TWS Evergreen Jr High

Brianne Pottorff29-672-9116

Junior High Dance Class

Dance Education Major

February – April 2015

Brigham Young University

Table of Contents

Contextual Factors….....................................................................................................................2

Learning Goal and Objectives …………………………………………………….……………4

Assessment Plan……………………………………………………………………….................6

Design for Instruction…………………………………………………………….……...............8

Instructional Decision-Making………………………………………………………………...10

Report of Student Learning…....................................................................................................12

Reflection and Self-Evaluation………………………………………………….……..............16

FED…...........................................................................................................................Appendix A

Lesson Plans………………………………………………………………………….Appendix B

1

Contextual Factors

Community, School, Classroom Factors Instructional Implications

CLASSROOM – 33 students

White – 25

Asian – 2

African – 1

Pacific Islander – 0

Middle Eastern – 1

Hispanic – 3

Native American Indian– 1

School – Evergreen Jr High School

7th Grade - 27

8th Grade - 2

9th Grade – 3

Community socioeconomic status –

Middle Class, immigrants,

Level of Guardian involvement – 100%

Attendance rate at school – 98%

Studio factors – Floors are slippery when wearing

socks. The lighting is good and bright. The loud

music could be distracting to other classes when

the studio door is ajar. The temperature of the

room can be changed by the instructor and is kept

comfortable. The mirrors are cleaned and

respected.

There are two concert critiques due by the end of

the term. The class will meet two or three times a

week.

Use map activity to find out students’ ancestry, culture and

background. Observe how the population of students born in

certain areas of the world. Mention how it might feel to be

the only one standing in their country. Bring students’

attention to the diversity in the class and what we can do to

be confident in our self-image, but not closed off to cultural

experiences.

While introducing new subjects it is critical I follow the

national standards as a baseline measurement and for all my

students to achieve them using multiple perspectives of

learning.

Music should include various selections appealing to

multiple cultures in the class. Use the drum to invite live

accompaniment and driving energy to encourage

participation and motivation from reluctant students. Use

drums, ITunes, Spotify, Pictures, YouTube, and props to

encourage creativity and motivation strategies. Music will be

moral and value the context. The music will also introduce

different styles to the students’ repertoire. Include modern,

classical, African rhythms, and Chinese classical

accompaniment.

The students will need daily feedback. Find a balance

between verbal, tactile, reflective, and written feedback. I

must make sure I do not constantly spend more time with

one student over another. How I give feedback to the class

could be an individual or collective process. Introducing

guest Choreographers can change the dynamic of the

classroom. The students may favor a new approach or have a

difficult time adapting to a different style.

The student needs to be challenged. Giving them room to 2

Rules: No gum, hair pulled back and out if the

face. Sit in roll call at the beginning of class. Daily

goals are written on the white board.

improve will help them reach the highest level they can be

by the end of the class.

Use improvisation will ensure humility. Strengthening their

inner will and technique will be easier if they stay

submissive, but focused and engaged. The class costs 10

dollars which goes towards the costumes and lighting

designer. And if they miss multiple days they can make up

the work and still pass the class.

The class is set to be 65 min long which provides enough

time to have the students practice in class. Using recording

devices when testing and creating movement will ensure

focus, which leads to phones in class. Students will come in

and set their phone in the basket on my desk until they are

required for and activity.

Student Characteristics

Most beginning dance students have a wide range

of dance experience. A high percentage of females

account for the enrollment in the dance program.

In the department there are only two male

students. In this class:

1) Student A consistently asks for clarification

after class each day.

2) 5 students are reluctant to participate fully.

3) Student C wears hearing aids

4) Student D comes to class always with a frown

and is consistently folding her arms. She has an

emotional disorder.

5) Student E has ADHD.

6) 50% of the students are members of a dance

studio.

7) 2 Students are English Language Learners. One

is Hispanic and one is Asian

8) 2 Students are consistently absent because of

1) Be consistent in terminology. Use clear imagery for

students who perceive dance differently.

2) Students must focus on not what they should do, but

what it is they want to do.

3) Remind Student C to focus on her breath as she

completes sequences. This will help her keep tempo. 4)

Allow Student D water break to compose herself outside

of class and come in refreshed and ready to move.

Remind her to ask questions in class. Praise her when

she engages herself.

5) Ask students when appropriate, if they are being

challenged enough. Push Student E to find dynamics to

help her see the contrasting qualities of dance.

6) pair these students with the reluctant dancers.

7) In the assessments give it orally, and do not expect

them to spell anything perfectly on tests.

8) Encourage the pregnant student to be aware of her

surroundings, and hold both students accountable for

3

legal court appointments and one is 7 months

pregnant.

missing class.

Other characteristics to consider:

A high percentage of the class, have had previous

experience in ballet. Five or six students have no

experience. Level of technique on average is

moderate; The beginners - uncoordinated, unaware

of their feet placement, have trouble with weight

shifts, traveling on one leg is difficult, changing

directions and traveling backwards is a challenge,

but sharing observations is welcoming if they do it

in writing.

Also: technical issues include; working through

the feet high energy, smooth transitions, breath,

core distal alignment, head tail connection, body

half awareness, and keeping tempo.

Develop reciprocity and cooperation among students.

Use active learning techniques. Give prompt feedback to

each student as much as possible, especially to those

beginners. Allow those with experience to partner up with

the beginners. Communicate high expectations. Respect

diverse talents and ways of learning.

Use ballet terminology, to be clear to those who know it. But

do not require it for assessment for those who have never

taken ballet. Use the mirror and all facings to help the

students rely on how their body feels when moving instead

of how it looks. The learning environment is important.

Students learn best in a friendly, socially interactive and

diverse environment. Keep questions and answer sessions.

Bring in different genres especially when teaching energy

qualities. Bring learning environments that support the self-

esteem and respect of the individual student.

Learning Goal and Objectives

Unit Learning Outcome: By the end of a 2 week, 5 day unit, Dance 1 students will be able to

develop technique to warm up the body promoting flexibility and strength, discover elements of

motion through locomotion and axial movement, and identify and label anatomical terms of the

body while demonstrating correct body placement.

a. Pre-Test and Body Part Isolations

spelling their name.

b. Locomotor Steps

c. Axial Movement

d. Combine Axial and Locomotor step.

f. Post-Test

4

B) Learning Outcomes C) Standards D) Types/Levels of Objectives

By the end of a 70 minute class, Dance 1 students will be able to recognize correct alignment, define body part isolations by naming body parts anatomically, experimenting moving across the floor leading with different body parts, and dancing a technique sequence. They will take a pre-assessment on anatomy, and other particular questions.

Standard 4: Select, analyze, and interpret artistic work for presentation.

Level 1: KnowledgeThe students must recall from memory how to isolate body parts that we reviewed using anatomical vocabulary.Level 3: ApplicationThey demonstrated what they knew by what they did.

By the end of a 70 min class, Dance 1 students will be able to recall sequences, match anatomical words with the correct body part, cluster body part relationships in a sequence, by comparing body parts and their full range of motion engaging the torso.

Standard 1: Generate and conceptualize artistic ideas and work.

Level 1: KnowledgeRecall skeleton terms and how they move in their joints.Level 4: AnalysisStudents will categorize parts of the body that use more space than others in movement.Students will compare and contrast movement demonstrated by their peers.

By the end of a 70 minute dance class, Dance 1 students will be able to identify locomotor movements by demonstrating an across the floor sequence including gallops and rolls.

Standard 6: Convey meaning through the presentation of artistic work.

Level 1: KnowledgeRecall the basic steps and use Level 2: Comprehension, to describe the steps using weight shifts and air moments.Level 3: Application used to sequence their own steps.

By the end of a 70 minute dance class, Dance 1 students will be able to identify axial movements through improvisation and a taught center sequence.

Standard 4: Select, analyze, and interpret artistic work for presentation.

Level 6: EvaluationUnderstanding that some axial movements have multiple names to them, the students demonstrate their favorite and least favorite. The students critique each other’s choreography and the taught sequence talk about what they liked and what they can improve.

By the end of a 70 minute dance class, Dance 1 students will be able to combine axial and locomotor movement in their own choreographed across the floor

Standard 1: Generate and conceptualize artistic ideas and

Level 5: SynthesisCombining the movements and demonstrating them completes level 3: Application.Also Level 1: identify body parts, and

5

sequence, and demonstrate their knowledge of anatomy and explanations of axial movements in a post quiz.

work. recall how to describe an axial movement by focus, force, and weight.

Assessment Plan

Assessment Scoring Performance Criteria

Lesson 1Pre – assessment/SummativeWritten Task: Label anatomy terms,Define “dancing while being grounded.”

Performance Task: Record your time forwall sits and planks. Perform a basic plie sequence.

1. No Score given – less weight on the class.

Rationale: It is for the teacher to observe pelvic alignment and introduce the importance of the body being able to resist gravity. Assessed are the student’s answers to what being grounded means. Sought after answers are for being grounded:

a) Lower to the groundb) Bend knees over toesc) The use of a correct pelvis

alignmentd) Weighted or feeling heavy

1. Completion – 100%. 38% Participation in discussion. There are no pass requirements. This assessment is to be used to inform the teacher how students articulate and participate in class. Students may have to catch up to record their times. But we will review the terms next class so they will label those then. 3 or 4 students should comment. 100% should participate in the plie sequence demonstrating 50% accuracy in pelvic alignment. If not then I will prompt them again to watch and feel for more specific images during their plies.

Lesson 21. Formative Performance Task: In

warm up students will warm knees, legs, feet, core isolating called out body parts then finding a dancer to connect at such called body part.

2. Formative Performance Task: Students write their name using different body parts that they select for each letter. They will create a name dance.

3. Formative Performance Task: Students will demonstrate leading with different body parts across the floor with partners calling out the anatomy terms that they must lead with.

1. No Score Given –Less weight on the class.

2. Score Given by (+/-) on roll sheetto assess understanding of clear isolations of the body in space.No weight on grade. Just for meTo see where the class is at.

Rationale: To see if the students areprogressing and are ready to be move on to the across the floor activity.3. No Score Given - Assessment

completed by teacher observation as students are working in assignedPartnerships.

Rationale: Results will be used to adjust instruction for lesson or unit and to keep a record of student participation. Also to determine if students are ready to compose with this leading technique adding it to their name dances.

1. Completion - 100% This is for Student A, B, C and D to befriend other students and prepare the class for future movement in upcoming sequences.

2. Completion - 100% should complete 90% of the name dance. This will be added to next class, so the dance should be clear and usable.

3. 65% should be able to demonstrate sequence without hesitating most of the time around partners. Pair high level dancers with lower level.

Lesson 31. Written Observation Post

Assessment: Students will write a list of ways to travel on foot. Walk, Skip, Jump, etc. And as a class we

1. Written assignment will be scored with a check or no check of completion. I remark on their interesting ideas.

Rationale: So I know how they

1. Completion - 100% should be able to receive a check for writing a page. If students do not turn in paper they do not get credit for participation. If they were absent

6

write down the definition of each.2. Pre-assessment Performance Task:

Improve dancing for 15 minutes various locomotor steps fast and slow then discuss.

3. Formative performance task:Students will accurately perform locomotor steps on given counts in a taught sequence.

perceive traveling more than walking.2. No Score Given- Assessment

completed by teacher observation as students are participating individually.

Rationale: So the students see how peers perceive locomotion through space and encouraging them to use levels playfully.3. No Score given - Assessment

completed by teacher observation.Rationale: So I know they are ready to add axial movements to the across the floor sequence.

they can put it in their journals.2. Completion – 100% should try to

roll and crawl and leap improving. Make sure students are landing toe ball heel and not getting frustrated when they accelerate the tempo. Praise those that challenge the use of space. Students should share their favorite way to travel on their paper.

3. 75% of the class performs each roll, hop, and jump accurately. Those who don’t will receive additional coaching and be paired with those who can perform the phrase with clear accuracy

Lesson 41. Performance task: Students will

demonstrate three categories of an axial movement. The force, energy, and focus in a taught warm up.

2. Written Observation Post Assessment: Students will take notes for each axial movement discussed labeling the focus, energy, and force for each.

3. Performance Task: Students will clearly create 16 counts of movement with a partner that includes axial movements and shapes.

1. No Score Given- Assessmentcompleted by teacher observation as students are participating individually.

Rationale: So the students can identify an axial movement by dissecting the contents of it.2. Written assignment scored with a

check or no check of completion. I remark on their interesting comments.

Rationale: So I know the ESL students are receiving the information from multiple perspectives.3. No Score given - Assessment

completed by teacher observation.Rationale: So I know they are ready to combine axial movements with locomotor steps.

1. Completion – 100% should demonstrate clearly each category of an axial movement. Make sure students are not copying each other. Praise those that challenge the use of space. Students should share their opinions on combining the focus, force, and energy.

2. Completion - 100% should be able to receive a check for writing a page of notes. If students do not turn in paper they do not get credit for participation. If they were absent they can put it in their journals.

3. 75% of the class performs their partner dances. Those who don’t will not be able to present. Students will be paired with those who are similar in height.

Lesson 4Post – Assessments:1. Summative Performance Tasks:

a) Demonstrated an across the floor sequence combining locomotor and axial movements.b) Students demonstrate planks, wall sits, and stretches.

2. Summative Written Task: Students will label anatomy terms, define what locomotor, axial, and being grounded means. They will list the performance task in order. They will also identify the force, focus, and energy of four axial movements.

1. A) Score will be roughly around 20pts (Mastery, Proficiency, Improving)B) The times will be recorded but not part of their grade.

Rationale: So I may see the progression of strength and choreographic skills from students.2. Score Given out of 56pts –

Written testRationale: This is to show me their knowledge of the body, their understanding of motion and qualityof movement while in motion.

1. 90% should get more than 80% accuracy of sequence. If a student has an excused absence they may take it the following week. If the student does not, they cannot make it up.

2. Completion – 75% should get 90% of test correct. The other 10% should get at least 70% of the test correct.

7

Design for Instruction

Pre-Assessment Graph for anatomy:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2901234567

Pre-assessment

Anatomy Pre

From this graph you can see my 29 students had little to no knowledge of anatomy. The highest

amount of body parts labeled was 6 out of 21 body parts. This suggests that they have lots of

room to improve and that anatomy is not taught in depth in middle school. I decided to focus on

helping them get a better understanding of how what makes up their beautiful bodies.

A. Learning Outcomes B. Instructional Strategies C. Use ofTechnology

D. Adaptations for Learners

By the end of a 70 minute class, Dance 1 students will be able to recognize correct alignment, define body part isolations by naming body parts anatomically, experimenting moving across the floor leading with different body parts, and dancing a technique sequence.

"Teach anatomy wordsWarmup- Walking and rolling each body part called out. Foot articulations, Body Isolations, Alignment in lunges."Across the floor sequence- walking toes first, running with focus on pelvis; forwards and backwards, define and teach releve and eleves, prances, rollsATF- Practice rolling on their gluteus and on their stomach, practice slides and leaps.

ITunesPower PointDrumInternetProjector

Write on the boardRecall using imagesExplain to the person next to you what this means.Demonstrate for half the class.Work with a partner

By the end of a 70 min class, Dance 1 students will be able to recall sequences, match anatomical words with the correct body part, cluster body part relationships in a sequence, by comparing body parts and their full range of motion engaging the torso.

Matching anatomy activity: Partners walk away from each other than when music stops they attach at the anatomical term called out.


Separate studentsAsk them to repeat what the task is.Use tactile feedbackLearn about their

8

background.

By the end of a 70 minute dance class, Dance 1 students will be able to identify locomotor movements by demonstrating an across the floor sequence including gallops and rolls.

Teach walk, skip, jug, skitter, and roll sequence. Across the floor sequence- prances, and slides with a hop. walk, skip, chug, skitter, roll, and slide. Battement on the floor with floor plies.


Watch videos of examplesHave students demonstrate

By the end of a 70 minute dance class, Dance 1 students will be able to identify axial movements through improvisation and a taught center sequence.

Introduce axial movement using images and call and response to practice each word.Teach a center sequence about axial movement. Express what full Range of Motion includes meaning engaging the torso including Kinespheres.


Identify on the white board and on a separate piece of paper the three elements of an axial movement. Force, focus, and energy.Improv with images on the projector.

By the end of a 70 minute dance class, Dance 1 students will be able to combine axial and locomotor movement in their own choreographed across the floor sequence, and demonstrate their knowledge of anatomy and explanations of axial movements in a post quiz.

ATF - leaps and sequence.Center - Combine axial and locomotor steps. Then manipulate ATF sequence by adding axial movement.


Start with a foundation of steps. Give them a skeleton to build on. Step 1) Pick locomotor steps. Step 2) Pick axial movements that combining with the locomotor steps.

Instructional Decision-MakingIncident #1: Low Scores from the post assessments

Modifications Based on Analysis of Student Learning—

Sound Professional Practice

I would accompany the students using my drum. The

students did not verbally react to my live

accompaniment. I began teaching a warm up first giving

Changing the cueing to a more qualitative approach

gives the students an image and kinesthetic

awareness of their body that they have not been

9

quantitative cues. Then I would transition leading the

warm up sequence cueing them with my drum. Then I

would transition into using music from ITunes. At first,

the students were timid in the beginning of the unit, so I

let their hesitancy linger for a couple of days. By the

third day of this routine, I saw no change in technique

improvement. So instead, I used more qualitative cueing,

focusing on making meaning for the students. For

example, “Length through your toes, focus on your

exhale here, be ready to push with your toes off the

ground, lengthen out the top of your head.” Next instead

of using my drum I turned on the music and was able to

walk around as they demonstrated the sequence. If there

was time, I would then use my drum conveniently to

review specific moments of the sequence repeating

sections as much as they needed. These modifications

helped me give more tactile feedback one on one helping

students feel accurate movement.

introduced to until now. It is easier to lead students

using counts and calling out steps. But the extent of

student improvement is short and will never help

their technique. Using rich language that paints a

picture or creates an illusion of sorts motivated the

students to experience the sequence differently.

Students are more engaged mentally and

physically. The image gives them something

tangible to focus on instead of their cluttered

nonsense they bring in to class that has no

relevance to the material being performed. They

retain the sequence faster and learn how to later

analyze movement using the same vocabulary used

to cue them in. The students’ technique improved

and my management of the class increased to 100%

student participation. Once they had the sequence

down to where they stopped looking at me for

accurate movement, I could play the music from

ITunes giving me for flexibility to move around the

room and give tactile feedback. The sense of touch

is a powerful teaching tool. The students all of a

sudden perked up as I placed their legs, feet, and

torso in alignment. This might be the first time they

are demonstrating such a skill, so tactile is very

important.

Incident #2 – Change in Accompaniment

Modifications Based on Analysis of Student Learning Sound Professional Practice

The incident involves 3 students. Student A & B are from

Nigeria, and have not been participating enough to show

improvement in their dancing. Students A&B talk during

class in transitions and when they do move they are

barely trying to learn the steps. I tried pulling them aside

after I saw them come in late; totally ignore me when I

I gave them a blank piece of paper and asked them

to write down their goals. They never brought it

back, and I never followed up with them, but they

never came to school late, they participated more.

They focused when I walked by them. The only

thing that I couldn’t get them to do on their own is

10

asked a question. I discussed the incident and their

response was, “We do not like that you call our names

out all the time. We see other dancers doing the same

thing and you do not call on them.” I responded, “I asked

you a question and you ignored me. You talk to each

other and disrupt the class and distract me. I have a

difficult time getting you to participate fully with your

complete attention. What can I do to help you be more

fully invested and participate with the other students?”

They had no response. I suggested an expectation of

being on time or they would go to the office, if they do

not invest their time in class by trying their best I will use

close proximity and give them a sign. I take away

participation points if I have to separate them when

picking groups.”

to separate. They would always stand next to each

other. I noticed the dancers and watched who

would stand next to each other. Most often it was

the same dancer every time. So now I figured my

reasoning was that when they are together in groups

they do not work well with the other dancers. I had

to work extra time with the groups they were in. I

had to threaten to separate them if they would not

stay on task. It only took one reminder then they

would get some work done.

When I separate them they migrate to each other

and start talking about the task, in their own

conversation. The result I anticipated was for them

to improve their dancing and raise their hand and

engage themselves in the tasks. But instead they

slowly are working with others if I can make it

seem like I randomly pick partners and groups.

If Student A is absent Student B gives me no

problem and vice versa. This is not the result I

anticipated. I would however, accept it as an

improvement.

Report of Student Learning Rubric

Learning goal: By the end of five 70 minute dance classes, Dance 1 students will be able to

increase in strength, flexibility, and knowledge of the body.

Whole Class Objectives: Anatomy, Strength, and Flexibility

11

Summary: This graph shows each student lined up from worst to best score. It helps us see how

few students "passed the bar" of 20 out of 25. This graph made me re-evaluate how much time

we spend focusing on anatomy. You also notice a strange cluster of three students in the bottom

left. This cluster turned out to be students who struggle with English and I decided to work with

the ESL department more closely to help them achieve more in my class. Suggestions were to

give the test orally, or add a word list.

Summary: Notice how there are two, possibly three groups forming -- the less successful who

only improved 3 seconds... the medium group who improved 10-12 seconds and the over

achievers who improved 27-28 seconds. After seeing this data and knowing there is such groups

I would look at my lesson plans modifying it so students would have more choices to challenge

their technique at different levels. Maybe they have a push up down, and can try clapping in

12

between. Or maybe they have are ready to focus more on core work and try getting in to a stall,

or handstand. Giving the students opportunities to choose options makes the lesson more student

oriented.

Summary: Although this is a very small sample size for statistical analysis -- plotting two

factors against each other helps me see as a teacher which individual students are strong points

that sit far away from the rest of the group called outliers. In this instance, we see how one

student improved her plank DRAMATICALLY but had no improvement at all on her anatomy.

After looking into this further I saw how she shows faster muscle development than most of the

students in class. I know pressure helps motivate her. So giving my students especially the

outliers more physical demanding assessments will be appropriate for them. So we see how

analysis can help direct my teaching and lesson plans for the entire class -- but it can also help

me become aware of hidden struggling or outstanding students and then individualize

instruction.

13

Subgroup

Rationale: Students that labeled 15 terms or higher in the anatomy section.

0 2 4 6 8 10 120

2

4

6

8

10

12

Anatomy Post

Summary: In the beginning of the unit I expected 70% of students to get higher than 70% on the

anatomy section. The first graph shows only 3% or 8 students received 71% or higher on the

Post-Assessment anatomy section. This shows that I did not prepare the class to be successful on

this test. Variables I would comment that lead to this response was the lack of preparation and

time ahead to plan on their schedules that the test was being passed out. I assumed the students

would remember the anatomy terms. This subgroup group did review right before the test was

passed out. They were fully engaged in repetitious memorizing, trying to their best to make a

14

quick dance to remember the terms. This group is actually the highest technically trained dancers

in the class.

Two Individuals:

Rationale: Student 1&2 began the unit knowing none to one term. Student only labeled 1/21

anatomy terms correctly, Student 2 labeled 21/21 of the anatomy terms correctly.

1 20

5

10

15

20

25

Series1Series2

Summary:

Student 1 is an ESL student whose foreign language is Chinese. She cannot spell in English, and

she lacks skills in retaining information. She is always grouped with Student 2 so that she does

not fall behind. Student 2 received the highest score out of the whole class. She has the best

technique and the very friendly towards her peers. She comes in to class early and I teach her the

combination ahead of time so that she can help me demonstrate it in front of the class. Student 1

needed to have the test given orally. Student 2 worked really well under pressure. A modification

I would have made is to add a word list or multiple choice questions.

15

Reflection and Self-Evaluation

As an educator I encourage my students to take an intentional, positive attitude about

interacting with each other. To bring out the best in themselves, each other, the school and,

when necessary, their environment including all involved. There were multiple reasons why

students were successful and not successful in capturing this vision. In the beginning of the unit I

gave out a pretest including a labeling section. I gave it, not so much to measure their

knowledge, but to introduce the concept of what anatomy is and why they needed to understand

the terms. Only a few students could label more than 5 body parts out of 21. I expected that.

Which I believe now was a wrong expectation. The pre-test should not include material I expect

they have never heard of. My poor students only suffered embarrassment and confusion for 5

minutes starring at large amounts of unanswered questions.

My second activity involved isolating body parts and writing in the air letters of their

name, first or last. I thought that if I helped them for 15 minutes learn how to move one body

part at a time, they would feel comfortable enough to create their own sequence of movements

isolating body parts. I was wrong. I didn’t go to the next level of asking my students to use what

they learn to better relate to each other and the movement task. I did not go to the next level of

facilitating relationships between my students developing greater tolerance for modern dance and

increasing mutual respect for one another right at the beginning. Timid, shy and scared students

filled the room as I suggested they move on impulse. Improving was going to have to be

explained thoroughly before I attempted leading them through it.

Teaching choreography was much easier and managing the class came a lot smoother.

Students felt less pressure to compare each other’s technical skill. Because everyone was

learning new movement, the level of application was equal. The anticipation of what I was going

to add next kept them engaged. Those reluctant to move were easy to spot, and invited to move

16

to the front or stand next to a friendly and inviting dancer. Every time those more reluctant

improved and their energy level increased.

When I taught warm ups, they had to be set choreography, or very detailed steps. When I

reviewed anatomy with them the most successful activity was attaching at the parts of the body I

called out. It turned into a fun high energy competition for some, and other students it was too

difficult. If I do that warm up again, I would begin by personal touch, then touching that body

part to the floor or some part of a wall, then I would transition in to partnering. That way,

students build confidence and I can assess their progress before they interact with physical

contact. If I had a male student in this class I would make sure there was a built respect in and

combinations of body parts touching were appropriate.

Students who were very successful in the post test were fully engaged in class every day.

In their subjects they attend the honors class. Some students would be asking questions for

clarification. One student particularly that starts off reluctant did really well on the post test

because I ask her to demonstrate for me specific movements. That teaching tool helped the

students as well. These students seem to work well under pressure. So the day I handed out the

post-assessment, these students were rushing through their notes all the way until the very last

minute. They valued success. Those students, who did poorly, could not remember so many

terms all at once. A modification I would add is a word list, and for my two ESL students I

would give that section orally and instead of writing down the word, they would point to their

body part.

This particular activity was the most successful in motivating students to choreograph.

They had to pick favorite locomotor steps and combine them with favorite axial movements. The

problem solving and time it took them to figure this out was so fun to observe. Those reluctant to

begin were paired with another dancer, and at once every student was moving and challenging

their boundaries. This activity gave me time practice side coaching which the students need more

17

of, when they are on their own. Side coaching improved any of my activity modifications and

student learning, because I gave more personal and specific praise. “You are moving with such

control.” “There is a lot of space your arms can take up if you just extend through your torso

more.” “If keep dancing like that your feet will be stronger than mine.” I also was able to write

down comments on their list of choreography as I watched them perform. After looking at my

comments I saw their confidence increase, and their respect for modern dance seemed to develop

overnight. My favorite non-pedal locomotor step to teach was rolling because of the familiarity

and memories flooding back of being young and childlike laughing and getting a little dizzy.

Dance is evolving through generations. To stay up to date and professionally competent, I

have decided to subscribe in various dance journals. I am planning on taking a summer

intensives workshop with RDT. My husband will still be a student for the next year and a half, so

I have access to the Herald B. lee Library and the Dance textbooks in circulation. My vision is to

reach a level of specialty researching and teaching curriculum and dance integration. This will

help me create a profile of myself on my resume as well as with various networking relationships

in Utah school districts. Integration is my number one motivation to be a dance teacher. The

creative skill level accompanied by the notion that one can teach math through dance or science

and dance, stirs something strong with in me. I struggle with new material, so integration is

perfect for filling a well of numerous lesson plans and new activities. Other subjects bring so

many different perspectives which will make me well-rounded while staying balanced in other

elements of my life including spiritually and emotionally.

The pre-assessment given is not exactly the same as the post-assessment. I did not know

ahead of time what I exactly wanted to collect data for this project when I made the pre-

assessment. As you will see from the appendix the anatomy section is the only thing that stayed

the same. All the other questions except defining “being grounded” were different. This

happened because of my initial body unit combined with my motion unit changing the post –

18

assessment to include elements of motion. Instead of measuring their technique in strength and

agility, the class was successful being assessed in exploration of body isolations, locomotor, and

axial movement through set choreography. Exploration by improvisation was not successful.

Often if asked to move on impulse, they would stand in one spot insecure and intimidated.

Reasons for such a response resulted because of unclear cues from instructor, reluctant students

grouping together, lack of meaning making and weak relations between students.

However, when taught set choreography, the students stay engaged and focus on the task of

copying as much as they can with what is set before them. The most participation I received from

this class was during an across the floor sequence involving locomotor steps.

Modern dance was entirely off their radar until this class. I would make sure next time I teach

this unit; I will build a strong foundation of what Modern dance is and where it’s origins. As

anxious as they were, some were more reluctant to step out of their comfort zone than others.

Usually I have a set plan for these students. I greet all of them with a smile and look them in the

eye as I call their name in roll call. This forward presence made it easier for me to create a strong

respectful relationship. Although we created a respectful relationship, this technique did not

encourage forward thinking and meaning making. I reluctantly took too long to introduce the

students to each other. Now the class is almost over and I have to remind them to find different

partners and introduce themselves.

19

FIELD EXPERIENCE DEMOGRAPHICS FORM WORKSHEET

SECTION 1: SCHOOL-WIDE DATA

School/District 1. Evergreen Jr. High/Granite District

Enrollment Breakdown School 1Total Students Enrolled 833# African American Students 31# American Indian Students 16# Asian Students 62# Hispanic Students 86# Undeclared Students 6# Pacific Islander Students 11# White Students 621

# English Language Learners 97# Socio-Economic Status (Free/Reduced Lunch) 319# Students with Disabilities 65Student Summary Information School 1Average Daily Attendance .97School Mobility Rate .09School Information School 1Title I School Yes No

SECTION 2: YOUR INDIVIDUAL CLASSROOM DATA

Cooperating Teacher – Ginger Gunn Ethnicity - White

School 1Classroom(s) Breakdown School 1Total Number of Students in Your Class(es) 33#African American Students in Your Class(es) 1#American Indian Students in Your Class(es) 1#Asian Students in Your Class(es) 2#Hispanic Students in Your Class(es) 3# Undeclared Students in Your Class(es) 1#Pacific Islander Students in Your Class(es) 0#White Students in Your Class(es) 25#English Language Learners in Your Class(es) 2#Students with Disabilities in Your Class(es) 2(Special Ed. students with active IEPs, Students with physical/mental/emotionalhandicaps with 504 status)

#Students in Accelerated Programs in Your Class(es) 8(Gifted and Talented, Honors, Advanced Placement)

20

TWS Evergreen Jr High

Documents

Transcript of TWS Evergreen Jr High