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Lesson 6 - Performance Review and Evaluation

Viking Narrative Dance

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Year 4

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Dance

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Big Question

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

Tunnel Systems

Test volume levels before lesson, have backup device ready

Alternative: Portable speaker, tablet with external speaker

Performance Music Track

1 playlist

Queue up music, test all tracks play correctly

Alternative: Vikings Attack soundtrack or similar dramatic music

Digital Cameras

1.5 devices

Ensure devices are charged, have sufficient storage space

Alternative: Phone camera, school video equipment

Sun Markers

1 set

Have board clearly visible to all students, multiple coloured markers

Alternative: Flipchart paper, interactive whiteboard

Markers Cones

8-12

Mark performance area boundaries and audience seating area

Alternative: Spots, chalk marks on floor

Key Vocabulary

Performance Quality

How well a dance is executed including timing, expression and technical skills

Technical Language

Specific dance vocabulary used to describe movement and performance

Self-evaluation

Looking at your own performance to identify strengths and areas for improvement

Peer Feedback

Giving helpful comments to classmates about their performance

Canon

When dancers perform the same movement at different times, creating a follow-the-leader effect

Formation Changes

Moving from one arrangement of dancers to another during performance

Unison

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

Uses technical vocabulary confidently when evaluating

Can identify at least 3 specific improvement points

Shows clear improvement between first and final performance

Demonstrates leadership in peer feedback sessions

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