Lesson 6 - Music Video Performance
Cultural Expression to Creative Choreography
•Year 7
•Dance
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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
Printed copies ready for distribution during peer assessment
Alternative: Simplified assessment sheet, traffic light cards
Test all connections before lesson, ensure adequate volume for space
Alternative: Large TV screen, portable speakers, individual device viewing
Fully charged, sufficient storage space, camera app ready
Alternative: Smartphones, digital cameras, laptops
Define clear performance space visible to all audience members
Alternative: Chalk lines, tape markers, natural boundaries
Test each track for quality, ensure appropriate volume levels
Alternative: Individual devices connected to speakers
Key Vocabulary
Moving from one place to another using different locomotor movements
Rotating the body around its own axis or changing direction
Taking off from the ground with one or both feet and landing
Movements that don't support body weight, often expressive
Holding a still position or shape for dramatic effect
Moving in exact time with music and/or other dancers
Dancers performing the same movement one after another
All dancers performing the same movement at exactly the same time
High, medium and low positions in space
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
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