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Lesson 6 - Performance Evaluation and Improvement

Victorian Life Through Creative Dance and Choreography

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Year 6

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Dance

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Big Question

How can we use evaluation skills to improve our performance and help others develop their dance abilities?

Learning Objectives

To understand the key elements that make a high-quality dance performance
To give constructive feedback using appropriate dance vocabulary and technical language
To improve personal performance based on peer feedback and self-evaluation

Key Outcomes

Students will evaluate performances using technical dance vocabulary
Students will identify specific areas for improvement in their own and others' work
Students will demonstrate improved performance quality through targeted practice

Equipment & Resources Required

Music Player

Test audio quality and volume levels before lesson

Alternative: Tablet with portable speaker

Victorian Dream Music Track

Cue track ready to play, know the timing and structure

Alternative: Any suitable Victorian/steampunk style music

Digital Cameras

Ensure sufficient battery and storage space

Alternative: Smartphone with good video quality

Whiteboards

Prepare performance checklist ready to display

Alternative: Large paper sheets

Score Sheets

15 (1 per pair)

Pre-drawn templates save lesson time

Alternative: Simple paper with 2 stars and a wish template

Key Vocabulary

Evaluation

Carefully watching and judging the quality of a performance

Technical language

Specific dance vocabulary like timing, levels, formation, unison

Constructive feedback

Helpful comments that tell someone exactly how to improve

Canon

When dancers perform the same movement but start at different times

Formation

The pattern or shape that dancers make in the performance space

Unison

When all dancers perform exactly the same movement at the same time

Skill Progression Pathway

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

Prior Learning

Students have created and rehearsed a Victorian-themed dance sequence
Students understand basic dance vocabulary related to levels, directions and formations
Students can work effectively in pairs and groups to create choreography

Current Skills

Evaluating dance performances using technical vocabulary
Providing constructive feedback to peers
Self-assessment and performance improvement

Next Steps

Leading warm-ups and teaching dance sequences to others
Creating more complex choreography with sophisticated use of dance elements
Developing independent rehearsal and refinement skills

Milestone Indicators

Uses specific dance vocabulary when giving feedback

Identifies precise improvements needed in performance

Shows measurable improvement between first and final performance

Key Teaching Points

Model excellent feedback delivery using specific dance vocabulary throughout
Emphasise that evaluation skills help dancers improve throughout their lives
Create a positive feedback culture where improvement is celebrated
Connect timing practice directly to performance quality improvement
Use peer learning as a powerful tool for skill development
Focus on specific, actionable feedback rather than general comments
Celebrate progress and effort alongside final achievement

Common Misconceptions

Thinking feedback should only point out problems - address by teaching 2 stars and a wish format
Believing timing doesn't matter as long as you know the steps - demonstrate how music and movement connect
Assuming peer feedback isn't as valuable as teacher feedback - show how peer observations can be highly insightful
Thinking performance is only about remembering the dance - emphasise quality, expression and technical accuracy
Believing evaluation is about being critical - teach constructive, supportive feedback approaches

SEN Adaptations

ADHD

Regular movement breaks, clear focused tasks, immediate feedback opportunities

dyspraxia

Additional practice time, simplified movement sequences, focus on effort rather than precision

autism spectrum

Clear structure for feedback sessions, visual schedules for lesson phases, quiet reflection spaces if needed

visual impairment

Clear verbal descriptions of movements, tactile guidance for positions, buddy system for spatial awareness

hearing impairment

Visual cues for rhythm, vibration boards for musical timing, clear sight lines for demonstrations

physical disability

Modified movements appropriate to ability, focus on achievable elements, alternative participation roles

Cross-Curricular Links

English

Speaking and listening skills, using technical vocabulary, giving structured feedback

Maths

Timing and rhythm patterns, counting beats, understanding sequence and pattern

Drama

Performance skills, audience awareness, character and expression, evaluation techniques

PSHE

Peer relationships, giving and receiving feedback, building confidence, supporting others

Teacher Guidance

Positioning

Move around space during performances to observe all students, central position during discussions

Observation Focus

Quality of feedback given, improvement in performance, respectful peer interactions

Intervention Points

Step in if feedback becomes negative, support students struggling with evaluation skills

Demonstration Notes

Model excellent feedback delivery, show how to identify specific improvements, demonstrate respectful audience behaviour

Verbal Cues

•'Be specific - what exactly was good about that timing?'
•'Remember our checklist - which criteria can you comment on?'
•'How could they improve that formation change?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 10m x 15m clear space

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all electrical equipment before use
•Ensure filming equipment is secure and won't fall
•Test music volume to avoid hearing damage

Risk Management

Key Risks

•Collisions during group formations
•Emotional responses to performance feedback
•Overexertion during repeated performances

Risk Mitigation

•Clear spacing guidelines for group work
•Establish respectful feedback protocols
•Monitor fatigue levels and provide rest as needed
•Positive feedback culture emphasised throughout

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during performance
•Monitor emotional responses during feedback sessions
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if any student injured or distressed, provide appropriate support and first aid as needed