Lesson 6 - Performance Evaluation Tips
Decades of Dance Expression
•Year 7
•Dance
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What transforms a good dance performance into an outstanding one, and how can we help each other achieve this?
Learning Objectives
- To understand and identify the key components of a good dance performance
- To provide constructive feedback using appropriate dance vocabulary and performance criteria
- To demonstrate improvement in own performance based on peer and teacher feedback
Key Outcomes
- Students will be able to evaluate dance performances using specific criteria
- Students will give meaningful feedback that leads to visible improvement
- Students will perform their 'Dance through the ages' piece with improved technique and expression
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Portable speaker, tablet with good speakers
Set up tripod or stable surface for recording performances
Alternative: Tablet, smartphone with good video quality
Visible to all students for performance criteria checklist
Alternative: Large paper, digital display
Mark performance area boundaries and audience seating
Alternative: Spots, chalk marks
Key Vocabulary
Specific standards used to judge the quality of a dance performance
The alignment and positioning of the body whilst dancing
Reaching movements to their fullest potential, creating long lines
Performing movements precisely as choreographed with correct technique
Helpful comments that identify strengths and suggest specific improvements
Conveying emotion and meaning through movement and performance quality
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned basic dance techniques and vocabulary
- Students have choreographed a 'Dance through the ages' sequence
- Students understand the importance of practice and rehearsal
Current Skills
- Evaluating dance performances using specific criteria
- Providing constructive feedback using appropriate vocabulary
- Improving performance quality through reflection and practice
Next Steps
- Creating original choreography with complex movement patterns
- Leading and directing group performances
- Analysing professional dance performances and styles
Milestone Indicators
Key Teaching Points
- Performance criteria must be specific and observable - avoid vague terms like 'good' or 'nice'
- Model excellent feedback language using 'Two Stars and a Wish' structure throughout
- Encourage use of technical dance vocabulary in all evaluation discussions
- Celebrate visible improvement attempts even if not perfectly executed
- Maintain positive, supportive atmosphere while ensuring constructive criticism
- Use video recording as learning tool for future comparison and reflection
- Connect evaluation skills to broader life skills of giving and receiving feedback
Common Misconceptions
- Students thinking good feedback means only saying positive things - teach balance of praise and improvement suggestions
- Believing that criticism means being unkind - model how to be honest but supportive
- Assuming all feedback must be acted on immediately - explain that improvement takes time and practice
- Thinking that pointing out mistakes is mean - teach that specific feedback helps people improve
- Believing that good performers don't need feedback - everyone can continue to improve
SEN Adaptations
ADHD
- Break evaluation sessions into shorter chunks, provide fidget tools during observation periods, use movement breaks between activities
dyspraxia
- Allow extra practice time for sequences, simplify choreography if needed, focus on expression over precise technique, provide patient encouragement
autism spectrum
- Provide clear structure for feedback sessions, use visual cards for feedback prompts, allow processing time before performances
visual impairment
- Use clear verbal descriptions of performance criteria, provide tactile feedback for positioning, ensure good lighting for any remaining vision
hearing impairment
- Use visual demonstrations extensively, provide written feedback forms, use clear hand signals and facial expressions
physical disability
- Adapt movements to wheelchair or seated positions, focus on upper body expression and arm movements, modify performance criteria appropriately
Cross-Curricular Links
English
Developing vocabulary for evaluation and feedback, speaking and listening skills during peer assessment, constructive criticism techniques
Maths
Understanding timing and rhythm patterns, counting beats and sequences, analysing improvement percentages
Science
Understanding physiological effects of exercise, heart rate and breathing changes, muscle function during movement
Art
Exploring artistic expression through movement, understanding aesthetics and performance quality, creative interpretation
PSHE
Building confidence through performance, giving and receiving feedback constructively, celebrating achievements, resilience and self-improvement
Teacher Guidance
Positioning
Move around space during performances to capture different angles for recording and observe all students
Observation Focus
Watch for technical improvements from feedback, quality of peer evaluation skills, and emotional engagement
Intervention Points
Step in if feedback becomes inappropriate or students become distressed, guide evaluation skills if needed
Demonstration Notes
Model excellent feedback examples, demonstrate contrast between good and poor technique, show enthusiasm for their achievements
Verbal Cues
- •'Remember our performance criteria!'
- •'Be specific in your feedback!'
- •'Celebrate that improvement!'
- •'Show me that extension!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 20m, clear of obstacles with appropriate flooring for dance
Surface Check
Non-slip flooring, dry surface, adequate lighting for safe movement and recording
Equipment Safety
Safety Checks
- •Recording equipment positioned safely away from performance area
- •Music system volume at appropriate level to prevent hearing damage
- •Cones with rounded edges for marking boundaries
Risk Management
Key Risks
- •Collisions during group performance
- •Slips and falls on dance floor
- •Emotional distress from feedback sessions
- •Over-exertion during performance
Risk Mitigation
- •Clear performance boundaries established with cones
- •Adequate spacing maintained between performers
- •Respectful feedback culture established and monitored
- •Appropriate warm-up and cool-down procedures followed
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all performers during group dance
- •Monitor feedback sessions for appropriate language and emotional safety
- •Circulate during partner work to ensure positive interactions
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid and support