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Lesson 6 - Performance Evaluation and Improvement

Cultural Expression Through Haka-Inspired Dance

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Year 5

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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 our partner using appropriate dance vocabulary
To improve our own performance based on feedback received

Key Outcomes

Students will evaluate dance performances using technical language
Students will provide constructive feedback using dance vocabulary
Students will demonstrate improvement in their own performance

Equipment & Resources Required

Tunnel Systems

Positioned for clear audio throughout space

Alternative: Bluetooth speaker, tablet with speakers

Performance Music Track

1 track

Cued and ready to play at appropriate volume

Alternative: Ka Mate Chants Maoris by Te Runga Rawa

Sticks

30 (optional)

Distribute when needed for timing activities

Alternative: Claves, wooden spoons, or hands only

Video Device

1 (optional)

Positioned to capture whole group performance

Alternative: Tablet, phone, camera

Whiteboards

Visible to all students for performance criteria checklist

Alternative: Large paper, wall display area

Markers

3-4

Different colours for creating clear checklist

Alternative: Chalk for blackboard, digital display

Key Vocabulary

Posture

The way you hold your body when standing or moving

Extension

Stretching body parts to their fullest length

Accuracy

Performing movements exactly as intended

Alignment

Correct positioning of body parts in relation to each other

Canon

When dancers perform the same movement one after another

Mirror image

When dancers face each other doing opposite movements

Timing

Performing movements in time with the music or beat

Performance quality

How well a dance is presented to an audience

Skill Progression Pathway

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

Prior Learning

Students can perform their complete Haka sequence
Students understand basic dance vocabulary
Students can work cooperatively in pairs and groups

Current Skills

Evaluating dance performances using technical language
Providing constructive feedback using dance vocabulary
Improving performance quality through peer assessment

Next Steps

Applying evaluation skills to different dance styles
Leading warm-ups and teaching sequences to others
Creating original choreography with performance quality focus

Milestone Indicators

Uses at least 3 technical dance terms when giving feedback

Shows measurable improvement between first and final performance

Demonstrates understanding of performance quality criteria

Key Teaching Points

Establish respectful, professional atmosphere for peer evaluation
Use specific dance vocabulary consistently throughout feedback process
Connect rhythmic timing work to final performance quality
Model excellent feedback techniques before student attempts
Celebrate improvement and effort alongside technical achievement
Maintain high performance energy despite multiple repetitions
Link learning to previous lessons and whole unit progression

Common Misconceptions

Thinking evaluation is about finding faults rather than helping improvement
Believing good feedback means only positive comments
Assuming timing only matters during music rather than throughout movement
Thinking performance quality is fixed rather than improvable
Focusing on individual achievement rather than group support and development

SEN Adaptations

ADHD

Use clear time boundaries for each section, provide fidget tools during observation periods, offer movement breaks as needed

dyspraxia

Focus feedback on effort and improvement rather than perfect technique, provide visual reminders of criteria, allow extra time for processing feedback

autism spectrum

Provide clear structure for feedback format, allow processing time between performance and evaluation, offer alternative to being filmed

visual impairment

Use verbal descriptions of performance criteria, provide audio cues for timing, ensure good positioning for any residual vision

hearing impairment

Use visual demonstrations of criteria checklist, provide written feedback forms, use hand signals for timing

physical disability

Adapt performance expectations to individual capabilities, modify feedback criteria accordingly, ensure inclusive peer partnerships

Cross-Curricular Links

English

Speaking and listening skills through peer feedback, using technical vocabulary accurately in spoken evaluation

Maths

Counting beats and rhythmic patterns, measuring improvements between performances

Science

Understanding body systems during exercise, heart rate and breathing changes during physical activity

PSHE

Giving and receiving constructive criticism, building confidence and self-esteem through performance

Teacher Guidance

Positioning

Move between performance area and audience to support both critics and performers

Observation Focus

Watch for quality of feedback, use of vocabulary, and evidence of improvement

Intervention Points

Step in if feedback becomes negative or unhelpful, or if performance standards drop

Demonstration Notes

Model excellent audience behaviour and professional feedback throughout lesson

Verbal Cues

•'Use our checklist words!'
•'Be specific about what you saw!'
•'Show me your warrior strength!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 10m x 12m, clear of obstacles with non-slip surface

Surface Check

Dry, even floor suitable for barefoot or soft-soled shoes

Equipment Safety

Safety Checks

•Audio system cables positioned safely away from movement areas
•Rhythm sticks checked for splinters or sharp edges
•Video equipment secured and positioned out of movement space

Risk Management

Key Risks

•Collision between performers during group work
•Overexertion during energetic Haka movements
•Tripping over seated audience members

Risk Mitigation

•Clear boundaries established between performance and audience areas
•Adequate spacing maintained between all performers
•Gradual warm-up and proper cooldown procedures followed
•Teacher monitoring for signs of fatigue or overexertion

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performers during evaluations
•Monitor emotional responses to peer feedback
•Watch for appropriate cooldown and heart rate recovery

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if required