Lesson 6 - Performance Evaluation and Showcase
WW2 Dance Storytelling
β’Year 8
β’Dance
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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
Position for clear sound throughout space, test volume levels before lesson
Alternative: Bluetooth speaker, laptop with speakers
Cue up ready to play, ensure good quality audio file
Alternative: Any appropriate WW2 themed music or classical piece with clear structure
Fully charged, adequate storage space, positioned for best view of performance area
Alternative: Smartphone with good camera, tablet with video function
Set up to display previous recordings if available, or performance criteria checklist
Alternative: Flipchart paper, printed performance checklists
Laminated for reuse, distributed before peer evaluation section
Alternative: Printed feedback sheets, mini whiteboards
Key Vocabulary
The standard of execution, timing, and presentation demonstrated when performing
Making judgements about performance using specific criteria and evidence
Smooth, seamless connection between movements and sections
How confidently and clearly movements are performed, including facial expression and focus
When dancers perform the same movement but starting at different times, creating a ripple effect
Planned movements where dancers change their positions in relation to each other
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
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
- β’'Remember our checklist - timing, levels, flow!'
- β’'Be specific in your feedback - what exactly did you see?'
- β’'Celebrate the improvements, not just perfection!'
- β’'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
- β’Music system volume appropriate for space size
- β’Camera equipment positioned safely away from movement areas
- β’No trailing cables across movement pathways
- β’Seating arranged with clear exit routes
Risk Management
Key Risks
- β’Collisions during formation changes
- β’Slips during dynamic movements
- β’Muscle strain from insufficient warm-up
- β’Equipment hazards during performance
Risk Mitigation
- β’Clear spatial boundaries established for each group
- β’Adequate warm-up and cool-down procedures
- β’Rehearsal of formation changes at slow tempo first
- β’Regular safety reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- β’Position for clear view of all performance areas
- β’Monitor formation changes for collision risks
- β’Ensure appropriate audience behaviour
- β’Oversee safe equipment handling
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required, notify school leadership