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Lesson 6 - Performance Evaluation and Improvement

Cultural Expression and Choreographic Creativity Through the Haka

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Year 6

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Dance

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Big Question

How can we evaluate dance performances using technical language to help ourselves and others improve?

Learning Objectives

To understand what constitutes a good dance performance using technical criteria
To give constructive feedback to peers using appropriate dance vocabulary
To improve personal performance based on feedback received

Key Outcomes

Students will evaluate dance performances using technical dance vocabulary
Students will provide specific, constructive feedback to improve performances
Students will demonstrate improved performance skills based on peer evaluation

Equipment & Resources Required

Tunnel Systems

Position centrally for clear sound throughout space

Alternative: Bluetooth speaker, tablet with speaker

Performance Music Track

1 track

Cued and ready to play, volume tested

Alternative: Ka Mate Chants Maoris by Te runga Rawa or similar Haka music

Sun Markers

1 set

Positioned where all students can see clearly

Alternative: Flipchart paper, digital display

Video Device

1 (optional)

Positioned for optimal recording angle if used

Alternative: Tablet, smartphone, digital camera

Sticks

1 per student (optional)

Distributed safely around activity area

Alternative: Wooden spoons, percussion instruments

Mats

1 per 2 students

Arranged around perimeter for stretching

Alternative: Towels, carpet squares

Key Vocabulary

Posture

The way the body is held upright with alignment and control

Extension

Stretching movements to their fullest range creating lines and shapes

Accuracy

Performing movements precisely as intended or taught

Alignment

Correct positioning of body parts in relation to each other

Timing

Performing movements in time with music or other dancers

Canon

When dancers perform the same movement but start at different times

Mirror Image

When dancers face each other performing opposite movements

Evaluation

Carefully watching and judging the quality of a performance

Skill Progression Pathway

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

Prior Learning

Students have created a Haka-themed dance performance
Students understand basic dance vocabulary and movements
Students can perform in time with music and in groups

Current Skills

Evaluating dance performances using technical criteria
Providing constructive feedback using dance vocabulary
Improving performance based on peer evaluation

Next Steps

Creating original choreography for different cultural dances
Leading peer evaluations and teaching sessions
Analysing professional dance performances

Milestone Indicators

Uses specific dance vocabulary when giving feedback

Demonstrates measurable improvement after receiving feedback

Shows confidence in evaluating and improving performances

Key Teaching Points

Establish clear evaluation criteria before performances begin
Model appropriate feedback language using technical vocabulary
Ensure '2 stars and a wish' format provides specific, constructive criticism
Celebrate improvement and effort alongside technical achievement
Connect rhythm work to musical timing and group coordination
Maintain respectful, supportive atmosphere during peer evaluation
Use video recording thoughtfully to support learning rather than create pressure

Common Misconceptions

Thinking evaluation means finding faults - clarify it's about improvement
Believing feedback should focus on entertainment rather than technique
Assuming timing is only about staying with music rather than group coordination
Thinking good performance means perfect performance rather than committed performance
Believing criticism is negative - explain constructive feedback helps learning

SEN Adaptations

ADHD

Movement breaks between evaluation sessions, clear focus tasks, fidget tools during sitting activities

dyspraxia

Simplified movement sequences, extra practice time, buddy support for complex coordination

autism spectrum

Clear structure for feedback sessions, visual supports for evaluation criteria, quiet space available if needed

visual impairment

Detailed verbal descriptions of movements, tactile guidance for positioning, clear audio cues for timing

hearing impairment

Visual rhythm cues, vibration for beat detection, clear visual demonstrations of all movements

physical disability

Adapted movements for seated performance, modified Haka gestures, focus on upper body expression

Cross-Curricular Links

English

Using technical vocabulary, constructive criticism, speaking and listening skills, performance confidence

Maths

Counting beats, timing sequences, measuring improvement, pattern recognition in rhythm

Geography

New Zealand culture and traditions, Pacific region, cultural mapping and respect

History

Maori heritage, warrior traditions, cultural significance of Haka in New Zealand society

Music

Rhythm, tempo, beat recognition, cultural music traditions, performance timing

PSHE

Giving and receiving feedback, building confidence, respecting cultural traditions, teamwork

Teacher Guidance

Positioning

Move between audience and performers for optimal observation and support

Observation Focus

Monitor technical improvements, feedback quality, and emotional responses

Intervention Points

Step in if feedback becomes inappropriate or students become upset

Demonstration Notes

Model appropriate feedback language and enthusiastic performance energy throughout

Verbal Cues

•'Use specific dance words from our checklist'
•'Focus on what they did well first'
•'How could they improve just one thing?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, additional seating area for audience

Surface Check

Non-slip surface, free from obstacles and tripping hazards

Equipment Safety

Safety Checks

•Music volume tested and appropriate for age group
•Rhythm sticks checked for splinters or damage if used
•Recording equipment positioned safely out of movement area

Risk Management

Key Risks

•Collisions during group performance
•Emotional responses to feedback
•Over-exertion during intense performance

Risk Mitigation

•Clear spacing guidelines for performances
•Positive feedback framework established
•Regular monitoring of exertion levels and rest breaks

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during performances
•Monitor feedback delivery for appropriate tone
•Watch for signs of fatigue or emotional distress

Emergency Procedures

Stop activity immediately, provide first aid if needed, emotional support for upset students