Lesson 6 - Performance Evaluation and Technical Language
Exploring Social History Through Dance Movement and Expression
•Year 5
•Dance
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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
Test sound levels before lesson, have Highway Man music ready
Alternative: Bluetooth speaker, laptop with speakers
Charge device, ensure memory available, check recording angle
Alternative: Tablet, smartphone, school camera
Clean surface, have markers ready for creating checklist
Alternative: Interactive whiteboard, large paper sheets
Prepare numbering system for pair work organisation
Alternative: Coloured bands, team bibs
Key Vocabulary
Stretching body parts to their full length to create clear, defined lines
The way the body is held and positioned, showing strength and alignment
Moving in synchronisation with the music or with other performers
Performing movements precisely as intended, with correct technique
The overall standard of execution, expression and presentation
Assessing and providing feedback on another student's performance
Specific vocabulary used in dance to describe movement and performance
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
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