Lesson 6 - Performance Evaluation and Improvement
Cultural Expression and Choreographic Creativity Through the Haka
•Year 6
•Dance
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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
Position centrally for clear sound throughout space
Alternative: Bluetooth speaker, tablet with speaker
Cued and ready to play, volume tested
Alternative: Ka Mate Chants Maoris by Te runga Rawa or similar Haka music
Positioned where all students can see clearly
Alternative: Flipchart paper, digital display
Positioned for optimal recording angle if used
Alternative: Tablet, smartphone, digital camera
Distributed safely around activity area
Alternative: Wooden spoons, percussion instruments
Arranged around perimeter for stretching
Alternative: Towels, carpet squares
Key Vocabulary
The way the body is held upright with alignment and control
Stretching movements to their fullest range creating lines and shapes
Performing movements precisely as intended or taught
Correct positioning of body parts in relation to each other
Performing movements in time with music or other dancers
When dancers perform the same movement but start at different times
When dancers face each other performing opposite movements
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
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