Lesson 6 - Performance Review and Evaluation
Viking Narrative Dance
•Year 4
•Dance
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How can we evaluate and improve our dance performances using technical language and feedback?
Learning Objectives
- To understand what makes a good dance performance
- To give useful feedback to our partner using technical language
- To improve our own performance based on feedback received
Key Outcomes
- Students will evaluate others' work using accurate technical language
- Students will recognise good timing, execution and performance skills
- Students will perform, review and improve their finished performance piece
Equipment & Resources Required
Test volume levels before lesson, have backup device ready
Alternative: Portable speaker, tablet with external speaker
Queue up music, test all tracks play correctly
Alternative: Vikings Attack soundtrack or similar dramatic music
Ensure devices are charged, have sufficient storage space
Alternative: Phone camera, school video equipment
Have board clearly visible to all students, multiple coloured markers
Alternative: Flipchart paper, interactive whiteboard
Mark performance area boundaries and audience seating area
Alternative: Spots, chalk marks on floor
Key Vocabulary
How well a dance is executed including timing, expression and technical skills
Specific dance vocabulary used to describe movement and performance
Looking at your own performance to identify strengths and areas for improvement
Giving helpful comments to classmates about their performance
When dancers perform the same movement at different times, creating a follow-the-leader effect
Moving from one arrangement of dancers to another during performance
All dancers performing exactly the same movement at the same time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic dance sequences with control
- Understand basic dance vocabulary (levels, directions, unison)
- Can work cooperatively in pairs and groups
- Have experience of formation changes and canon
Current Skills
- Evaluating dance performances using technical language
- Recognising quality in timing, execution and performance
- Giving constructive feedback to peers
- Self-evaluation and improvement of own performances
Next Steps
- Creating original choreography with complex structures
- Leading warm-ups and teaching others
- Evaluating and improving group dynamics in performance
- Understanding different dance styles and cultural contexts
Milestone Indicators
Key Teaching Points
- Use technical vocabulary consistently to build students' evaluation language
- Focus on improvement and effort rather than perfection in performances
- Model positive feedback techniques before students attempt peer evaluation
- Connect timing work directly to performance quality in dance pieces
- Celebrate individual progress and group achievements equally
- Ensure evaluation process builds confidence rather than creating anxiety
- Link evaluation skills to broader learning and life skills
Common Misconceptions
- Evaluation means finding faults - correct by emphasising identification of strengths and specific improvements
- Good dancers are born, not made - address by highlighting specific skills that can be learned and improved
- Feedback should be general and nice - correct by teaching specific, helpful feedback using technical language
- Performance quality only matters for 'real' dancers - address by showing how evaluation skills apply to all learning
- Canon means everyone doing the same thing - clarify that canon means same movements at different times
SEN Adaptations
ADHD
- Regular movement breaks, clear role definitions, immediate positive feedback for attention and participation
dyspraxia
- Simplified movement expectations, extra practice time, focus on coordination improvement rather than perfection
autism spectrum
- Clear structure for evaluation process, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use verbal descriptions of performances, partner support for spatial awareness, clear audio cues for timing
hearing impairment
- Visual demonstrations of feedback techniques, written checklist criteria, sign language or gesture support
physical disability
- Adapted evaluation roles, modified performance expectations, focus on artistic expression over physical ability
Cross-Curricular Links
English
Speaking and listening through peer evaluation, technical vocabulary development, structured feedback conversations
Art
Appreciation and evaluation of creative work, understanding artistic expression, critiquing performances
Music
Understanding rhythm and timing, responding to musical phrasing, coordinating movement with beat
PSHE
Building confidence, giving and receiving feedback, celebrating others' achievements, self-reflection
Teacher Guidance
Positioning
Central position with clear sightlines to all groups during practice, closer supervision during peer evaluation
Observation Focus
Technical skill development, use of evaluation vocabulary, positive peer interactions, individual confidence building
Intervention Points
Step in if feedback becomes inappropriate, support students struggling with performance anxiety, clarify technical concepts
Demonstration Notes
Model evaluation language clearly, show examples of checklist criteria, demonstrate positive feedback techniques
Verbal Cues
- •'Use your technical words!'
- •'Show me that level change!'
- •'I can see the improvement!'
- •'That's excellent canon!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 10m x 8m, clear of obstacles with good acoustic properties
Surface Check
Non-slip indoor surface, clean and dry, suitable for dance movement in all directions
Equipment Safety
Safety Checks
- •Check audio equipment volume levels are appropriate
- •Ensure camera equipment is secure and won't fall
- •Verify all leads and cables are safely positioned
Risk Management
Key Risks
- •Collisions during group performances
- •Overexertion during energetic dance sequences
- •Emotional pressure during peer evaluation
Risk Mitigation
- •Clear boundaries established for each group's performance area
- •Regular breaks and cooldown periods included
- •Positive evaluation framework with teacher supervision
- •Optional second performances to reduce pressure
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during practice and performance
- •Monitor peer interactions during feedback sessions
- •Ensure appropriate behaviour during video viewing
Emergency Procedures
Stop music immediately if incident occurs, clear performance area, provide appropriate first aid or emotional support as needed