Lesson 6 - Performance Mastery & Evaluation
WWII Dance Storytelling
•Year 7
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Position for clear sound throughout hall, test volume levels before lesson
Alternative: Bluetooth speaker, laptop with external speakers
Cued to start, volume tested, spare device with same track available
Alternative: Other WW2 film theme music, classical march music
Fully charged, sufficient storage space, positioned for optimal viewing angle
Alternative: Smartphone, tablet, school camera
Performance criteria checklist displayed clearly for all to see
Alternative: Flipchart paper, printed handouts
Large print, clearly visible from performance area
Alternative: Displayed on board, verbal reminders
Key Vocabulary
The overall standard of a dance performance including technical accuracy, expression, and audience engagement
Helpful comments that identify strengths and specific areas for improvement
When dancers perform the same movement one after another, creating a ripple effect
When all dancers perform exactly the same movement at exactly the same time
The arrangement and positioning of dancers in the performance space
The height at which movements are performed - high, middle, low
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
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