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Lesson 6 - Performance Evaluation and Improvement

Dance Through the Decades: Historical Expression and Creative Choreography

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Year 6

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Dance

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Big Question

How can we use technical language to evaluate and improve dance performances?

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 received feedback and self-evaluation

Key Outcomes

Students will evaluate dance performances using technical language accurately
Students will provide meaningful feedback that helps others improve
Students will demonstrate measurable improvement in their own performance quality

Equipment & Resources Required

Tunnel Systems

Position for clear sound across whole space

Alternative: Tablet/laptop with speakers

Highway Man Themed Music

1 track

Cued to start and tested for volume

Alternative: Any period-appropriate atmospheric music

Whiteboards

Positioned where all students can see clearly

Alternative: Paper and pens for criteria list

Digital Cameras

Optional for recording performances - check school policy

Alternative: Smartphone with video capability

Markers

Set

Ready for creating evaluation criteria list

Alternative: Chalk for blackboard

Score Sheets

15 (half class size)

Pre-prepared or created during lesson

Alternative: Notebook paper

Key Vocabulary

Evaluation

Carefully watching and judging the quality of a dance performance

Extension

Stretching movements to their fullest reach with control

Accuracy

Performing movements exactly as choreographed with precision

Timing

Moving in perfect synchronisation with the music and other dancers

Posture

The way you hold your body - straight, tall, and controlled

Performance Quality

The overall standard of dancing including technique, expression, and confidence

Constructive Feedback

Helpful comments that tell someone how to improve, not just what's wrong

Skill Progression Pathway

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

Prior Learning

Experience with Highway Man themed choreography from previous lessons
Understanding of basic dance movements and sequences
Familiarity with group performance and collaboration

Current Skills

Critical evaluation using technical language
Constructive peer feedback techniques
Performance improvement through reflection and practice

Next Steps

Application of evaluation skills to other dance styles
Independent choreography with self-assessment
Leadership in guiding others' performance development

Milestone Indicators

Uses technical vocabulary spontaneously when discussing dance

Provides feedback that leads to visible improvement

Shows confidence in performance evaluation

Key Teaching Points

Model giving specific, constructive feedback using technical dance vocabulary
Emphasise that evaluation is about helping others improve, not criticising
Connect all feedback to visible, achievable improvements
Celebrate progress and effort as much as final performance quality
Use the Highway Man theme to make technical criteria more engaging and memorable

Common Misconceptions

That evaluation means finding faults - clarify it's about recognising good qualities and suggesting improvements
That technical language is too difficult - show how it helps give clearer, more helpful feedback
That feedback should always be gentle - demonstrate that specific, honest feedback is more helpful than vague praise

SEN Adaptations

ADHD

Use shorter feedback sessions with clear structure, provide movement breaks during discussion, emphasise positive aspects in evaluation

dyspraxia

Focus on effort and improvement rather than perfect technique, provide extra practice time, use buddy system for feedback support

autism spectrum

Provide clear structure for feedback sessions, use visual supports for evaluation criteria, allow processing time between performance and feedback

visual impairment

Use clear verbal descriptions during demonstrations, provide tactile guidance for posture and extension, ensure feedback includes specific physical cues

hearing impairment

Use visual demonstration cards for evaluation criteria, provide written feedback frameworks, use clear visual signals for transitions

physical disability

Adapt performance expectations to individual abilities, focus evaluation on achievable elements, provide alternative feedback methods if speaking difficult

Cross-Curricular Links

English

Using technical vocabulary accurately, giving structured verbal feedback, listening and responding to others

Maths

Sequencing activities, timing performances, using criteria for evaluation

Science

Understanding effects of exercise on heart rate and breathing, muscle use during movement

Art

Evaluating creative work using technical criteria, discussing artistic qualities

PSHE

Giving and receiving constructive feedback, building confidence, supporting others' learning

Teacher Guidance

Positioning

Circulate actively during peer feedback to monitor language used, position centrally during demonstrations for all to see clearly

Observation Focus

Watch for quality of technical language use, note improvement in performance quality, monitor emotional response to feedback

Intervention Points

Step in if feedback becomes negative or unhelpful, support students struggling with technical vocabulary, assist with performance improvement suggestions

Demonstration Notes

Always exaggerate differences for clarity, use Highway Man theme in examples, model giving feedback using technical language

Verbal Cues

•'Use our checklist words!'
•'Be specific - what exactly did you see?'
•'How can they improve that?'
•'Show me excellent posture!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 15m x 12m for whole group performances

Surface Check

Clean, dry, non-slip surface free from objects that could cause trips or falls

Equipment Safety

Safety Checks

•Check music system volume appropriate for space
•Ensure filming equipment positioned safely away from movement area
•Verify whiteboard/flipchart is stable and won't tip

Risk Management

Key Risks

•Collisions during group performance
•Overexertion during student-led warm-up
•Negative emotional response to feedback

Risk Mitigation

•Clear boundaries established for performance space
•Monitor student-led warm-up for appropriate intensity
•Model and require constructive, supportive feedback only
•Teacher circulates during all activities to monitor safety

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during group performance
•Actively monitor peer feedback sessions for appropriate tone
•Ensure adequate space between performers during individual work

Emergency Procedures

Stop activity immediately if collision or injury occurs, provide appropriate first aid, ensure other students are moved to safe area