Performance Power

Overview

In this final lesson of the “Hip Hop Dance Adventure” unit, students rehearse their group hip hop routine with a strong focus on performance elements: energy and facial expressions. They practise finishing together, using cues, and showing confidence for a future competition.

Learning intentions

• WALT rehearse our hip hop sequence with control and full-body energy.
• WALT use facial expressions to show the mood of the dance.
• WALT practise performing safely, clearly, and in time with our group.
• WALT reflect briefly on what made our performance stronger.

Success criteria

• I can show high energy through my movements (not rushing, not stopping).
• I can use my face to match the dance (e.g., confident, excited, focused).
• I can stay in time with my group and finish the routine together.
• I can explain one improvement I will make next time.

Curriculum links

• Dance — develop and communicate ideas through movement, including performance elements such as energy and expression.
• Dance — rehearse and refine movement by responding to feedback and using cues.
• Te Whare Tapa Whā / wellbeing connections — build confidence through performing and sharing ideas respectfully.
• Key competencies — managing self (focus and effort), relating to others (co-operating in groups), participating and contributing (trying, practising, and reflecting).

Lesson structure (30 minutes)

1. 0–3 min · Warm-up cue-check. Teacher leads a quick body warm-up (marching, shoulder rolls, arm swings) while reminding students of “space and safety” rules. Students copy the warm-up and listen for the “freeze” cue to start and stop together.

2. 3–7 min · Facial expression game. Teacher shows 3 expression cards (focused, excited, confident) and models matching facial expression to a short hip hop move (e.g., pose + hit). Students rotate in small groups: choose an expression, perform a 4-count pose/move, then freeze so the face is clearly visible.

3. 7–14 min · Rehearsal 1: energy and timing. Teacher runs the routine from start to finish, calling key cues only at transitions (e.g., “Ready… 5-6-7-8”). Students perform the whole routine, aiming for strong energy throughout and keeping in time with their section.

4. 14–19 min · Rehearsal 2: facial expression in context. Teacher names one “performance moment” (e.g., a big hit or a turn/finish pose) and demonstrates how the facial expression should look at that exact time. Students repeat the routine, focusing especially on faces during the chosen moment.

5. 19–24 min · Group feedback sprint. Teacher practises the feedback phrase with students: “I noticed… I wonder…” and models one constructive comment. Students do a quick “watch and glow” cycle: one group performs a short section (8–12 counts) while others observe, then the observer group shares one “notice” about energy or facial expression.

6. 24–28 min · Performance run-through: full piece. Teacher sets a “competition mindset”: respectful audience, quiet during performances, and strong effort. Students perform the full routine again with the goal of finishing together on the final beat and holding the final pose with a clear expression.

7. 28–30 min · Exit reflection: one thing to improve. Teacher gives students a half-sentence to complete on a small paper or wipe-board: “Next time I will…” Teacher collects responses briefly. Students complete their reflection, focusing on either energy or facial expression, and hand it in.

Resources

• Expression cards (focused, excited, confident) or teacher-made visual prompts
• A music track for the hip hop routine (same beat as rehearsal)
• Timer or visible count cues on the board
• Floor tape markers for safe spacing and group positions
• Teacher checklist (energy, facial expression, timing/finish together)
• Small paper slips or mini whiteboards for exit reflections

Assessment

• Teacher observation during rehearsals: energy (continuous, controlled, strong effort) and facial expression (clear and appropriate to moments).
• Formative feedback check during the “watch and glow” sprint: students use “I noticed/I wonder” to comment respectfully and specifically.
• Exit reflection: students identify one actionable improvement (energy or facial expression).

Differentiation

• Support: provide a clear “face moment” cue (e.g., highlight the exact counts where faces must show). Offer sentence starters for feedback (“I noticed your…”, “I wonder if you could…”).
• Support: assign roles for students who need them (e.g., cue helper for counts, line leader for transitions) while still dancing.
• Extension: invite students to add a stronger “hit” (bigger facial expression on the beat) while maintaining control and safety.
• SEN/EAL considerations: allow students to demonstrate understanding through movement rather than long explanations; use visual prompts and consistent rehearsal counts.

Extension (optional)

• Skip (not requested).