🎵

Lesson 6 - Music Video Performance

Cultural Expression to Creative Choreography

•

Year 7

•

Dance

•

Big Question

How do we demonstrate excellence in performance whilst providing constructive feedback to help others improve?

Learning Objectives

To perform created music video routines demonstrating dance technique and performance quality
To evaluate dance performances using specific criteria and provide constructive feedback
To reflect on personal progress and identify areas for development in dance

Key Outcomes

Students will perform their music video routine with confidence and technical accuracy
Students will assess peer performances using the dance assessment matrix effectively
Students will identify specific strengths and improvement areas in their own and others' work

Equipment & Resources Required

Assessment Matrix

1 per student (30)

Printed copies ready for distribution during peer assessment

Alternative: Simplified assessment sheet, traffic light cards

Tunnel Systems

Test all connections before lesson, ensure adequate volume for space

Alternative: Large TV screen, portable speakers, individual device viewing

Tablets

1 per group (6-8 devices)

Fully charged, sufficient storage space, camera app ready

Alternative: Smartphones, digital cameras, laptops

Sun Markers

4-6 cones

Define clear performance space visible to all audience members

Alternative: Chalk lines, tape markers, natural boundaries

Music Player

All group tracks ready

Test each track for quality, ensure appropriate volume levels

Alternative: Individual devices connected to speakers

Key Vocabulary

Travel

Moving from one place to another using different locomotor movements

Turn

Rotating the body around its own axis or changing direction

Jump

Taking off from the ground with one or both feet and landing

Gesture

Movements that don't support body weight, often expressive

Freeze

Holding a still position or shape for dramatic effect

Synchronisation

Moving in exact time with music and/or other dancers

Canon

Dancers performing the same movement one after another

Unison

All dancers performing the same movement at exactly the same time

Levels

High, medium and low positions in space

Aesthetic

The artistic quality and visual appeal of the performance

Skill Progression Pathway

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

Prior Learning

Understanding of basic dance actions (Travel, Turn, Jump, Gesture, Freeze)
Experience creating choreography with partners/groups
Basic knowledge of musical timing and rhythm
Familiarity with recording technology and music video concepts

Current Skills

Performing choreographed routines with confidence and technical accuracy
Using assessment criteria to evaluate dance performances objectively
Providing constructive feedback to support peer improvement
Reflecting on personal performance and identifying development areas

Next Steps

Creating more complex choreographic sequences with advanced techniques
Developing leadership skills through teaching dance to others
Exploring different dance styles and cultural contexts
Understanding choreographic devices and compositional principles

Milestone Indicators

Maintains timing and synchronisation throughout performance

Demonstrates clear execution of all five dance actions

Uses specific dance vocabulary when giving feedback

Shows improvement from initial choreography to final performance

Key Teaching Points

Focus on celebrating achievement and effort rather than comparing abilities
Use specific dance vocabulary consistently to develop technical understanding
Maintain supportive, positive atmosphere throughout performance and assessment
Connect assessment criteria to learning objectives and skill development
Encourage honest self-reflection while building confidence and self-esteem
Model constructive feedback techniques and guide students to be specific in observations
Ensure all students feel valued and successful regardless of technical ability level

Common Misconceptions

Assessment means finding fault - clarify it's about recognising achievement and identifying development areas
Only 'perfect' performances deserve recognition - emphasise effort, improvement and creativity
Feedback should focus on negatives - teach positive feedback first, then constructive development points
Dance ability is fixed - reinforce that everyone can improve with practice and support
Peer assessment isn't 'real' assessment - explain value of multiple perspectives and peer learning

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, clear visual boundaries for performance space, positive reinforcement for attention and cooperation

dyspraxia

Allow extra practice time, simplified movement sequences if needed, focus on effort rather than precision, provide clear visual and verbal cues for spatial awareness

autism spectrum

Provide clear structure and sequence for lesson, visual schedule of performance order, quiet space available if overwhelmed, prepare students for performance expectations

visual impairment

Use clear verbal descriptions of assessment criteria, provide audio cues for timing, ensure safe movement pathways with tactile markers, buddy system for navigation

hearing impairment

Visual demonstration of all instructions, vibrations felt through floor for musical timing, written assessment criteria provided, sign language support if available

physical disability

Modify movements to seated or supported positions, adaptive equipment for recording if needed, focus assessment on achievable elements, ensure wheelchair accessibility

Cross-Curricular Links

English

Using specific vocabulary to describe and evaluate performance, developing speaking and listening skills through peer assessment, creative expression through movement storytelling

Art

Understanding aesthetic principles in choreographic composition, visual elements of costume and staging, creative design in music video production

Drama

Performance skills, audience awareness and projection, character and mood expression through movement, confidence building in front of audiences

Music

Understanding rhythm, tempo and timing in performance, responding to musical structure and phrasing, exploring how music enhances movement expression

PSHE

Building self-confidence through performance, giving and receiving constructive criticism, teamwork and cooperation skills, celebrating individual and group achievements

Technology

Using digital devices for recording and playback, understanding basic video production principles, developing technical skills with iPads/cameras

Teacher Guidance

Positioning

Central location during rehearsal for visibility of all groups, side of performance area during showcase for camera operation and safety monitoring

Observation Focus

Watch for technical execution of dance actions, group cooperation and synchronisation, performance confidence and quality, appropriate use of assessment criteria

Intervention Points

Step in if groups struggling with coordination, provide encouragement for nervous performers, guide assessment discussions to remain constructive, support students who become upset

Demonstration Notes

Demonstrate: Model enthusiastic performance energy, show specific assessment examples using dance vocabulary, display supportive audience behaviour, exemplify constructive feedback techniques

Verbal Cues

•'Remember your five dance actions - which ones are you showing clearly?'
•'Listen to the music - can you feel that beat in your movement?'
•'What specific evidence can you give for that assessment?'
•'How can we give feedback that helps people improve?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 20m, clear of obstacles with non-slip surface

Surface Check

Dry, even floor surface suitable for dance movements, check for any trip hazards or slippery areas

Equipment Safety

Safety Checks

•Ensure recording devices are securely positioned and won't fall
•Check sound system volume levels won't damage hearing
•Verify all electrical equipment is PAT tested and safely positioned

Risk Management

Key Risks

•Collisions between performers during energetic movements
•Falls during jumping or turning movements
•Overexertion during intense rehearsal periods
•Emotional distress from performance anxiety or negative feedback

Risk Mitigation

•Clear boundaries established for performance and practice areas
•Adequate spacing between groups during rehearsal
•Progressive warm-up before energetic movement
•Positive, supportive atmosphere maintained throughout
•Regular breaks to prevent overexertion

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during group rehearsals
•Monitor performance area closely during showcase
•Observe emotional responses during feedback sessions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or emotional support, ensure clear access to exits