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Lesson 6 - Performance Evaluation and Showcase

WW2 Dance Storytelling

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Year 8

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Dance

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Big Question

How can we use performance feedback to transform our dance from good to outstanding?

Learning Objectives

To understand and demonstrate the key elements that make an outstanding dance performance
To provide constructive feedback using appropriate dance vocabulary and evaluation techniques
To show measurable improvement in performance quality based on peer and self-assessment feedback

Key Outcomes

Students will perform their complete World War 2 dance piece with confidence and technical accuracy
Students will use structured feedback methods to help peers improve their performance quality
Students will demonstrate visible improvement in their own performance through self-reflection and peer evaluation

Equipment & Resources Required

Tunnel Systems

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

Alternative: Bluetooth speaker, laptop with speakers

The Dam Busters Music Track

1 track

Cue up ready to play, ensure good quality audio file

Alternative: Any appropriate WW2 themed music or classical piece with clear structure

Digital Cameras

1-2

Fully charged, adequate storage space, positioned for best view of performance area

Alternative: Smartphone with good camera, tablet with video function

Whiteboards

Set up to display previous recordings if available, or performance criteria checklist

Alternative: Flipchart paper, printed performance checklists

Cards

15 (half class size)

Laminated for reuse, distributed before peer evaluation section

Alternative: Printed feedback sheets, mini whiteboards

Key Vocabulary

Performance Quality

The standard of execution, timing, and presentation demonstrated when performing

Evaluation

Making judgements about performance using specific criteria and evidence

Flow

Smooth, seamless connection between movements and sections

Presentation

How confidently and clearly movements are performed, including facial expression and focus

Canon

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

Formation Changes

Planned movements where dancers change their positions in relation to each other

Unison

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

Skill Progression Pathway

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

Prior Learning

Students have created and rehearsed a complete World War 2 themed dance piece
Understanding of basic dance elements: levels, directions, formation changes, unison and canon
Experience of working in pairs and groups to create choreography

Current Skills

Performance presentation and confidence building
Constructive peer evaluation using structured feedback methods
Self-assessment and reflection on own performance quality
Understanding performance criteria and quality indicators

Next Steps

Developing choreographic skills in new dance styles
Advanced performance techniques including character and storytelling
Leadership skills through teaching and directing others

Milestone Indicators

Confident performance without prompting or hesitation

Use of appropriate dance vocabulary in feedback

Visible improvement between first and final performance

Constructive and specific feedback that helps others improve

Key Teaching Points

Performance quality comes from confidence and commitment, not just technical perfection
Specific, constructive feedback helps peers improve more than general praise or criticism
Using appropriate dance vocabulary makes feedback more helpful and professional
Celebrating improvement and effort builds confidence and encourages continued learning
Spatial awareness and safety are essential when performing with others
Flow and transitions between sections are as important as individual movements
Audience behaviour affects performer confidence - respect and attention are essential

Common Misconceptions

Misconception: 'Perfect technique is more important than performance quality' - Correction: 'Confidence and commitment can make simple movements look spectacular'
Misconception: 'Pointing out mistakes is good feedback' - Correction: 'Constructive feedback focuses on what worked well and specific ways to improve'
Misconception: 'Professional dancers never make mistakes' - Correction: 'Even professionals continue learning and improving through feedback and practice'
Misconception: 'Performing for others is always scary' - Correction: 'Performance becomes enjoyable when you focus on sharing your work rather than being judged'
Misconception: 'Dance is only about individual skill' - Correction: 'Great dance often comes from working together and supporting each other'

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear focus points, allow movement breaks, use positive reinforcement frequently

dyspraxia

Simplify formation changes, provide extra rehearsal time, focus on individual achievement rather than group coordination

autism spectrum

Provide clear structure and routine, offer quiet space if needed, use visual schedules for lesson progression

visual impairment

Provide verbal descriptions of peer performances, use tactile guidance for positioning, ensure clear audio cues for timing

hearing impairment

Use visual cues and demonstrations for timing, provide written feedback sheets, ensure clear visual demonstration of expectations

physical disability

Adapt movements to individual capabilities, focus on achievable personal improvements, ensure wheelchair accessibility

Cross-Curricular Links

English

Developing vocabulary for constructive criticism, articulating observations clearly, using descriptive language to evaluate performance

Art

Visual composition in formation design, understanding how positioning and levels create aesthetic impact

History

Understanding World War 2 context and significance, connecting dance themes to historical events and emotions

Music

Understanding musical structure and timing, recognising how music supports narrative and emotion in dance

PSHE

Building confidence through performance, giving and receiving feedback constructively, supporting others' achievements, developing resilience

Teacher Guidance

Positioning

Position at corner of performance area for maximum visibility, move strategically during peer evaluation to support feedback quality

Observation Focus

Watch for: performance confidence, application of feedback, quality of peer evaluation, spatial awareness during group work

Intervention Points

Step in if: feedback becomes unconstructive, safety concerns arise, students struggling with performance nerves, equipment issues occur

Demonstration Notes

Demonstrate: Model giving specific feedback, show difference between basic and quality performance, emphasise positive celebration of effort and improvement

Verbal Cues

•'Remember our checklist - timing, levels, flow!'
•'Be specific in your feedback - what exactly did you see?'
•'Celebrate the improvements, not just perfection!'
•'Audience job is to help performers shine!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 12m clear performance area, additional seating area for audience, adequate ceiling height for jumping movements

Surface Check

Clean, dry, non-slip surface suitable for dance movement, free from obstacles and hazards

Equipment Safety

Safety Checks

•Music system volume appropriate for space size
•Camera equipment positioned safely away from movement areas
•No trailing cables across movement pathways
•Seating arranged with clear exit routes

Risk Management

Key Risks

•Collisions during formation changes
•Slips during dynamic movements
•Muscle strain from insufficient warm-up
•Equipment hazards during performance

Risk Mitigation

•Clear spatial boundaries established for each group
•Adequate warm-up and cool-down procedures
•Rehearsal of formation changes at slow tempo first
•Regular safety reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all performance areas
•Monitor formation changes for collision risks
•Ensure appropriate audience behaviour
•Oversee safe equipment handling

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required, notify school leadership