Expressive Performance Prep

Overview

This 30-minute lesson guides Years 5/6 students in preparing for their final dance performance, focusing on stage presence, audience engagement, and polishing sequence performance quality. It aligns with the New Zealand Curriculum Refresh’s emphasis on arts education, interpersonal communication, and the development of key competencies such as managing self, relating to others, and participating and contributing.

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Learning Objectives

By the end of the lesson, students will:

• Understand the importance of stage presence and audience engagement in performance
• Demonstrate improved control over movement quality, including body language, facial expression, and projection
• Practice and refine their dance sequences with attention to performance quality and confidence
• Collaborate with peers through constructive feedback and shared reflection

These objectives align with The Arts learning area achievement aims for Years 5-6 within the NZ Curriculum Refresh focusing on drama and movement to communicate ideas and feelings and the key competency of Managing Self and Relating to Others.

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Curriculum Links

The Arts (Drama)

• Communicating and Interpreting – Students express and present ideas and feelings demonstrating confidence and control
• Developing Practical Knowledge – Students develop performance skills suited to a variety of roles and performance contexts

Key Competencies

• Managing Self: Developing confidence and motivation to be involved in performances and practice
• Relating to Others: Cooperating in groups, giving and receiving feedback respectfully

Achievement Objectives Reference

• Demonstrate understanding of performance elements such as stage presence and audience awareness
• Use verbal and non-verbal communication techniques including body language, gesture, and vocal projection to engage audiences.

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Materials Needed

• Open performance space
• Music for sequences
• Reflection worksheets or feedback forms (simple, focusing on “What went well?” and “What to improve?”)
• Timer or clock

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Lesson Plan

1. Introduction & Discussion (5 minutes)

• Teacher explains: What is stage presence? How does a performer engage an audience? Examples include confident posture, facial expressions, and eye contact.
• Class discussion: Ask students to share experiences of watching others perform. What made those performances exciting or memorable? Discuss how performers communicate beyond just movement.
• Introduce focus questions for the lesson:
  • How can you show confidence on stage?
  • What can you do to keep the audience interested?

Curriculum focus: Build awareness of non-verbal communication including posture and body language.

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2. Warm-Up / Refresher Activity (5 minutes)

• Lead a brief expressive movement warm-up focusing on posture, breath control, and facial expression.
• Include simple role-play elements where students experiment using different tones of body language and facial expressions to convey emotions or ideas without words.
• Emphasize projection and movement quality as preparation for performing sequences.

Curriculum focus: Experiment with body language and gestures to support meaning and expression.

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3. Sequence Practice with Emphasis on Performance Quality (15 minutes)

• Students break into small groups or pairs to rehearse their dance sequences.
• Task students to practise with the intention of performing, focusing on:
  • Stage awareness: occupying space confidently and with purpose
  • Engaging facial expressions and gestural dynamics
  • Adjusting volume and pace if vocalisation or sound effects are part of the performance
• Teacher circulates, giving specific feedback on stage presence and audience engagement skills, encouraging students to reflect on how their movements “speak” to the audience.
• Encourage peer feedback using simple sentence stems:
  • “I liked how you showed…”
  • “You could try moving with more energy when…”

Curriculum focus: Use body posture and movement intentionally to enhance stage presence and audience engagement; develop interpersonal skills through giving and receiving feedback.

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4. Whole Class Sharing & Reflection (5 minutes)

• Select 2-3 groups to perform short excerpts in front of the class.
• Guide students to observe and comment using agreed criteria focused on stage presence and audience connection (e.g., expressive facial expressions, clear body language).
• Reflect briefly on what helps make a performance engaging.
• Reiterate the importance of confidence and connecting with the audience in the final performance.

Curriculum focus: Reflect on performances to identify strengths and set goals for improvement.

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Assessment & Success Criteria

Formative assessment through:

• Observation of students’ ability to use stage presence skills in practice
• Quality and thoughtfulness of peer feedback
• Student reflections on their own performance strengths and areas for improvement

Success will look like:

• Students demonstrate confident posture and focus during rehearsal
• Use of expressive body language and facial expressions appropriate to their dance sequences
• Engagement with peers in sharing feedback and reflecting respectfully

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Teaching Tips

• Use positive reinforcement to build confidence with performance skills
• Scaffold peer feedback conversations with sentence stems to support language learning and respectfulness
• Be sensitive to cultural differences in non-verbal communication and performance styles in your classroom
• Incorporate movement breaks or mindfulness if students become restless during rehearsal

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This plan integrates the New Zealand Curriculum Refresh emphasis on blending creative arts skills with interpersonal and communication competencies in a culturally responsive and inclusive environment, empowering students to engage meaningfully in performance preparation and execution.

If you would like, I can also provide example feedback forms or reflection prompts to complement this lesson.