Lesson 6 - Performance Evaluation and Feedback
Storytelling Through Movement: World War 2 Dance Narratives
•Year 6
•Dance
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How can we evaluate and improve our World War 2 dance performances using technical language and feedback?
Learning Objectives
- To evaluate dance performances using technical vocabulary and criteria
- To provide constructive feedback to peers using dance terminology
- To improve personal performance based on feedback received
Key Outcomes
- Students will evaluate performances using appropriate dance vocabulary
- Students will demonstrate improved technique following peer feedback
- Students will perform their World War 2 dance with confidence and technical accuracy
Equipment & Resources Required
Cued and ready to play, volume tested
Alternative: Period-appropriate classical music, wartime songs
Charged and positioned for good viewing angle
Alternative: Mobile phone, school video camera
Connected and tested for video playback
Alternative: Large screen, laptop display
Prepared in advance, one per pair
Alternative: Whiteboard list, printed evaluation sheets
Clean and arranged around hall perimeter
Alternative: Towels, carpet squares for stretching
Key Vocabulary
Carefully watching and judging the quality of a dance performance
Specific dance words that describe movement, timing and quality
Moving in time with the music and with other dancers
When dancers perform the same movement but starting at different times
The shape or pattern that dancers make on the performance space
The smooth connections between different sections of a dance
Helpful comments that tell someone what they did well and how to improve
How well someone dances including their expression, confidence and technique
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform World War 2 dance sequence with basic timing
- Understands concepts of levels, directions and unison
- Can work cooperatively in pairs and groups
Current Skills
- Evaluating performances using technical criteria
- Providing constructive feedback using dance vocabulary
- Improving performance quality through self-reflection
Next Steps
- Creating original choreography with technical precision
- Leading and teaching dance sequences to others
- Developing advanced performance skills and artistry
Milestone Indicators
Key Teaching Points
- Use technical dance vocabulary consistently throughout the lesson
- Model constructive feedback techniques before students attempt peer evaluation
- Ensure performance criteria are clearly visible and referenced regularly
- Balance celebration of achievement with continued focus on improvement
- Connect evaluation skills to real-world applications beyond dance
- Maintain supportive atmosphere while encouraging honest assessment
- Demonstrate how feedback leads to visible improvement in performance
Common Misconceptions
- That evaluation means only pointing out mistakes - address by emphasising positive identification first
- That technical vocabulary is too difficult for their age - show how using proper terms improves communication
- That performance quality cannot be measured objectively - use clear criteria to show measurable elements
- That peer feedback is just personal opinion - teach difference between preference and technical accuracy
- That improvement should be immediate - explain that skill development takes time and practice
SEN Adaptations
ADHD
- Break evaluation into shorter segments, provide fidget tools during observation, use movement breaks between activities
dyspraxia
- Simplify movement sequences, allow extra practice time, provide physical support during complex formations
autism spectrum
- Provide clear structure with visual timetable, allow preparation time before performance, offer quiet space if overwhelmed
visual impairment
- Provide verbal descriptions of performance criteria, use tactile feedback methods, ensure clear audio cues for timing
hearing impairment
- Use visual demonstrations extensively, provide written criteria cards, use sign language for feedback if appropriate
physical disability
- Adapt movements for wheelchair users, allow seated performance elements, modify formations to be inclusive
Cross-Curricular Links
English
Technical vocabulary development, oral communication skills, descriptive language use
Maths
Timing and rhythm patterns, formation geometry, sequential counting in canon work
History
World War 2 context, understanding historical periods through movement and expression
Music
Rhythm and timing awareness, musical interpretation, responding to tempo changes
PSHE
Giving and receiving feedback respectfully, building confidence, supporting others' learning
Teacher Guidance
Positioning
Move around hall perimeter to observe all groups, position near board when explaining criteria
Observation Focus
Watch for technical accuracy, quality of evaluation language, and supportive peer interactions
Intervention Points
Step in if feedback becomes negative, if technical criteria are misunderstood, or if performance quality drops significantly
Demonstration Notes
Model excellent evaluation language, demonstrate how to give constructive feedback, show technical criteria through own movement
Verbal Cues
- •'Use our dance vocabulary!'
- •'Check the criteria on our board'
- •'Be specific in your feedback'
- •'What exactly did you see?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m for full group performances
Surface Check
Clean, dry floor suitable for dance movement, no slippery areas
Equipment Safety
Safety Checks
- •Check camera/filming equipment is secure and won't fall
- •Ensure yoga mats are clean and in good condition
- •Test music volume is appropriate and not too loud
Risk Management
Key Risks
- •Collisions during travelling sections
- •Over-exertion during repeated performances
- •Emotional stress from peer evaluation
Risk Mitigation
- •Clear boundaries and pathways established for travelling
- •Regular breaks and heart rate monitoring
- •Positive feedback framework to support confidence
- •Teacher modelling respectful evaluation language
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during performance
- •Monitor interaction quality during feedback sessions
- •Watch for signs of fatigue or emotional distress
Emergency Procedures
Stop activity immediately if collision or injury occurs, assess and provide appropriate first aid or support