Lesson 6 - Performance & Peer Review
Victorian Dance Motifs & Performance
•Year 7
•Dance
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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
Position for clear sound coverage throughout hall
Alternative: Bluetooth speaker, laptop with speakers
Pre-loaded and tested, volume at appropriate level
Alternative: Any Victorian-era inspired music with clear 4/4 beat
Fully charged, positioned for clear view of performance area
Alternative: Tablet, smartphone with good video quality
Visible to all students, markers working
Alternative: Flipchart paper, smartboard
Distributed around perimeter for easy collection
Alternative: Clapping, knee tapping, foot stamping
Pre-prepared with 2 stars and wish format
Alternative: Verbal feedback only if printing not available
Key Vocabulary
How well a dance is presented including timing, expression, technique and audience engagement
Performing movements in synchronisation with the music and with other dancers
Showing emotion, character and story through facial expressions, body language and movement quality
Smooth connecting movements that link different sections of a dance seamlessly
Helpful, specific advice that supports improvement and builds confidence
When dancers perform the same movement sequence but start at different times
The arrangement and positioning of dancers in the performance space
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
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