Lesson 6 - Performance Evaluation and Review
Expressing British Values Through Creative Dance and Choreography
•Year 5
•Dance
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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
Position centrally for clear audio throughout space
Alternative: Bluetooth speaker, tablet with portable speaker
Ensure device is charged and has sufficient storage space
Alternative: Tablet, smartphone with good video quality
Visible to all students for performance criteria checklist
Alternative: Large paper sheets, display board
Different colours for different criteria categories
Alternative: Chalk for blackboard, coloured pens for variety
Pre-prepared with '2 stars and a wish' structure
Alternative: Mini whiteboards, verbal feedback only
Key Vocabulary
Stretching movements to their fullest range, creating long lines with the body
The way a dancer holds and carries their body during performance
Performing movements precisely as intended, with correct technique
Performing movements in sync with the music and other dancers
The overall impact and effectiveness of a dance presentation
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
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