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Lesson 6 - Performance Evaluation and Feedback

British Values Dance

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Year 8

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Dance

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Big Question

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

Music Player

Position centrally for even sound distribution across performance space

Alternative: Bluetooth speaker, laptop with speakers

James Bond Theme Music

1 track queued

Have track ready to play, volume tested and appropriate

Alternative: Alternative spy/action theme music if copyright issues

Video Device

1 (tablet/camera)

Charged device with sufficient storage, positioned for good viewing angle

Alternative: Mobile phone with good video quality

Whiteboards

Positioned where all students can see clearly during discussions

Alternative: Large paper sheets, digital display

Markers

3-4 different colours

Working markers ready for creating performance checklist

Alternative: Chalk for blackboard, digital stylus

Key Vocabulary

Performance Quality

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

Posture

The alignment and positioning of the body during dance, including straight spine and engaged core

Extension

Reaching and lengthening through limbs and body to create lines and shapes

Accuracy

Performing movements precisely as choreographed with correct timing and placement

Constructive Feedback

Helpful comments that identify strengths and specific areas for improvement

Two Stars and a Wish

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

Uses specific dance terminology in feedback

Shows visible improvement between first and second performance

Demonstrates confidence in both performing and evaluating

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