Lesson 6 - Performance Evaluation and Feedback
British Values Dance
•Year 8
•Dance
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How can we use critical observation and constructive feedback to elevate dance performances and celebrate individual progress?
Learning Objectives
- To identify and articulate the characteristics of high-quality dance performance using appropriate vocabulary
- To provide constructive, specific feedback to peers using dance terminology and the 2 stars and a wish format
- To demonstrate measurable improvement in personal performance based on received feedback and self-reflection
Key Outcomes
- Students will create and apply a comprehensive performance checklist to evaluate dance quality
- Students will deliver structured feedback using dance vocabulary that leads to visible improvement
- Students will show progression in their own performance through targeted practice and reflection
Equipment & Resources Required
Position centrally for even sound distribution across performance space
Alternative: Bluetooth speaker, laptop with speakers
Have track ready to play, volume tested and appropriate
Alternative: Alternative spy/action theme music if copyright issues
Charged device with sufficient storage, positioned for good viewing angle
Alternative: Mobile phone with good video quality
Positioned where all students can see clearly during discussions
Alternative: Large paper sheets, digital display
Working markers ready for creating performance checklist
Alternative: Chalk for blackboard, digital stylus
Key Vocabulary
The overall standard of a dance performance including technical accuracy, expression, and presentation
The alignment and positioning of the body during dance, including straight spine and engaged core
Reaching and lengthening through limbs and body to create lines and shapes
Performing movements precisely as choreographed with correct timing and placement
Helpful comments that identify strengths and specific areas for improvement
Feedback structure giving two positive points and one improvement target
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic James Bond theme dance sequence
- Understanding of performance qualities like posture and timing
- Experience working in pairs and small groups
Current Skills
- Critical observation and analysis of dance performance
- Constructive feedback delivery using dance vocabulary
- Self-reflection and improvement based on feedback
Next Steps
- Choreographing original sequences incorporating British values
- Leading warm-ups and coaching peers
- Evaluating and refining group performances
Milestone Indicators
Key Teaching Points
- Performance quality is about effort and improvement, not perfection
- Specific, constructive feedback helps everyone improve
- Dance vocabulary gives us precise language to describe movement
- Everyone has different strengths - celebrate diversity in achievement
- Good evaluation skills help us in many areas of life
- Supporting others' learning makes us better learners ourselves
- Progress happens when we act on feedback we receive
Common Misconceptions
- Performance evaluation is about finding faults - correct by emphasising improvement focus
- Only 'good' dancers can give feedback - show that fresh eyes can spot things experienced performers miss
- Feedback should always be positive - explain balance of praise and improvement suggestions
- Dance is just about movements - highlight expression, confidence, and performance quality
- Video recording is for judgement - frame as tool for seeing progress and celebrating achievement
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries for performance area, frequent positive reinforcement
dyspraxia
- Simplified sequence option, extra practice time, partner support for complex movements
social anxiety
- Option to give feedback privately first, smaller group performances, teacher support during evaluation
autism spectrum
- Clear structure with visual schedule, quiet zones available during high-energy sections, consistent feedback format
visual impairment
- Use verbal descriptions of performance criteria, buddy system for feedback sessions, tactile cues for positioning
hearing impairment
- Visual demonstrations of all movements, written checklist available, hand signals for feedback
physical disability
- Adapted movements maintaining sequence structure, seated performance option, modified feedback role if needed
Cross-Curricular Links
English
Vocabulary development through dance terminology, speaking and listening skills during feedback sessions, descriptive language in evaluation
Maths
Timing and rhythm patterns, spatial awareness and formation work, measurement of improvement over time
Science
Understanding of cardiovascular response to exercise, body systems during physical activity, effects of warm-up and cool-down
Computing
Video recording and analysis, digital literacy through performance comparison
PSHE
Building confidence and self-esteem, giving and receiving feedback constructively, celebrating diversity in achievement
Teacher Guidance
Positioning
Move around perimeter during performances for comprehensive observation, central position during discussions for equal access
Observation Focus
Watch for application of performance criteria, quality of peer feedback, emotional responses to evaluation
Intervention Points
Step in if feedback becomes inappropriate or unkind, support students struggling with performance pressure
Demonstration Notes
Model excellent feedback delivery, demonstrate performance criteria clearly, show enthusiasm for student achievement
Verbal Cues
- •'Remember our checklist criteria!'
- •'Use your dance vocabulary!'
- •'Focus on improvement, not perfection!'
- •'Celebrate effort and progress!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space for group performance, additional space for audience seating
Surface Check
Non-slip, clean floor surface suitable for dance movement and floor stretching
Equipment Safety
Safety Checks
- •Music system volume at appropriate level to avoid hearing damage
- •Video equipment positioned safely away from movement area
- •No trailing cables in performance space
Risk Management
Key Risks
- •Collisions during group performance
- •Slips during dynamic movements
- •Injury during stretching
- •Emotional distress from performance pressure
Risk Mitigation
- •Clear boundaries established for performance area
- •Adequate spacing between performers
- •Gentle stretching only with no forcing
- •Supportive, encouraging atmosphere to reduce performance anxiety
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all performers during group sections
- •Monitor emotional responses during feedback sessions
- •Ensure safe stretching technique during cool-down
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, seek additional support if needed