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Lesson 6 - Dance Performance & Evaluation

Victorian Dance Narratives

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Year 8

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Dance

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Big Question

What transforms a good dance into an outstanding performance that captivates an audience?

Learning Objectives

To understand and demonstrate what makes a quality dance performance
To provide constructive feedback using specific dance terminology
To improve personal performance through self-evaluation and peer feedback

Key Outcomes

Students will perform their Victorian dance with improved timing and expression
Students will give specific, constructive feedback using dance vocabulary
Students will demonstrate understanding of performance quality through self-evaluation

Equipment & Resources Required

Music Player

Position for clear sound throughout hall, test volume levels

Alternative: Bluetooth speaker, laptop with good speakers

Victorian Dream Music Track

1 track

Cued to start, backup copy available

Alternative: Other steampunk or Victorian-style music

Video Device

1-2

Charged, memory cleared, positioned for best view of performance space

Alternative: Tablet, smartphone with good camera

Whiteboards

Performance checklist visible to all students

Alternative: Flipchart paper, traditional whiteboard

Rhythm Instruments

30 (optional)

Distributed around hall perimeter for easy access

Alternative: Clap sticks, tambourines, or use hands/body percussion

Key Vocabulary

Performance Quality

The standard of execution in dance, including timing, expression, and technical accuracy

Expression

Showing emotion and character through movement, facial expressions and body language

Timing

Moving in synchronisation with the music, maintaining the rhythm and beat

Flow

Smooth connection between movements and sections without awkward pauses or jerky transitions

Canon

When dancers perform the same movement but start at different times, creating a ripple effect

Formation

The spatial arrangement of dancers in the performance space

Unison

All dancers performing the same movement at exactly the same time

Skill Progression Pathway

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

Prior Learning

Basic Victorian dance motifs and movements
Understanding of levels, directions and canon
Experience working in pairs and small groups
Previous experience of dance composition

Current Skills

Performance quality and projection
Timing and musical interpretation
Peer evaluation and constructive feedback
Self-assessment and reflection skills

Next Steps

Advanced choreography techniques
Leading warm-ups and teaching skills
Cross-curricular dance projects
Performance in different dance styles

Milestone Indicators

Maintains timing throughout entire performance

Uses specific dance vocabulary in feedback

Shows visible improvement between performances

Demonstrates confidence and expression while performing

Key Teaching Points

Performance quality comes from commitment and expression, not just technical perfection
Timing is the foundation - everything else builds from staying with the music
Specific feedback using dance vocabulary helps improvement more than general praise
Self-evaluation through video comparison shows real progress over time
Ensemble work requires individual excellence AND group awareness
Expression and character make the difference between good and great performance
Peer evaluation skills transfer to many other areas of learning and life

Common Misconceptions

Thinking louder or bigger movement is always better - teach control and appropriate dynamics
Believing performance anxiety means you're not ready - teach that nerves show you care
Assuming feedback must always include criticism - teach recognition of genuine excellence
Thinking individual perfection matters more than group cohesion - emphasise ensemble skills
Believing you can't improve in one lesson - show immediate improvement through focused practice

SEN Adaptations

ADHD

Short, focused activities with clear objectives, regular positive feedback, movement incorporated throughout, clear boundaries and expectations

dyspraxia

Extra practice time for complex movements, simplified sequences if needed, clear demonstration and verbal cues, patient peer support

autism spectrum

Clear structure and routine, visual performance checklist, quiet space available, preparation for performance environment

visual impairment

Clear verbal descriptions of movements, partner guidance system, use of sound cues for timing and positioning

hearing impairment

Visual cues for timing, vibrotactile feedback for beat, clear sight lines for demonstration, written performance checklist

physical disability

Adapted movements appropriate to individual needs, seated performance options, modified formations, assistive equipment as required

Cross-Curricular Links

English

Descriptive vocabulary development, giving oral feedback, articulating observations clearly

Art

Understanding performance as artistic expression, creating visual impact through movement

History

Victorian social dancing, historical context of performance and entertainment

ICT

Video recording and analysis, digital reflection and comparison tools

Music

Understanding rhythm, beat, and musical structure, responding to tempo and dynamics

PSHE

Self-confidence, giving and receiving feedback, working collaboratively, celebrating achievement

Teacher Guidance

Positioning

Move around perimeter for optimal viewing of all sections, position for filming when required

Observation Focus

Watch for timing consistency, expression quality, peer feedback skills, and safety throughout

Intervention Points

Step in if timing becomes significantly off, if feedback becomes unconstructive, or for safety concerns

Demonstration Notes

Model performance quality throughout, show the difference between rehearsal and performance energy, demonstrate specific feedback techniques

Verbal Cues

•'Feel the beat in your body!'
•'Show me your character through your face!'
•'Be specific - use our dance vocabulary!'
•'Audience, what exactly did you see?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 20m with clear sight lines for audience

Surface Check

Non-slip floor surface, free from water or debris, adequate ventilation

Equipment Safety

Safety Checks

•Music system positioned safely away from dance area
•Rhythm sticks checked for splinters or damage
•Recording devices secured and positioned safely

Risk Management

Key Risks

•Collisions during travelling sections
•Slips during dynamic movements
•Overexertion during performance
•Equipment hazards from music/recording devices

Risk Mitigation

•Clear boundaries established for all sections
•Adequate spacing maintained between performers
•Proper warm-up and cool-down procedures followed
•Teacher positioned for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performers
•Monitor for signs of fatigue or distress
•Ensure safe use of any recording equipment

Emergency Procedures

Stop music immediately, assess situation, provide appropriate first aid if needed, clear space for medical access