Lesson 6 - Performance Evaluation and Improvement
Cultural Expression Through Haka-Inspired Dance
•Year 5
•Dance
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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
Positioned for clear audio throughout space
Alternative: Bluetooth speaker, tablet with speakers
Cued and ready to play at appropriate volume
Alternative: Ka Mate Chants Maoris by Te Runga Rawa
Distribute when needed for timing activities
Alternative: Claves, wooden spoons, or hands only
Positioned to capture whole group performance
Alternative: Tablet, phone, camera
Visible to all students for performance criteria checklist
Alternative: Large paper, wall display area
Different colours for creating clear checklist
Alternative: Chalk for blackboard, digital display
Key Vocabulary
The way you hold your body when standing or moving
Stretching body parts to their fullest length
Performing movements exactly as intended
Correct positioning of body parts in relation to each other
When dancers perform the same movement one after another
When dancers face each other doing opposite movements
Performing movements in time with the music or beat
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
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