🎵

Lesson 6 - Performance Mastery & Evaluation

WWII Dance Storytelling

•

Year 7

•

Dance

•

Big Question

How can we use feedback and self-reflection to transform our dancing from practice to performance excellence?

Learning Objectives

To understand and demonstrate what makes a high-quality dance performance
To provide constructive, specific feedback to peers using dance vocabulary
To improve personal performance based on feedback received and self-evaluation

Key Outcomes

Students will perform their complete WW2 dance sequence with improved performance quality
Students will use specific dance vocabulary to give meaningful feedback to partners
Students will demonstrate visible improvement in their performance after receiving feedback
Students will evaluate their own progress by comparing initial and final performances

Equipment & Resources Required

Music Player

1 system

Position for clear sound throughout hall, test volume levels before lesson

Alternative: Bluetooth speaker, laptop with external speakers

The Dam Busters Music Track

1 recording

Cued to start, volume tested, spare device with same track available

Alternative: Other WW2 film theme music, classical march music

Video Device

1.5 devices

Fully charged, sufficient storage space, positioned for optimal viewing angle

Alternative: Smartphone, tablet, school camera

Whiteboards

1 (optional)

Performance criteria checklist displayed clearly for all to see

Alternative: Flipchart paper, printed handouts

Assessment Checklists

Class set

Large print, clearly visible from performance area

Alternative: Displayed on board, verbal reminders

Key Vocabulary

Performance Quality

The overall standard of a dance performance including technical accuracy, expression, and audience engagement

Constructive Feedback

Helpful comments that identify strengths and specific areas for improvement

Canon

When dancers perform the same movement one after another, creating a ripple effect

Unison

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

Formation

The arrangement and positioning of dancers in the performance space

Levels

The height at which movements are performed - high, middle, low

Stage Presence

The confidence and energy that makes a performer engaging to watch

Skill Progression Pathway

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

Prior Learning

Students have learned the complete WW2 dance sequence over 5 previous lessons
Understanding of basic dance elements: timing, levels, directions, unison, canon
Experience working in pairs and groups to create dance phrases
Basic knowledge of dance performance concepts from previous units

Current Skills

Performance quality and stage presence
Constructive peer evaluation using specific criteria
Self-reflection and improvement techniques
Professional performance behaviours and audience awareness

Next Steps

Application of performance skills to new dance styles and contexts
Development of choreographic skills using WW2 themes
Advanced peer teaching and mentoring roles
Cross-curricular projects linking dance to history studies

Milestone Indicators

Consistent performance of full sequence without prompting

Use of specific dance vocabulary in feedback

Visible improvement between first and final performances

Confident, expressive performance with audience awareness

Key Teaching Points

Focus on improvement and effort rather than perfection in performance
Use specific dance vocabulary when giving feedback to build professional language skills
Maintain supportive atmosphere where all students feel confident to perform
Celebrate the journey and learning process, not just the final product
Encourage students to be proud of their achievements and recognise their growth
Structure feedback using 'two stars and a wish' format for constructive evaluation
Connect performance skills to real-world applications and professional dance contexts

Common Misconceptions

That performance means being perfect - emphasise confidence and storytelling over technical perfection
That feedback should focus only on mistakes - teach balanced evaluation including strengths
That some students 'can't dance' - highlight that everyone can improve and has individual strengths
That watching others perform is passive - develop active, analytical observation skills
That feedback is criticism - frame as helpful support for improvement and growth

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear focus points, use movement as positive outlet for energy

anxiety

Build confidence gradually, offer choice in performance level, emphasise effort over outcome, provide supportive partnerships

dyspraxia

Allow extra practice time, break down complex movements, focus on individual improvement rather than comparison

autism spectrum

Provide clear structure and routine, allow practice time before performance, offer quiet space if overwhelmed

visual impairment

Provide verbal descriptions of checklist criteria, use tactile feedback for positioning, ensure clear audio cues for timing

hearing impairment

Use visual demonstration for all instructions, provide written checklist, use visual cues for timing and feedback

physical disability

Adapt movements to individual capabilities, focus on upper body or seated versions, ensure full inclusion in feedback process

Cross-Curricular Links

English

Vocabulary development through dance terminology, communication skills through peer feedback, performance confidence building

Art

Creating visual formations and patterns, understanding composition and visual impact of group arrangements

History

World War 2 context and themes explored through movement, understanding historical events through artistic interpretation

Music

Understanding rhythm, timing, and musical structure, responding to musical phrasing and dynamics

PSHE

Building confidence and self-esteem, giving and receiving feedback constructively, supporting peers and celebrating achievement

Teacher Guidance

Positioning

Move around room during practice, position at corner during performances for full view, circulate during feedback sessions

Observation Focus

Monitor performance quality against criteria, listen to feedback conversations, watch for confidence development and peer support

Intervention Points

Step in if feedback becomes negative, support students struggling with performance anxiety, clarify criteria if confusion arises

Demonstration Notes

Model enthusiastic audience behaviour, demonstrate specific criteria elements clearly, show how to give constructive feedback effectively

Verbal Cues

•'Remember your story - show us the courage!'
•'Use the specific words from our checklist'
•'This is about improving, not being perfect'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or studio space minimum 12m x 15m for full group performance, clear of obstacles and hazards

Surface Check

Clean, dry, non-slip floor surface suitable for dance movement, checked for debris or hazards

Equipment Safety

Safety Checks

•Music system cables secured and not crossing walkways
•Recording equipment positioned safely away from performance area
•Performance checklist materials secured and visible without creating hazards

Risk Management

Key Risks

•Collisions during travelling sections
•Slips during level changes
•Emotional distress from performance pressure or feedback
•Equipment-related trips or falls

Risk Mitigation

•Clear boundaries established for performance and audience areas
•Adequate spacing maintained during all movement activities
•Supportive feedback structure prevents negative emotional impact
•All equipment secured and positioned for safety

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during performance
•Monitor emotional responses during feedback sessions
•Watch for fatigue affecting movement quality and safety
•Ensure positive atmosphere maintained throughout

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students remain calm and safe