiate feedback and support appropriately
Thinking refinement means changing everything - focus on specific details that enhance existing work
Believing feedback is only about problems - balance strengths identification with improvement suggestions

SEN Adaptations

ADHD

Clear focus areas for each practice session, regular movement breaks, specific roles during feedback

dyspraxia

Simplified movement sequences, extra practice time, buddy system for support

autism spectrum

Clear structure for feedback process, visual schedules for activities, designated quiet space if needed

visual impairment

Audio descriptions of movements, tactile guidance for positioning, verbal feedback instead of written

hearing impairment

Visual demonstrations of all movements, written feedback sheets, hand signals for communication

physical disability

Adapted movements using available range of motion, wheelchair-accessible formations, modified snake movements

Cross-Curricular Links

English

Developing descriptive vocabulary for movement qualities, giving oral feedback and presentations to groups

Art

Understanding performance as visual communication, exploring character through movement expression

Drama

Character development and communication, performance skills and audience awareness

Music

Responding to rhythm and phrasing in music, understanding tempo and dynamics in performance

PSHE

Building confidence in performance, giving and receiving constructive feedback, supporting others' improvement

Teacher Guidance

Positioning

Move between groups during practice, position for clear view of all performances during assessment

Observation Focus

Watch for quality of character communication, group cooperation, constructive feedback delivery and application

Intervention Points

Step in if feedback becomes unconstructive, support groups struggling with refinements, ensure all students participate in assessment

Demonstration Notes

Model high-quality feedback delivery, demonstrate specific refinement techniques, show how to perform with commitment despite being observed

Verbal Cues

•'Show me snake character!'
•'Focus on your refinement area'
•'Give specific feedback'
•'Use your dance vocabulary'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium space, minimum 15m x 15m for multiple groups

Surface Check

Clean, dry, non-slip floor suitable for dynamic movement and floor work

Equipment Safety

Safety Checks

•Music system positioned safely away from movement areas
•Feedback sheets and pencils managed carefully to avoid trip hazards
•Clipboards stored safely when not in use

Risk Management

Key Risks

•Collisions between groups during simultaneous performances
•Trips and falls during dynamic snake movements
•Overexertion during repeated practice sessions

Risk Mitigation

•Clear boundaries established between group performance areas
•Adequate rest periods between intensive practice sessions
•Teacher positioning for maximum supervision of all groups
•Controlled transitions between activities

Supervision & Emergency Procedures

Supervision Points

•Monitor all groups during simultaneous practice sessions
•Position for clear view of all performance areas during peer assessment
•Ensure respectful and supportive feedback environment

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue in safe controlled manner