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Lesson 6 - Performance Evaluation and Review

Expressing British Values Through Creative Dance and Choreography

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Year 5

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Dance

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Big Question

What makes a dance performance truly captivating and how can we help others improve their artistic expression?

Learning Objectives

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

Key Outcomes

Students will evaluate dance performances using specific technical language
Students will demonstrate improved performance skills following peer feedback
Students will show understanding of performance quality indicators

Equipment & Resources Required

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Bluetooth speaker, tablet with portable speaker

Video Device

Ensure device is charged and has sufficient storage space

Alternative: Tablet, smartphone with good video quality

Whiteboards

Visible to all students for performance criteria checklist

Alternative: Large paper sheets, display board

Markers

3-4

Different colours for different criteria categories

Alternative: Chalk for blackboard, coloured pens for variety

Score Sheets

15 (1 per pair)

Pre-prepared with '2 stars and a wish' structure

Alternative: Mini whiteboards, verbal feedback only

Key Vocabulary

Extension

Stretching movements to their fullest range, creating long lines with the body

Posture

The way a dancer holds and carries their body during performance

Accuracy

Performing movements precisely as intended, with correct technique

Timing

Performing movements in sync with the music and other dancers

Performance Quality

The overall impact and effectiveness of a dance presentation

Constructive Feedback

Comments that help someone improve by being specific, kind, and helpful

Skill Progression Pathway

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

Prior Learning

Basic dance movement vocabulary from previous lessons
Understanding of rhythm and timing in dance
Experience of performing simple dance sequences
Familiarity with Highway Man themed movements and story

Current Skills

Evaluating dance performance using technical language
Providing constructive peer feedback
Self-reflection and performance improvement
Understanding quality indicators in dance

Next Steps

Leading evaluation sessions with younger students
Creating assessment criteria for dance competitions
Developing choreographic skills with evaluation focus
Understanding historical dance performance standards

Milestone Indicators

Uses specific dance vocabulary when describing performance

Identifies at least three performance quality elements

Demonstrates clear improvement following feedback

Shows confidence in giving constructive criticism

Key Teaching Points

Performance evaluation is about helping each other improve, not judging
Specific feedback using technical vocabulary is more helpful than general comments
Good performers show strong posture, extension, accuracy, focus, and timing
Improvement is more important than perfection
Being a good audience member is an active, important skill
Feedback should always be kind, specific, and helpful
Every performer deserves respect and encouragement

Common Misconceptions

Thinking evaluation means finding fault rather than helping improve
Believing only 'natural dancers' can give good feedback
Assuming feedback must always be positive to be kind
Thinking performance quality is just about entertainment value
Believing you can't improve through practice and feedback
Assuming technical vocabulary is too difficult to learn and use

SEN Adaptations

ADHD

Frequent movement between activities, clear signals for attention, specific roles during observation tasks

dyspraxia

Focus on effort and improvement rather than precision, extra practice time, simplified movement sequences

autism spectrum

Clear structure with visual schedule, preparation for feedback activities, quiet space available if overwhelmed

visual impairment

Detailed verbal descriptions of performance criteria, audio feedback instead of visual observation, tactile guidance for movements

hearing impairment

Visual demonstration of all criteria, written feedback forms, clear visual signals for performance starts/stops

physical disability

Adapted performance expectations, focus on achievable elements, wheelchair-accessible performance space

Cross-Curricular Links

English

Technical vocabulary development, giving verbal feedback, descriptive language for performance qualities

History

Highway Man historical context, understanding performance in historical periods

PSHE

Building confidence, accepting feedback positively, celebrating achievements, resilience through improvement

Teacher Guidance

Positioning

Move between pairs during feedback sessions, stand where all can see during demonstrations

Observation Focus

Watch for quality of feedback, application of criteria, improvement following feedback, respectful interaction

Intervention Points

Step in if feedback becomes unkind, support students struggling with evaluation concepts, celebrate visible improvements

Demonstration Notes

Demonstrate: Clear contrasts between good and poor technique, model appropriate feedback language, show how to observe actively as audience

Verbal Cues

•'Use your checklist!'
•'Be specific - what exactly did you see?'
•'Remember your performance criteria!'
•'Focus on your wish target!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space for group performance, smaller areas for pair work

Surface Check

Clean, dry, non-slip surface suitable for dance movement

Equipment Safety

Safety Checks

•Video recording device secure and positioned safely
•Music system at appropriate volume to protect hearing
•Whiteboard/markers in safe position not interfering with movement space

Risk Management

Key Risks

•Collisions during group performance
•Emotional sensitivity during feedback sessions
•Overexertion during repeated performances

Risk Mitigation

•Clear spatial boundaries and performer positioning
•Emphasis on constructive, kind feedback throughout
•Monitor energy levels and provide rest breaks if needed
•Create supportive atmosphere that celebrates effort and improvement

Supervision & Emergency Procedures

Supervision Points

•Position to observe all pairs during feedback sessions
•Monitor group performance area for spacing and safety
•Watch for emotional responses during evaluation activities

Emergency Procedures

Stop activity, assess situation, provide appropriate support or first aid, contact school procedures if needed