Lesson 6 - Performance Evaluation and Improvement
Victorian Life Through Creative Dance and Choreography
•Year 6
•Dance
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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
Test audio quality and volume levels before lesson
Alternative: Tablet with portable speaker
Cue track ready to play, know the timing and structure
Alternative: Any suitable Victorian/steampunk style music
Ensure sufficient battery and storage space
Alternative: Smartphone with good video quality
Prepare performance checklist ready to display
Alternative: Large paper sheets
Pre-drawn templates save lesson time
Alternative: Simple paper with 2 stars and a wish template
Key Vocabulary
Carefully watching and judging the quality of a performance
Specific dance vocabulary like timing, levels, formation, unison
Helpful comments that tell someone exactly how to improve
When dancers perform the same movement but start at different times
The pattern or shape that dancers make in the performance space
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
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