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Lesson 6 - Performance Evaluation and Technical Language

Exploring Social History Through Dance Movement and Expression

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Year 5

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Dance

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Big Question

How do we recognise and describe excellence in dance performance using technical vocabulary?

Learning Objectives

To identify and describe elements of a good dance performance using appropriate technical vocabulary
To provide constructive feedback to peers using relevant dance terminology
To improve personal performance based on received feedback and self-evaluation

Key Outcomes

Students will evaluate dance performances using technical language with confidence
Students will demonstrate understanding of performance quality indicators through peer assessment
Students will show measurable improvement in their own performances following feedback

Equipment & Resources Required

Tunnel Systems

Test sound levels before lesson, have Highway Man music ready

Alternative: Bluetooth speaker, laptop with speakers

Video Device

Charge device, ensure memory available, check recording angle

Alternative: Tablet, smartphone, school camera

Whiteboards

Clean surface, have markers ready for creating checklist

Alternative: Interactive whiteboard, large paper sheets

Number Cards (1-20)

15 sets

Prepare numbering system for pair work organisation

Alternative: Coloured bands, team bibs

Key Vocabulary

Extension

Stretching body parts to their full length to create clear, defined lines

Posture

The way the body is held and positioned, showing strength and alignment

Timing

Moving in synchronisation with the music or with other performers

Accuracy

Performing movements precisely as intended, with correct technique

Performance Quality

The overall standard of execution, expression and presentation

Peer Evaluation

Assessing and providing feedback on another student's performance

Technical Language

Specific vocabulary used in dance to describe movement and performance

Constructive Feedback

Comments that help someone improve, including both praise and suggestions

Skill Progression Pathway

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

Prior Learning

Students can perform basic dance movements with some control
Students understand simple dance vocabulary
Students can work cooperatively in pairs and groups
Students have developed their Highway Man themed performance piece

Current Skills

Using technical dance vocabulary to evaluate performances
Providing constructive peer feedback using appropriate terminology
Self-reflection and performance improvement based on feedback
Understanding quality indicators in dance performance

Next Steps

Advanced choreographic analysis and critique
Leading and directing others' performances
Creating assessment criteria for dance performances
Developing personal artistic voice and style preferences

Milestone Indicators

Uses technical vocabulary accurately when describing performance

Provides feedback that leads to visible improvement in others

Shows clear development in own performance following evaluation

Demonstrates understanding of performance quality standards

Key Teaching Points

Use technical dance vocabulary consistently throughout evaluation and feedback
Focus on specific, observable criteria rather than general impressions
Model constructive feedback language and encourage positive communication
Celebrate improvement and effort rather than comparing students to each other
Connect feedback directly to visible performance improvements
Maintain professional standards while keeping atmosphere supportive and encouraging
Use the established criteria consistently to build students' evaluation skills

Common Misconceptions

Thinking that criticism means being negative - teach that evaluation means finding strengths and areas for growth
Believing that good feedback is just saying 'it was good' - emphasise specificity and usefulness
Assuming that receiving feedback means you performed poorly - frame feedback as professional development
Thinking technical vocabulary is too difficult for Year 5 - show how professional dancers use these terms
Believing that only teachers can evaluate dance - demonstrate that peer evaluation develops critical thinking skills

SEN Adaptations

ADHD

Regular breaks during evaluation sessions, clear focus points for observation, movement opportunities between sitting

dyspraxia

Simplified performance criteria focus, additional practice time, emphasis on effort over precision

autism spectrum

Clear structure for feedback sessions, visual supports for criteria checklist, preparation for performance evaluation process

visual impairment

Verbal descriptions of visual criteria, partner guidance for positioning, audio recordings of performances for self-evaluation

hearing impairment

Visual demonstration of feedback techniques, written criteria checklist, sign language interpretation if available

physical disability

Adapted performance expectations, focus on achievable improvements, wheelchair accessible space arrangement

Cross-Curricular Links

English

Technical vocabulary development, structured verbal feedback, listening and speaking skills, articulating opinions clearly

Maths

Timing and rhythm patterns, spatial awareness, counting beats, understanding of sequences and patterns

Art

Aesthetic appreciation, visual composition in movement, creative expression, understanding of line and form

PSHE

Self-evaluation and reflection, giving and receiving feedback constructively, building resilience, celebrating achievement

Teacher Guidance

Positioning

Central position with visibility of all students, move between pairs during feedback sessions

Observation Focus

Technical vocabulary usage, quality of feedback, evidence of performance improvement

Intervention Points

When feedback becomes too critical, when vocabulary needs clarification, when students struggle with self-evaluation

Demonstration Notes

Model appropriate feedback language, show contrast between good and poor performance criteria, demonstrate safe stretching techniques

Verbal Cues

•'Use our checklist words'
•'Be specific about what you saw'
•'Remember your wish - focus on improving that'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) with clear performance area minimum 15m x 10m

Surface Check

Non-slip surface, clear of obstacles, adequate ceiling height for movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Recording device securely positioned if used
•Seating area clear of performance space

Risk Management

Key Risks

•Collisions between performers
•Tripping over equipment or uneven surfaces
•Over-stretching during cool-down
•Self-consciousness leading to reduced participation

Risk Mitigation

•Clear boundaries between performance and audience areas
•Adequate spacing between performers during group work
•Supervised stretching with emphasis on gentle holds
•Positive, supportive atmosphere for performance evaluation

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of both performers and critics during evaluation
•Monitor feedback sessions for appropriate language and tone
•Ensure safe cool-down practices and stretching technique

Emergency Procedures

Standard school emergency procedures, first aid available, clear exit routes maintained