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Lesson 6 - Performance Evaluation and Feedback

Storytelling Through Movement: World War 2 Dance Narratives

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Year 6

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Dance

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1h 17min

Big Question

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

World War II Themed Music

1 playlist

Cued and ready to play, volume tested

Alternative: Period-appropriate classical music, wartime songs

Digital Cameras

Charged and positioned for good viewing angle

Alternative: Mobile phone, school video camera

Smartboard

Connected and tested for video playback

Alternative: Large screen, laptop display

Cards

15 sets

Prepared in advance, one per pair

Alternative: Whiteboard list, printed evaluation sheets

Yoga Mat

Clean and arranged around hall perimeter

Alternative: Towels, carpet squares for stretching

Key Vocabulary

Evaluation

Carefully watching and judging the quality of a dance performance

Technical language

Specific dance words that describe movement, timing and quality

Timing

Moving in time with the music and with other dancers

Canon

When dancers perform the same movement but starting at different times

Formation

The shape or pattern that dancers make on the performance space

Transitions

The smooth connections between different sections of a dance

Feedback

Helpful comments that tell someone what they did well and how to improve

Performance quality

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

Uses dance vocabulary accurately when evaluating

Gives specific, helpful feedback that leads to improvement

Shows clear progression in performance quality

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