Final Dance Performance

Overview

Students rehearse and perform their choreographed dance routine, applying performance techniques to engage an audience. They then reflect critically on their performance to identify strengths and next steps, building toward confident presentation in informal and formal settings.

Learning intentions

• Students will apply performance skills (focus, intentions, expression, and audience awareness) to elevate our dance.
• Students will perform with confidence, professionalism, and respect.
• Students will reflect on rehearsal, performance, and teamwork to decide what to improve next time.

Success criteria

• I can enter and exit with control and confidence at the correct times.
• I can maintain focus and communicate clear intentions throughout the routine.
• I can express character, story, or mood using my facial expression and movement quality.
• I can use performance elements (e.g. timing with music, props/costumes/technology where appropriate) to enhance the routine.
• I can reflect clearly on what went well, what was challenging, and what I would improve and why.

Curriculum links

• AC9AMU6P01: perform music and/or movement-linked forms they have learnt and/or composed in informal and/or formal settings by engaging an audience and communicating meaning through expressive performance.
• AC9AMU6P01_E1: rehearsing and refining performances to engage audiences using expressive elements such as dynamics/balance (applied in dance through energy, balance, and presence).
• AC9AMU6C01: rehearse and practise music/dance for performance using compositional devices and refining ideas through feedback and review of the routine.
• NSW Syllabus (Arts) outcomes: demonstrate arts skills and techniques; communicate ideas and meaning; collaborate and respond to feedback; reflect on processes and performance.

Lesson structure (50 minutes)

1. 0–5 min · Do Now: prep and connect. Teacher checks learning area space, turns on screen and speakers, and ensures printed materials are ready (lesson plan, choreography sheet, dancer list; optional reflection worksheet). Students silently set up: stand where they will warm up and place choreography and dancer list in front of them.

2. 5–20 min · Activity 1: performance tips (Whole Class Guided). I do (modelled): Teacher explains today’s focus and reviews the six performance tips, demonstrating what “good” looks like (e.g., stepping on/off stage with control, strong eye focus, expressive faces). We do (guided): Students recall the six tips from the video; teacher writes numbers 1–6 and records student suggestions, then checks understanding by asking “Where in our routine would we show this?” You do (independent): Each student chooses two tips to personally focus on during rehearsal/performance and states them to the group (one sentence each).

Teacher records the tips:

• Enter and exit with confidence (step on and off stage at the correct time)
• Maintain focus (project clear intentions; conscious eyes/body attention)
• Express character and mood (facial expression + movement)
• Acknowledge the audience (face the audience; eye contact)
• Use performance elements (music alignment, props/costumes/technology where used)
• Have fun! (confidence and enjoyment)

3. 20–25 min · Activity 2: warm-up (Whole Class Guided Multimedia). I do (modelled): Teacher plays the warm-up video and demonstrates key cues once (posture, safe range). We do (guided): Students follow the warm-up together, moving safely and keeping control. You do (independent): Students adjust their own movement to stay within their safe range and demonstrate readiness by returning to stillness when prompted.

4. 25–45 min · Activity 3: performance rehearsal and audience (Whole Class Assessment Opportunity). I do (modelled): Teacher leads 1–2 practice run-throughs from the stage position, pausing to model one “fix” (e.g., stronger ending pose, clearer eye contact, better timing on entrance). We do (guided): After each run-through, students receive focused feedback from teacher and peers using success-criteria language (e.g., “I noticed your exit was controlled”). You do (independent): Students perform the full routine on stage, then bow and exit. If time allows, repeat once more and apply one chosen improvement from their two tips.

Performance supports during rehearsal:

• Dancer list and choreography printed as reference
• Teacher pauses only at clear points (entrances, transitions, endings)
• “Always on stage” reminder: students hold performance-ready posture even while waiting

5. 45–50 min · Activity 4: cool down (Whole Class Multimedia Guided). I do (modelled): Teacher starts cool down video and demonstrates slow breathing and relaxed shoulders. We do (guided): Students follow and keep spacing. You do (independent): Students choose one body area to relax (e.g., hips/shoulders) and hold stillness briefly when the video pauses.

6. 50–60 min · Activity 5: reflection (Independent Worksheets) — note: If you must keep to 50 minutes total, complete reflection in the next lesson or as a partner discussion at the end instead of writing. Teacher note for pacing: If staying strictly within 50 minutes, shorten Activity 3 by 5 minutes and complete 10 minutes of reflection now. I do (modelled): Teacher reads one example answer framework: “What went well…” + “Why…” + “What I’ll improve next time…” We do (guided): Students share one reflection idea as a class. You do (independent): Students complete the worksheet quietly for 10 minutes (or partner discussion if printed worksheets are unavailable). Students then volunteer to share.

Resources

• Printed lesson plan
• Choreography sheet (one per group)
• Dancer list sheet
• Reflection worksheet (optional; one per student)
• Stage/performance space (clear, safe floor area)
• Screen and speakers for video playback
• Warm-up video and cool-down video
• Timer (to manage run-throughs)
• Clipboard or tablet for quick feedback notes (teacher)

Assessment

• Observation checklist during rehearsal/performance (focus, clear intentions, expression, audience awareness, controlled entrances/exits).
• Teacher prompts during run-through pauses to check understanding of performance tips.
• Reflection (worksheet or partner discussion) to confirm students can identify strengths and one actionable improvement.

Differentiation

• Lower potential / support:

• Provide a “Tip Focus” card with 2 tips and 1 concrete cue per tip (e.g., “Eyes up on count 1”).

• Use call-and-response counting (teacher calls “enter”/“finish”) and allow one extra practice run-through.

• Sentence starters for reflection (e.g., “I enjoyed… because… / Next time I will…”).

• Middle potential:

• Ask students to identify where each chosen tip appears in the routine (specific moment/transition).

• Provide one feedback goal and track it across two performances.

• High potential and gifted:

• Extension challenge: students choose and justify one improvement using performance language (intention, energy, timing, projection) and lead one rehearsal cue for peers.

• Add a “performance elements” focus: propose how costume/prop/music timing could enhance meaning, then apply it in the second run.

• EAL considerations:

• Display the six tips as short phrases and model examples with gestures/photos if available.

• Allow reflection orally first, then written if needed.

Extension (optional)

• N/A (not requested).