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Lesson 6 - Performance & Peer Review

Victorian Dance Motifs & Performance

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Year 7

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Dance

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1h 10min

Big Question

What makes a dance performance truly memorable and how can feedback transform our artistry?

Learning Objectives

To understand and demonstrate the key elements that create an outstanding dance performance
To provide constructive and specific feedback using appropriate dance vocabulary
To improve personal performance quality based on peer feedback and self-evaluation

Key Outcomes

Students will perform their Victorian dance with improved timing, expression and technical accuracy
Students will give and receive meaningful feedback using dance-specific terminology
Students will demonstrate measurable improvement between first and final performances
Students will show understanding of performance quality through self-evaluation

Equipment & Resources Required

Tunnel Systems

Position for clear sound coverage throughout hall

Alternative: Bluetooth speaker, laptop with speakers

Victorian Dream Music Track

1 digital file

Pre-loaded and tested, volume at appropriate level

Alternative: Any Victorian-era inspired music with clear 4/4 beat

Video Device

Fully charged, positioned for clear view of performance area

Alternative: Tablet, smartphone with good video quality

Sun Markers

1 set

Visible to all students, markers working

Alternative: Flipchart paper, smartboard

Sticks

1 per student (optional)

Distributed around perimeter for easy collection

Alternative: Clapping, knee tapping, foot stamping

Score Sheets

1 per student

Pre-prepared with 2 stars and wish format

Alternative: Verbal feedback only if printing not available

Key Vocabulary

Performance Quality

How well a dance is presented including timing, expression, technique and audience engagement

Timing

Performing movements in synchronisation with the music and with other dancers

Expression

Showing emotion, character and story through facial expressions, body language and movement quality

Transitions

Smooth connecting movements that link different sections of a dance seamlessly

Constructive Feedback

Helpful, specific advice that supports improvement and builds confidence

Canon

When dancers perform the same movement sequence but start at different times

Formation

The arrangement and positioning of dancers in the performance space

Unison

When all dancers perform exactly the same movements at exactly the same time

Skill Progression Pathway

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

Prior Learning

Students have learned and practised the Victorian dance sequence
Students understand basic dance vocabulary for levels, directions and formations
Students have experience working in pairs and groups for dance compositions

Current Skills

Performance quality and artistry development
Peer evaluation and constructive feedback skills
Self-reflection and improvement strategies
Understanding of timing and musical interpretation

Next Steps

Advanced choreographic skills and composition
Leading warm-ups and teaching others
Exploring different dance styles and cultural contexts
Developing personal artistic voice and style

Milestone Indicators

Confident performance without teacher prompting

Use of appropriate dance vocabulary in feedback

Visible improvement between performances

Supportive and encouraging peer interactions

Key Teaching Points

Performance quality comes from commitment and expression, not just technical accuracy
Constructive feedback should be specific, kind, and helpful for improvement
Timing with music is fundamental to dance and requires active listening
Supporting others' performances creates a positive learning environment for all
Self-reflection and goal-setting drive personal improvement in dance
Group work requires individual responsibility and collective awareness
Celebration of effort and improvement is as important as celebrating achievement

Common Misconceptions

That perfect technique is more important than performance quality and expression
That feedback should only focus on what went wrong rather than celebrating success
That performing means just doing the steps rather than engaging with character and story
That timing means going fast rather than matching the music's rhythm
That group work means everyone doing exactly the same thing at the same time
That improvement should be immediate rather than gradual and developmental

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear, specific instructions

dyspraxia

Allow extra practice time, break complex movements into smaller parts, provide additional spatial guidance

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual checklist supports

visual impairment

Use clear verbal descriptions of performance elements, provide tactile guidance for positions, ensure good lighting for demonstrations

hearing impairment

Use visual cues and demonstrations, provide written feedback formats, ensure students can see music rhythm through movement

physical disability

Adapt movements to capability, provide alternative ways to show levels and formations, focus on achievable elements

Cross-Curricular Links

English

Developing vocabulary for descriptive feedback, understanding performance as storytelling and narrative

Art

Visual composition in formations, use of levels and space as artistic elements

History

Victorian era context, social dances and customs, historical performance styles

Music

Understanding rhythm, beat, musical phrasing, and the relationship between movement and sound

PSHE

Building confidence, giving constructive feedback, supporting others, celebrating achievements

Teacher Guidance

Positioning

Move between groups during practice, central position for demonstrations, side position for filming

Observation Focus

Watch for performance quality improvements, positive peer interactions, technical accuracy

Intervention Points

Step in if feedback becomes negative, if safety concerns arise, or if students need confidence building

Demonstration Notes

Model performance quality, show good vs poor examples, demonstrate feedback techniques clearly

Verbal Cues

•'Remember your checklist!'
•'Show me your Victorian character!'
•'Be specific in your feedback!'
•'Celebrate what you see!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles, suitable for group movement and formations

Surface Check

Non-slip surface, clean and dry, appropriate for dance movement and level changes

Equipment Safety

Safety Checks

•Check music system volume levels to protect hearing
•Ensure rhythm sticks have no sharp edges or splinters
•Test camera/recording equipment for secure positioning

Risk Management

Key Risks

•Collisions during group formations and transitions
•Slips during level changes and floor work
•Overexertion during performance sections
•Emotional stress from performance and feedback

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Progressive warm-up to prepare bodies for dance
•Emphasis on supportive, constructive feedback only
•Teacher monitoring of emotional wellbeing throughout

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during group formations
•Monitor closely during level changes and floor work
•Oversee feedback sessions to ensure positive interactions

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid or emotional support as needed