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Lesson 6 - Performance Evaluation Tips

Decades of Dance Expression

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Year 7

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Dance

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Big Question

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

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Portable speaker, tablet with good speakers

Video Device

Set up tripod or stable surface for recording performances

Alternative: Tablet, smartphone with good video quality

Whiteboards

Visible to all students for performance criteria checklist

Alternative: Large paper, digital display

Cones

8-10

Mark performance area boundaries and audience seating

Alternative: Spots, chalk marks

Key Vocabulary

Performance criteria

Specific standards used to judge the quality of a dance performance

Posture

The alignment and positioning of the body whilst dancing

Extension

Reaching movements to their fullest potential, creating long lines

Accuracy

Performing movements precisely as choreographed with correct technique

Constructive feedback

Helpful comments that identify strengths and suggest specific improvements

Artistic expression

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

Consistent use of performance criteria when evaluating

Visible improvement following feedback sessions

Confident use of technical dance vocabulary

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