Lesson 6 - Performance Evaluation and Improvement
Dance Through the Decades: Historical Expression and Creative Choreography
•Year 6
•Dance
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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
Position for clear sound across whole space
Alternative: Tablet/laptop with speakers
Cued to start and tested for volume
Alternative: Any period-appropriate atmospheric music
Positioned where all students can see clearly
Alternative: Paper and pens for criteria list
Optional for recording performances - check school policy
Alternative: Smartphone with video capability
Ready for creating evaluation criteria list
Alternative: Chalk for blackboard
Pre-prepared or created during lesson
Alternative: Notebook paper
Key Vocabulary
Carefully watching and judging the quality of a dance performance
Stretching movements to their fullest reach with control
Performing movements exactly as choreographed with precision
Moving in perfect synchronisation with the music and other dancers
The way you hold your body - straight, tall, and controlled
The overall standard of dancing including technique, expression, and confidence
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
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