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Multiple Intelligences Unit Plan Template EDUC 522 Unit Title: Choreography Grade e!

el: "#$2 %u&'ect: Dance ( Time )rame: * +ee,s -&'ecti!es: • Students will be able to define and explain the choreography elements • Students will learn about numerous choreographers, and be able to relate their own work to theirs • Students will learn how to critique different dance works, using the choreography elements • Students will create their own choreographed piece incorporating the different elements and style • Students will videotape their choreographed dances • Students will critique their own dances and the work of their classmates Intelligences: • Verbal • Logical • Visual • Kinesthetic • Musical • Intrapersonal • Interpersonal • Naturalist Technologies in the unit: Computer, projector, ipad, flashcardlet app, Prezi, ecording device !video camera, phone, etc"#, podcast, $ord Processor, %oogle &oc, 'ou(ube, Canvas !online forum)journal#, cell phone)instagram, sketchbook pro app, *nternet, +ust dance for $ii, %oogle maps, i(unes, spotify, ,indmeister, fakebook, imovie Common Core standards: Teacher: Caitlin Klipp

$./ 01TI%TIC PE1CEPTI-2 Processing, -nalyzing, and esponding to Sensory *nformation (hrough the .anguage and Skills /nique to &ance Students perceive and respond, using the elements of dance" (hey demonstrate movement skills, process sensory information, and

describe movement, using the vocabulary of dance" &evelopment of ,otor Skills and (echnical 0xpertise1"1 &emonstrate highly developed physical coordination and control when performing complex locomotor and axial movement phrases from a variety of genres !e"g", refined body articulation, agility, balance, strength#" 1"2 Perform in multiple dance genres, integrating an advanced level of technical skill and clear intent" 1"3 ,emorize and perform complicated works of dance at a level of professionalism !i"e", a high level of refinement#" Comprehension and -nalysis of &ance 0lements 1"4 -pply a wide range of kinesthetic communication, demonstrating clarity of intent and stylistic nuance" &evelopment of &ance 5ocabulary 1"6 Select specific dance vocabulary to describe movement and dance elements in great detail" 2./ C1E0TI3E E4P1E%%I-2 Creating, Performing, and Participating in &ance Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance" Creation)*nvention of &ance ,ovements 2"1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement" -pplication of Choreographic Principles and Processes to Creating &ance2"2 /se dance structures, musical forms, theatrical elements, and technology to create original works" 2"3 7otate dances, using a variety of systems !e"g", labanotation, motif writing, personal systems#" Communication of ,eaning in &ance2"4 Perform a diverse range of works by various dance artists, maintaining the integrity of the work while applying personal artistic expression" &evelopment of Partner and %roup Skills2"6 Collaborate with peers in the development of complex choreography in diverse groupings !e"g", all male, all female, people standing with people sitting#" 2"8 (each to peers a variety of complex movement patterns and phrases" (./ 5I%T-1IC0 02D CU TU10 C-2TE4T /nderstanding the 9istorical Contributions and Cultural

&imensions of &ance Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers" &evelopment of &ance 3"1 *dentify, analyze, and perform folk)traditional, social, and theatrical dances with technically and appropriate stylistic nuances"3"2 -nalyze the role dancers and choreographers play in the interpretation of dances in various historical and cultural settings" 9istory and :unction of &ance3"3 Compare and contrast universal themes and sociopolitical issues in a variety of dances from different cultural contexts and time periods" &iversity of &ance3"4 0xplain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods" *./ 0E%T5ETIC 30 UI2G esponding to, -nalyzing, and ,aking +udgments -bout $orks of &ance Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities" &escription, -nalysis, and Criticism of &ance 4"1 Critique dance works to improve choreographic structure and artistic presence"4"2 /se selected criteria to compare, contrast, and assess various dance forms !e"g", concert jazz, street, liturgical#" 4"3 -nalyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices" ,eaning and *mpact of &ance4"4 esearch and assess how specific dance works change because of the impact of historic and cultural influences on their interpretations !e"g", because of the loss of lives in war, :ancy &ancing, once performed only by men, is now also performed by women#" 4"6 0valuate how aesthetic principles apply to choreography designed for technological media !e"g", film, video, (5, computer imaging#" 5./ C-22ECTI-2%6 1E 0TI-2%5IP%6 0PP IC0TI-2% Connecting and -pplying $hat *s .earned in &ance to .earning

in ;ther -rt :orms and Subject -reas and to Careers Students apply what they learn in dance to learning across subject areas" (hey develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills" (hey also learn about careers in and related to dance" Connections and -pplications -cross &isciplines6"1 &emonstrate effective knowledge and skills in using audiovisual equipment and technology creating, recording, and producing dance"6"2 Compare the study and practice of dance techniques to motion, time, and physical principles from scientific disciplines !e"g", muscle and bone identification and usage< awareness of matter, space, time, and energy)force#"&evelopment of .ife Skills and Career Competencies6"3 Synthesize information from a variety of health= related resources to maintain physical and emotional health" 6"4 &etermine the appropriate training, experience, and education needed to pursue a variety of dance and dance=related careers" Technology standards: 1" :acilitate and *nspire Student .earning and Creativity (eachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face=to=face and virtual environments" 1" Promote, support, and model creative and innovative thinking and inventiveness 3" Promote student reflection using collaborative tools to reveal and clarify students> conceptual understanding and thinking, planning, and creative processes 1" ,odel collaborative knowledge construction by engaging in learning with students, colleagues, and others in face=to=face and virtual environments 2" &esign and &evelop &igital -ge .earning 0xperiences and -ssessments (eachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the 70(S?S" 1" &esign or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2" &evelop technology=enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress 3" Customize and personalize learning activities

to address students> diverse learning styles, working strategies, and abilities using digital tools and resources 4" Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3" ,odel &igital -ge $ork and .earning (eachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society" 1" &emonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations 2" Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 3" Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 4" ,odel and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4" Promote and ,odel &igital Citizenship and esponsibility (eachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices" 1" -dvocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 2" -ddress the diverse needs of all learners by using learner= centered strategies providing equitable access to appropriate digital tools and resources 3" Promote and model digital etiquette and responsible social interactions related to the use of technology and information 4" &evelop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 6" 0ngage in Professional %rowth and .eadership (eachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources" 1" Participate in local and global learning communities to explore creative applications of technology to improve student learning 2" 0xhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and

technology skills of others 3" 0valuate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning 4" Contribute to the effectiveness, vitality, and self= renewal of the teaching profession and of their school and community Materials: 7digital and non#digital8 1" Computer Intelligences: 1" .ogical, visual, intrapersonal, interpersonal, bodily=kinesthetic 2" 5isual 3" .ogical, visual, intrapersonal, interpersonal, bodily=kinesthetic 4" 5isual, intrapersonal, interpersonal 6" 5erbal, logical, visual, interpersonal, intrapersonal 8" 5isual, kinesthetic, intrapersonal, interpersonal, naturalist G" 5erbal, musical, intrapersonal, interpersonal D" .ogical, visual, intrapersonal, interpersonal C" 5erbal, logical, visual, musical, intrapersonal, interpersonal, naturalist 1B" .ogical, 5isual, *ntrapersonal, interpersonal, naturalist 11" 5isual, intrapersonal, interpersonal, naturalist 12" 5isual, kinesthetic, intrapersonal, interpersonal, naturalist 13" .ogical, visual, intrapersonal, interpersonal, naturalist 14" 5isual, kinesthetic, musical 16" .ogical, visual, kinesthetic, intrapersonal, interpersonal, naturalist 18" ,usical, intrapersonal, interpersonal 1G" .ogical, visual, intrapersonal, interpersonal

2" Projector 3" *pad

4" flashcardlet app !https@))itunes"apple"com)us)app)flashcardsA)id4B31CCD1DE mtFD# 6" Prezi !www"prezi"com# 8" ecording device !video camera, phone, etc"#

G" 5oice recorder D" %oogle &oc !docs"google"com# C" 'ou(ube !www"youtube"com# 1B" Canvas !online forum)journal# !https@))oakschristian"instructure"com)login# 11" Cell phone)instagram !http@))instagram"com# 12" Sketchbook pro app !https@))itunes"apple"com)us)app)sketchbook=pro=for= ipad)id3842634GD# 13" *nternet 14" +ust dance for $ii !accessed through www"youtube"com# 16" %oogle maps !https@))maps"google"com#

18" *tunes)spotify !http@))www"apple"com)itunes)# !https@))www"spotify"com)us)# 1G" ,indmeister !http@))www"mindmeister"com# 1D" :akebook !http@))www"classtools"net):H)home=page# 1C" i,ovie !http@))www"apple"com)mac)imovie)# Procedures:

1D" .ogical, visual, intrapersonal, interpersonal, naturalist 1C" .ogical, visual, kinesthetic, musical, intrapersonal, interpersonal

Intelligences:

Day $: 70 Day *5 min8 1" (urn on the computer and projector, open up the Prezi link 5isual)5erbal for the choreography presentation" Students will watch a prezi presentation on the different parts of choreography" !1B minutes# 2" (ell students to get into groups of 3 or 4" Students will need *nterpersonal)bodily= a recording device of some sort !i"e" phone, flip cam, etc"#" kinesthetic)musical)5isual 'ou will give them instructions@ they are going to make a how=to video that displays the different components of choreography" (hey will need to define the term and show examples of how they can display it within the video, remind them to use music to help demonstrate timing and musicality" 0ach video should have each member of the group participating in it" $alk around to check if for understanding" !3B minutes# 3" $hen it is complete, tell each group to post it on the class website" !6 minutes# 4" %iven time, ask students to open up their blogs" 9ave the students begin to brainstorm ideas for their final choreography project" emind them of the different elements of choreography, also that they can post any song, choreography, story, setting, and costume ideas on their blog" !6 minutes# :or homework, students will be asked to watch each group video to see if they did their movements and definitions correct" *f they did not students will need to comment on the video to correct mistakes" Day 2: 79 Day *5 min8 • Students will work in groups creating either flashcards using the flashcardlet app, or a %oogle doc that gives definitions and a how=to guide for each choreographic element" • (he teacher is going to give some examples of how dance is 6" *nterpersonal)bodily= kinesthetic)visual *ntrapersonal) 5isual) 7aturalist) .ogical

*ntrapersonal)logical)visual)bodily Iinesthetic) naturalist

5erbal, *nterpersonal 7aturalist,

used worldwide, and show examples of how dance styles are different throughout the world" Students will then be asked to post on their blog, listing different 7aturalist, *ntrapersonal, .ogical dance styles they know, and where they come from snapshot pictures from %oogle maps of the different countries" -s a bonus, * will ask students to think of ways that dance can be used to show things happening in the world" -sk students to pick their choreography groups, and start *nterpersonal, bodily=kinesthetic, brainstorming the style of dance they would like to represent in verbal their choreography project"

Day (: 7D Day *5 min8 • • • (he teacher will show a quick video on 'ou(ube highlighting different choreographers works, while showcasing the different choreographic principles" Students will then be asked to pick their own choreographer to research on the *nternet" (hey will make a fakebook for that choreographer and share the link on the class page in Canvas" (hey will also need to find one video on 'ou(ube that showcases their choreography, and the students must identify the different choreographic elements used" Student will be asked to respond to at least 3 other students> choreographers" 5isual, bodily=kinesthetic *nterpersonal, visual .ogical, 5isual, kinesthetic, musical, intrapersonal, interpersonal, naturalist

Day *: 7) Day *5 min8 • Students will be shown a dance video on 'ou(ube and asked to sketch the formations on sketchbook pro app and post in their online journal, or type out an explanation of the formation changes on their online journal or make an audio recording explaining the formations" (he teacher will then chat with the class that dances)dancers produce and evoke emotions or tell stories" (he students will then be shown different digital pictures or videos and students will guess the story, and or type of dance that is being performed based on movement alone" Students will then get into their choreography groups" (hey are going to pick one of the videos)pictures that was looked at in class, and use it as inspiration and try to interpret the story to create a mini choreographed piece, needs to be at least 4, D counts" 5isual, verbal, logical

• • •

5erbal 5isual, intrapersonal, interpersonal, naturalist, musical, logical .ogical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist

&ay 6@ !- &ay 46 min# • *n %oogle docs, * will have created a chart, one side being success vs" non=success" Students will be asked to fill in the charts as a class identifying successful choreographed dances versus non=successful dances !will be expected to incorporate the choreographic elements in the discussion#"

5isual, kinesthetic, intrapersonal, interpersonal, naturalist

5erbal, logical, visual, kinesthetic, musical, intrapersonal,

Students will then split up into their choreography groups to begin discussion of storyline)song choice" (hey will put their ideas into a mindmeister flow chart, to show how their dance will flow" Students will use i(unes, spotify or 'ou(ube to determine the song for their project" Students will start choreography once they have their song picked"

interpersonal, naturalist

5isual, logical, verbal, kinesthetic, intrapersonal

&ay 8@ !H &ay 46 min# • (he teacher will share more works from famous choreographers" Students will then go to their online journal !canvas# and discuss !either written or audio recording# what all they have learned about choreographers so far, who is their favorite, whyE -nd how have learning about these choreographers shaped themselves as choreographersE 0tc" • (hen students will get in their choreography groups" (hey will either audio record themselves talking about their ideas for their own choreography project or post a written response in the class forum" (hey will need to respond to other groups, to give)get feedback on their ideas" • Students will then play +ust &ance on $ii to practice some basic movements that they could be inspired from or later maybe use some of the moves in their dance" &ay G@ !& &ay 46 min# • * am going to show a prezi presentation as if * had a dance to create, and go through the history of the style of dance, what inspired me, what type of dance * choreographed, what is the theme of my piece, what * am going to wear for a costume, etc" (hen * am going to explain how sometimes looking at the bigger pictures helps formulate ideas for your dance or vice versus looking at the dance you choreographed what type of theme do you want to create" • Students will then get into their choreography groups to work on their own prezi incorporating the same elements as my class example" • -t the end of class, last 1B minutes, * am going to have the students improv to music" * will videotape it and post it on our class forum" (his will be a helpful tool if they get stuck on moves when they start their choreography, they can watch themselves move for inspiration"

5erbal, visual, kinesthetic, intrapersonal, interpersonal

5isual, kinesthetic, musical, 7aturalist

5isual, logical, verbal, kinesthetic, musical, intrapersonal, interpersonal

.ogical, visual, kinesthetic, musical, intrapersonal, interpersonal 5isual, kinesthetic, musical, intrapersonal, naturalist

5isual, logical, verbal, kinesthetic, musical, intrapersonal, interpersonal, naturalist &ay D !: &ay 46 min# 5isual, logical, visual, kinesthetic, • Students will watch video clips from dancing with the stars and musical, intrapersonal, so you think you can dance" (hey will set up in a panel as if they interpersonal, naturalist were the judges on the show, and give their critiques to the .ogical, visual class" • Students will then get in their groups to continue to work on their choreography projects and their correlated prezi presentation" 5isual, kinesthetic, intrapersonal, interpersonal, naturalist &ay C!- &ay 46 min#

(he teacher is going to explain the importance of lighting in a dance piece" She will show video and picture examples" Share how it can completely change how the audience feels towards a piece, and how it can enhance it" Students will get into their choreography groups and using their sketchbook pro app, creating the lighting for their piece" (hey will post on the class forum, and respond to other groups to give)get feedback" Students will then continue to work on choreography and correlated prezi presentation"

5erbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist .ogical, visual, intrapersonal, interpersonal 5isual, kinesthetic, intrapersonal, interpersonal 5erbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist .ogical, visual, interpersonal, intrapersonal, naturalist 5erbal, logical, visual, kinesthetic, naturalist, interpersonal, intrapersonal 5erbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist .ogical, visual, kinesthetic

&ay 1B !H &ay 46 min# • (he teacher is going to explain the importance of costuming in a dance piece" She will show video and picture examples" Share how it can completely change how the audience feels towards a piece and how it can enhance it" • Students will get on the *nternet and find digital images of the costume they would like to go with their dance" (hey will post on the class forum, and respond to other groups to give)get feedback" • Students will then continue to work on choreography and correlated prezi presentation" &ay 11 !& &ay 46 min# • (he teacher is going to explain the importance of setting" (hey will show different music videos, and performance videos that take place in different locations" • Students will get into their choreography groups and discuss possible locations for their dance video, post their ideas on the class forum" Provide feedback to other groups" • Students will then continue to work on choreography and correlated prezi presentation" &ay 12 !: &ay 46 min# • (he teacher is going to explain the importance of camera angles, and show different performance videos that show how to best utilize different angles and shots to best show your story" • Students will then continue to work on choreography and correlated prezi presentation" • Students will start recording behind the scenes work like a S'('C& video package, to show the pre=work to their performance" (hey will talk over the video clips saying what it has been like going through this project" (hey will also set music to the piece"

5erbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist 5erbal, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist

5erbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist .ogical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist 5isual, kinesthetic, interpersonal, naturalist .ogical, visual, kinesthetic, musical, intrapersonal,

&ay 13 !- &ay 46 min# • Students will use this day to finish any choreography and work in their choreography groups putting the final touches to their

dances and prezi presentations" &ay 14 !H &ay 46 min# • Students will record their dances in their set locations with their costumes, and utilizing the different video angles they learned about" • Students will also be expected to take some behind the scene pictures to post to the class instagram, as a teaser" &ay 16 !& &ay 46 min# • Students will be given a quick i,ovie tutorial" (hen, students will edit their videos in i,ovie, S'('C& style, with their behind the scenes work@ music and explanation of how they thought the project was going and what their dance is about and then also put in their choreographed piece after" &ay 18 !: &ay 46 min# • .et students present their prezi presentations with the history and explanation of their dance, then show their video project of their choreography" • • • Students will respond to each project on the online class forum" Students will grade themselves and their partners on how they think they did using the rubric for the project" :or homework, they will explain the reasoning for their grade given to themselves and their partners in their online journal" (hey will also evaluate the project as a whole, what did they like about itE $hat could be betterE $hat did they learnE 0tc"

interpersonal, naturalist

5erbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist *nterpersonal .ogical, kinesthetic, intrapersonal, interpersonal *ntrapersonal, logical

Product: = = = = = = = = = :ournal entries 7multiple8 )orum discussions 7multiple8 Mindmeister +ith a rough lay out o; their dance Google doc )lashcards or Google doc )a,e&oo, ;or a choreographer Mini choreography pro'ect 3ideo o; choreographic elements 3ideo o; choreography pro'ect +ith &ehind the scenes ;ootage

Intelligences: 3er&al6 logical6 !isual6 ,inesthetic6 musical6 intrapersonal6 interpersonal6 naturalist

0ssessment 7<uantitati!e ru&ric8: Choreography Elements !ideo
CATEGORY 4 Elements addressed All Elements of Choreography are addressed in the video The definition of each Element of choreography is clearly defined and stated. There are 3 different examples demonstrated for each element. Working 100% of the time with group. 3 Missing one Element of choreography in the video. A definition to an element of Choreography was missing 1-2 parts. 2 Missing 2 elements of choreography in the video. The definitions for the elements of choreography are missing 3-4 points. There is only 1 example demonstrated for each element. 1 Missing 3 or more elements of choreography in the video. The definitions for the elements of choreography are missing 5 or more points. There are no examples demonstrated for each element. Working less then 70% of the time with group. Score

Definitions

Examples

There are only 2 examples for each element.

Teamwork

Working 90% Working 70of the time 80% of the with group. time with group.

-nline Discussion )orums Posts:

CATEGORY Initial Post Response

2 On time initial post. At least 2 responses

1 Not on time initial post One Response

0 None None

9log Post
CATEGORY 2 1 0

Initial Post Answered the Prompt

On Time

Not On Time

No Post

Thought provoked Not a thought No Post answer. With at least 2 provoked answer. No examples of supporting material. supporting details.

)a,e&oo,
CATEGORY Picture 2 Posted a couple pictures of the choreographer. 1 0 Posted a picture of the No pictures. choreographer No video.

Video

Posted a video of the Posted a video of the choreographer the choreographer, that showcases the was decent. choreographers work.

Details

Added important Added a couple of facts No facts. details about the about the choreographer. choreographer. Hometown, education, friends, family, Bio. Shares the link on the Shares the link on the No link. class forum on time. class forum late.

Online Forum

%,etch 9oo, Pro 0ssignments:
CATEGORY Sketch 2 1 0

Complete sketch with Not completed sketch No sketch color.

Effort Thought

100% Sketches relate to project, thought was put into it.

75%

50-0%

Sketches kind of relate No thought was put to the project, not a lot forth. of thought was put in.

Choreography Pre=i Presentation:
CATEGORY Clarity and Neatness 4 Storyboard is easy to read and all elements are so clearly labeled, or drawn that another student could create the presentation if necessary. Worked cooperatively with partner/group all the time with no need for adult intervention. 3 Storyboard is easy to read and most elements are clearly labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. Worked cooperatively with partner/group most of time but had a few problems that the team resolved themselves. Storyboard included all required elements and one additional element. Almost all content is in the students\' own words and is accurate. 2 Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. Worked cooperatively with partner/group most of the time but had one problem that required adult intervention. Storyboard included all required elements. 1 Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. Worked cooperatively with partners some of the time but had several problems that required adult intervention. One or more required elements were missing from the storyboard. Less than half of the content is in the students\' own words and/or is accurate.

Cooperation

Required Elements

Storyboard included all required elements as well as a few additional elements. All content is in the students\' own words and is accurate.

Content

At least half of the content is in the students\' own words and is accurate.

Final Video project Presentation CATEGORY Teamwork

4

3

2

1

Students meet Students meet and discuss and discuss regularly. All regularly. Most students students contribute to the contribute to the discussion and discussion and all are listened are listened to to respectfully. respectfully. All All team team members members contribute a fair contribute a fair share of the share of the work. work.

A couple of Meetings are not team meetings held AND/OR are held. Most some team students members do not contribute to contribute a fair the discussion share of the and are listened work. to respectfully. All team members contribute a fair share of the work.

Concept

Team has a clear Team has a Team has Team has spent picture of what fairly clear brainstormed little effort on they are trying picture of what their concept, brainstorming to achieve. Each they are trying to but no clear and refining a member can achieve. Each focus has concept. Team describe what he member can emerged for the members are or she are trying describe what team. Team unclear on the to do and they are trying to members may goals and how generally how do overall but describe the their his/her work has trouble goals/final contributions will contribute describing how product will help them to the final his/her work will differently. reach the goal. product. contribute to the final product. All elements of Missing 1 choreography element are addressed in the choreography Missing 2 elements Missing more than 2 elements

Elements of Choreography

Behind the scenes

Every member Not all the Students did No footage or talks about what people in the not talk about discussion. they thought of group talked the footage, this project. about the just put in There is a clear project. There is behind the understanding of an understanding scenes clips. what it took to of what this make this video video is about. and the thought process behind it. All three of these elements were clearly thought about and used in the video. Only two of these elements were thought about and used in the video. Only one of None of these these elements elements were was used and in used and in the the video. video.

Costumes/lighting/scenery

YouTube:

http://www.youtube.com/watch?v=9Zrg-CaWZ4o&feature=youtu.be