Rehearse Refine Present

Overview

In this seventh lesson of Dance Explorations: Creating, Performing and Responding, students rehearse and informally present their group dance works. They apply feedback from earlier lessons by improving safe spacing, timing, transitions, starting and ending shapes, and responses to music or body percussion cues.

Learning intentions

Students will:

• rehearse a short dance sequence using safe spacing and controlled movement
• respond to music, body percussion and teacher cues
• perform with a clear beginning, ending and audience focus
• give kind, specific feedback about what they noticed
• contribute to a group performance in a way that suits their abilities

Success criteria

• I can remember and perform my group’s sequence.
• I can keep a safe space around my body and others.
• I can show a clear starting shape and ending shape.
• I can watch respectfully and give helpful feedback.

Curriculum links

• Victorian Curriculum: The Arts – Dance: explore and use the elements of dance to communicate ideas.
• Victorian Curriculum: The Arts – Dance: rehearse and perform dance sequences for an audience.
• Victorian Curriculum: The Arts – Dance: respond to dance by describing what was seen, heard and felt.
• Personal and social capability: work cooperatively, follow agreed safety routines and respond positively to feedback.

Lesson structure (50 minutes)

1. 0–7 min · Welcome and warm-up. Teacher opens the hook and learning intention slides, establishes the performance space, revisits the stop signal and models safe personal space. Students spread out, copy a gentle warm-up using stretches, balances, bends, turns and travelling steps, then freeze in a starting shape when the cue sounds.

2. 7–12 min · Revisit performance goals. Teacher uses the performance checklist slides to demonstrate a clear starting shape, an ending shape, safe spacing, audience focus and a smooth transition. Students practise moving from their starting shape into the first action and finishing in their ending shape; Year 2 students identify one feature they will take responsibility for.

3. 12–27 min · Group rehearsal. Teacher places students in their existing groups of approximately five and circulates, giving brief coaching: “What is your cue?”, “Where will you travel?” and “How will the audience know you have finished?” Students rehearse their dance several times, checking sequence order, spacing, timing, transitions and music or body percussion cues. Students who perform seated, with reduced movement or as rhythm and cue leaders remain active contributors.

4. 27–32 min · Partner feedback rehearsal. Teacher pairs nearby groups and displays the feedback sentence-starter slide. Students watch another group’s short rehearsal, then share one positive observation and one suggestion, such as “I noticed…” and “You could try…”. Year 1 students may point to a visual checklist or describe one thing they saw; Year 2 students comment on timing, transitions, audience focus or use of space.

5. 32–44 min · Informal presentations. Teacher explains that each group will perform once while the remaining students sit safely as an audience. Groups present their work with selected music, a teacher-played track or body percussion. The teacher gives a clear start cue and allows time between performances for groups to enter, prepare and exit safely. Audience members watch quietly and identify one dance element or performance choice they noticed.

6. 44–50 min · Reflect and close. Teacher distributes the simple dance reflection sheet and revisits the reflection and exit prompt slides. Students draw or write one part of their performance that worked, one change they made during rehearsal and one goal for the final lesson. Invite two or three students to share, then finish with a calm breathing and stretching routine.

Resources

• the rehearsal and performance slide deck
• the simple dance reflection sheet
• Safe, open performance space
• Device and speakers for selected music
• Teacher device or drum for body percussion cues
• Group dance plans or sequence notes from previous lessons
• Visual stop and start cue
• Clearly marked audience seating area
• Water access as required

Assessment

• Observe whether students remember their sequence, respond to cues, maintain safe spacing and use clear beginning and ending shapes.
• During group rehearsal, question students about their timing, transitions and individual contribution; note cooperation and willingness to adjust after feedback.
• Review the reflection sheet and student comments to identify whether students can describe a performance success and a next step.

Differentiation

• Provide visual sequence cards, teacher modelling, repeated counts and a consistent start cue for students who need memory or processing support.
• Allow students to perform seated, standing with reduced movement, in a smaller travelling area, or as rhythm, music, cue or formation leaders.
• Use mixed-ability groups with clearly shared roles; rehearse in a quieter area or reduce music volume for students sensitive to sound.
• Offer sentence starters, gestures and drawing as alternatives to extended verbal or written feedback, supporting EAL learners and students with communication needs.
• Challenge Year 2 students to lead a count-in, manage a transition, maintain audience focus or explain how a feedback suggestion changed their performance.