Lesson 6 - Performance Evaluation and Refinement
Victorian Storytelling Through Creative Dance and Choreography
•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 performance using technical dance vocabulary
- To give constructive feedback to peers using specific criteria
- To improve own performance based on feedback received
Key Outcomes
- Students will evaluate performances using technical dance language
- Students will demonstrate improved performance skills based on feedback
- Students will understand key performance criteria including timing, levels, and transitions
Equipment & Resources Required
Test volume and audio quality before lesson starts
Alternative: Tablet/phone with portable speaker
Have track ready to play multiple times, know start/stop points
Alternative: Any period-appropriate instrumental music with clear beat
Space for creating performance checklist visible to all students
Alternative: Flip chart paper and pens
Fully charged, positioned for good view of performance space
Alternative: Phone camera, ensure sufficient storage space
Mark performance space boundaries and formation positions
Alternative: Bean bags, spots, or chalk marks
Key Vocabulary
Carefully watching and judging the quality of a dance performance
When dancers perform the same movement but start at different times
When all dancers perform movements at exactly the same time
The smooth movement from one section of dance to another
The arranged pattern or shape that dancers create on the floor
Specific dance words that describe movement, timing, and performance quality accurately
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have created and rehearsed a Victorian-themed dance piece
- Students understand basic dance vocabulary including levels, directions, and unison
- Students have experience working in pairs and groups for dance compositions
Current Skills
- Evaluating dance performances using technical language
- Providing constructive feedback to peers
- Refining performance quality based on specific criteria
Next Steps
- Creating original choreography with evaluation built into the process
- Leading warm-ups and teaching sections to younger students
- Developing more complex evaluation criteria for advanced dance skills
Milestone Indicators
Key Teaching Points
- Evaluation requires specific technical vocabulary, not vague praise or criticism
- Feedback should be constructive and actionable using 2 stars and a wish format
- Performance quality improves through focused practice on specific criteria
- Peer evaluation develops both critical thinking and communication skills
- Professional dance critics focus on technical elements, not personal preferences
- Improvement can be measured and celebrated when feedback is implemented
- The evaluation process is as valuable as the performance itself
Common Misconceptions
- Thinking that criticism means being negative - evaluation includes recognising excellence
- Believing performance feedback is about personal judgement rather than technical skill
- Assuming everyone must perform identically rather than showing individual improvement
- Expecting immediate perfection rather than celebrating growth and effort
- Thinking evaluation is only the teacher's job rather than a valuable peer skill
SEN Adaptations
ADHD
- Movement breaks between evaluation sessions, clear focus points for observation, immediate feedback opportunities
dyspraxia
- Simplified movement patterns while maintaining dance integrity, additional practice time, peer support for complex coordinations
autism spectrum
- Clear structure for feedback process, visual supports for evaluation criteria, predictable routine and expectations
visual impairment
- Use clear verbal descriptions of performance criteria, tactile guidance for formation positions, audio cues for timing
hearing impairment
- Visual demonstration of all feedback concepts, written checklist provided, use of visual cues for timing and rhythm
physical disability
- Adapted movements maintaining performance principles, seated versions of dance elements, focus on achievable improvements
Cross-Curricular Links
English
Speaking and listening skills through feedback discussions, technical vocabulary development, peer evaluation communication
Maths
Counting beats and timing, pattern recognition in formations, spatial awareness in choreography
Art
Visual composition in formations, aesthetic appreciation in performance, creative expression through movement
Music
Understanding rhythm and tempo, responding to musical structure, developing sense of beat and timing
PSHE
Giving and receiving feedback constructively, building resilience, celebrating achievement, cooperation and teamwork
Teacher Guidance
Positioning
Move around the space during practice, central position during instruction, optimal viewing angle during performances
Observation Focus
Technical vocabulary use, quality of feedback given and received, performance improvement implementation
Intervention Points
Step in if feedback becomes inappropriate, support struggling performers, guide evaluation discussions
Demonstration Notes
Demonstrate feedback language, model professional audience behaviour, show performance criteria clearly
Verbal Cues
- •'Use our checklist words'
- •'Show me the improvement'
- •'Professional critics focus on...'
- •'Celebrate the growth!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space for full class performance, additional seating area for audiences
Surface Check
Non-slip surface essential for level changes and formation movements, clear of obstacles
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from performance area
- •Camera/filming equipment secured and not creating trip hazards
- •Adequate lighting for performance and safe movement
Risk Management
Key Risks
- •Collisions during travelling sections and formation changes
- •Falls during level changes and floor work
- •Overexertion during full performance runs
- •Emotional distress from feedback or performance anxiety
Risk Mitigation
- •Clear boundaries and pathways established for all movement sections
- •Adequate spacing maintained between performers during individual and partner work
- •Progressive building from slow practice to full performance speed
- •Supportive feedback culture established with clear guidelines
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during performance sections
- •Monitor partner interactions during feedback sessions
- •Watch for signs of fatigue during extended practice periods
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or emotional support, contact office if needed