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TWS Evergreen JR High
TWS Evergreen JR High
29-672-9116
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
Contextual Factors
Instructional Implications
Use map activity to find out students ancestry, culture and
White 25
Asian 2
African 1
Pacific Islander 0
Middle Eastern 1
Hispanic 3
experiences.
7th Grade - 27
8th Grade - 2
9th Grade 3
moral and value the context. The music will also introduce
accompaniment.
respected.
week.
improve will help them reach the highest level they can be
Student Characteristics
Most beginning dance students have a wide range
emotional disorder.
studio.
missing class.
3
pregnant.
Other characteristics to consider:
taken ballet. Use the mirror and all facings to help the
in writing.
c. Axial Movement
b. Locomotor Steps
f. Post-Test
B) Learning Outcomes
C) Standards
D) Types/Levels of Objectives
Standard 4:
Select,
analyze, and
interpret
artistic work
for
presentation.
Level 1: Knowledge
The students must recall from
memory how to isolate body parts that
we reviewed using anatomical
vocabulary.
Level 3: Application
They demonstrated what they knew
by what they did.
Standard 1:
Generate and
conceptualiz
e artistic
ideas and
work.
Level 1: Knowledge
Recall skeleton terms and how they
move in their joints.
Level 4: Analysis
Students will categorize parts of the
body that use more space than others
in movement.
Students will compare and contrast
movement demonstrated by their
peers.
Level 1: Knowledge
Recall 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.
Level 6: Evaluation
Understanding that some axial
movements have multiple names to
them, the students demonstrate their
favorite and least favorite. The
students critique each others
choreography and the taught sequence
talk about what they liked and what
they can improve.
Level 5: Synthesis
Combining the movements and
demonstrating them completes level
3: Application.
Also Level 1: identify body parts, and
recall how to describe an axial
movement by focus, force, and
Standard 6:
Convey
meaning
through the
presentation
of artistic
work.
By the end of a 70 minute dance class, Standard 4:
Dance 1 students will be able to
Select,
identify axial movements through
analyze, and
improvisation and a taught center
interpret
sequence.
artistic work
for
presentation.
Standard 1:
Generate and
conceptualiz
e artistic
ideas and
work.
weight.
Assessment Plan
Assessment
Scoring
Performance Criteria
Lesson 1
Pre assessment/Summative
Written Task: Label anatomy terms,
Define dancing while being grounded.
Performance Task: Record your time for
wall sits and planks. Perform a basic plie
sequence.
on the class.
grounded:
alignment
d) Weighted or feeling heavy
with.
Lesson 3
1. Written Observation Post
interesting ideas.
walking.
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.
perspectives.
locomotor steps.
Post Assessments:
Proficiency, Improving)
B) The times will be recorded
axial movements.
b) Students demonstrate planks, wall
make it up.
2. Completion 75% should get
Pre-assessment
8
Anatomy Pre
6
4
2
0
1 2 3 4 5 6 7 8 9 1011 1213 14151617181920212223242526272829
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
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.
B. Instructional Strategies
"Teach anatomy words
Warmup- Walking and rolling
each body part called out.
Foot articulations, Body
Isolations, Alignment in
lunges.
"Across the floor sequencewalking toes first, running
with focus on pelvis; forwards
C. Use of
Technology
ITunes
Power Point
Drum
Internet
Projector
D. Adaptations
for Learners
Write on the
board
Recall using
images
Explain to the
person next to
you what this
means.
Demonstrate for
9
ITunes
Power Point
Drum
Internet
Projector
Separate students
Ask them to
repeat what the
task is.
Use tactile
feedback
Learn about their
background.
ITunes
Power Point
Drum
Internet
Projector
Watch videos of
examples
Have students
demonstrate
ITunes
Power Point
Drum
Internet
Projector
ITunes
Power Point
Drum
Internet
Projector
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.
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
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the locomotor
steps.
Instructional Decision-Making
Incident #1: Low Scores from the post assessments
Modifications Based on Analysis of Student Learning
out all the time. We see other dancers doing the same
not invest their time in class by trying their best I will use and start talking about the task, in their own
close proximity and give them a sign. I take away
picking groups.
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.
13
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
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.
14
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.
Subgroup
15
12
10
8
6
Anatomy Post
4
2
0
0
10
12
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
quick dance to remember the terms. This group is actually the highest technically trained dancers
in the class.
Two Individuals:
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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.
25
20
15
10
5
0
1
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.
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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
19
their boundaries. This activity gave me time practice side coaching which the students need more
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 preassessment. As you will see from the appendix the anatomy section is the only thing that stayed
20
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
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 its 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.
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22
23
24
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Enrollment Breakdown
School 1
Total Students Enrolled
833
# Asian Students
62
26
# Hispanic Students
86
# Undeclared Students
6
# White Students
621
# Socio-Economic Status
(Free/Reduced Lunch)
27
319
School 1
Average Daily Attendance
.97
School Information
School 1
Title I School
Yes
No
28
Ethnicity - White
2
#Students with Disabilities in Your Class(es)
2
(Special Ed. students with active IEPs, Students with physical/mental/emotional
30
31
32