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TWS Section Four Design for Instruction

A. Pre-Assessment and Contextual Factors Pre-assessment Knowledge of Choreography Terms
20 15 10 5 0 Motif Theme Unison Duet # of students who defined the term correctly # of students who defined incorrectly

Pre-assessment Knowledge of Forms of Abstraction
16 14 12 10 8 6 4 2 0 Forms of Abstraction Students who didn't provide any ways to abstract movement Students who provided ways to abstract movement

Types of abstraction mentioned by students
Change body parts Variety of dance elements changed Gave locomotor movement Gave qualitative changes

How creative students think they are
10 8 6 4 2 0 Very Uncreative Somewhat Uncreative Creative Creative Very Creative

I wanted to see what students already understood about choreographic form and forms of abstraction. The learning goal for the unit is for the students to define all the terms for choreographic forms on the written quiz and list all forms of abstraction discussed in class. In regards to defining choreographic terms I noticed that many students confused motif with the term motive. They often answered that motif was the motivation or reason for making a dance. Due to this word association confusion I will adapt my instruction to include words written largely on posters and displayed for students to read and view, hopefully reinforcing the distinction between this word and motive which would relate more to theme. Most all the students understood the word theme, however some students wrote that it was the “type of dance” or “style” which is a description more accurately attached to genre. I did not think of this word being involved in the unit on choreography but I may give some attention to this vocabulary word now after this preassessment. The majority of students understand unison and duet so there will not need to be a large amount of time spent on these terms. There are many ways to clarify and describe forms of abstraction and the results from this quiz tell me that students have a fairly good background in the elements of dance and knowledge of how these elements can be manipulated to develop and abstract movement. I am not looking for them to list distortion, exaggeration, repetition and inversion as is listed in the core standards for Dance II on their pre-assessment if they have never learned them before. Rather I was looking at their ability to critically think about what abstraction is and how they can apply it to movement. Overall I see that the students have a conceptual knowledge of abstraction but will benefit from learning new vocabulary words and experiencing the aforementioned forms of abstraction. Basically all students understood the term duet so when the unit was taught so I didn’t focus very much on the term. This knowledge that I didn’t need to spend much time on duet led me to adjust my unit objective 1 to include canon when students who finished their duets early in lesson 4 brought it up. I hadn’t originally planned to include canon. I also asked students how creative they think they are for an assessment of my own teaching practices and my ability to help students develop a positive sense of their artistic abilities. Though unrelated to the learning objectives of the unit for the students I felt this part was important to include for helping me know if I am able to help students develop confidence and self-esteem in creating movement. This question helps me assess students’ self-perception and attitude towards creating choreography in my classroom. Because half of my students feel they are only somewhat creative I will plan to validate a variety of student’s individual work and place it into concert choreography. Title: Choreographic Form and Written Form A. Unit Learning Goal or Outcome: By the end of this 8 day unit intermediate dancers will: 1. Demonstrate knowledge of choreographic forms ABA’, Rondo, Unison, Duet, Canon and Collage by creating movement in these different forms for the Spring Concert; 2. Demonstrate knowledge of choreographic devices of abstraction, repetition, distortion, inversion and exaggeration by developing motifs and movement for the Spring Concert; 3. Articulate connections between choreographic forms and devices and the structure and form of the written language by writing about how written language motivated the movement of their class piece for the Spring Concert; 4. Express to their peers and audience the importance of using written language appropriately, especially during dance concerts, by creating a poem to be read as text to their dance and at the beginning of the Spring Dance Concert that will request audience members to silence their cell phones and refrain from texting. Instructional Objective(s) B. Instructional C. Use of D. Adaptations for

Schedule Lesson 1:

Addressed by Lesson By the end of the 60 minute class intermediate dancers will demonstrate understanding of basic choreography form by creating a dance in ABA' form based on the ABA' form of a paragraph (A -Topic Sentence BBody Sentences A’ Concluding Sentence.)

Strategies Visual aids: Writing the form in big letters on butcher paper ABA’. Writing the parts of a sentence and labeling the Topic Sentence A, body sentences B and concluding sentence A’ to help make meaning and describing them verbally. Modeling: Demonstrating ABA’ form with my own paragraph and movement attached to it. Scaffolding: Warm-up is done in ABA form, then center sequence is done in ABA’ form to the text of my own paragraph before students are given the opportunity to try it themselves.


Learners Rather than watch the notes on the butcher paper ELL students can be assisted by thinkpair-share activities where peers explain the same concepts to them. ELL or IEP students can have one-onone time reviewing paragraphs and ABA’ form once students are released to work on their own choreography. Students struggling to create a topic for their paragraph can use words and ideas about the color of their personality that we discussed in the previous unit. A sheet with words describing the colors will be left out for students as a resource. Some students have to write down their paragraph, others need to move to remember and work through their paragraph so pencil and paper can be provided for

those who need it. Lesson 2: By the end of the 60 minute class intermediate dancers will: 1) show solidified knowledge of the ABA and ABA' choreographic forms by assessing their partners ABA' choreography and noting verbally and on paper what made A different from A' 2) demonstrate emerging understanding of motifs as a choreographic device by developing their own motifs and phrases based of the written form of text messages. Modeling: Demonstrating my own ABA’ solo and providing feedback for myself on the similarities and differences between A and A’. Scaffolding: Using the same ABA warm-up so students learn the movement to use in a future sequence Use the time students are using to perform for their partners and provide feedback to administer the pre-assessment quiz to students who were absent and give them the explanation of the ABA’ form.

Lesson 3:

By the end of the 60 minute class intermediate dancers will solidify and demonstrate understanding of motif and the four forms of abstraction by performing the warm up sequence with an added development of a motif and creating a duet with a partner that is based on a texting conversation that includes emoticon motifs.

Modeling: Showing students how I might abstract my own gesture that represents a wink emoticon and then inviting them to try it themselves in a different way than I had. Modeling: Visual slideshow that shows examples of forms of abstractions in visual art. Let students know if they have their cell phone in their hands other than when they are assigned to send instructions to the dancer performing in their group then they will receive another assignment that doesn’t involve their cellphone or their group. Poster with representations of the four forms of abstraction to hang to remind them and for them to read as they create their duets. Formative Assessment: Ask each duet as they work which form of abstraction they are using to develop an emoticon motif in their duet? Then quiz them if they know the other three without looking at

Slideshow presentation with visual art examples of forms of abstraction. Cell phones were used to send instructional messages to dancers on which form of abstraction they should apply to the warm-up movement sequence.

The ways words are displayed on the poster are abstracted to match the vocabulary word to help ELL students who would not gain the understanding they need by looking at the poster with just the words written.

Lesson 4:

Lesson 4 By the end of the 60 minute class intermediate dancers will demonstrate understanding of how texting as a form of written communication can be used as a choreographic form as well by performing their text message duets for their peers.

Pair ELL students with someone who can write their texting conversation down. Students who finish early can join me in discussing the concert choreography and their possible ideas for a structure.

the poster. Lesson 5: By the end of the 60 minute class intermediate dancers will demonstrate the choreographic device of canon by working together to sequence movement from three different students ABA' solos into a canon for spring concert choreography and demonstrate kinesthetic understanding of collage by overlapping text message conversations over their canon. By the end of the 60 minute class intermediate level dancers will differentiate between the choreographic form of collage and unison by performing the warm-up movement in unison and improvising ways to turn their texting duets into a collage and by creating collage on a smaller scale by choreographing collages of different parts of a sentence Chose two students who finished early with the assignment in the previous period to present their choreography to the class. Learn the sequence with the other students so they are motivated by my own example of curiosity and of learning, but also so that I can better monitor the pace and needs of the students who are learning. Use video playback for students to assess and make corrections. Ask students to define unison and to define collage. Color code the parts of speech before putting them in envelopes so as to codify which words are which part of speech even outside the envelope. Have each student draw a word and the exercise isn’t completed until everyone’s word is used so that all students are participating. Students who cannot read can get help from a partner if you ask students to share their word with the person next to you. Students will be filmed and then projected from the camera device onto the wall to assess the changes required individually to make the canon work. Students could use the technology to film each other. Some students learn by doing others by first observing and others need the audio cues. As the students teach their A B and A’ portions to the class allow students to start with whichever way they learn best first and then join the group when they are ready to enter kinesthetically.

Lesson 6.

Lesson 7.

By the end of the 60 minute class intermediate students will develop choreography using the choreographic form of a rondo by creating a poem in ABACADA….form that describes to an audience their responsibility to silence their cell phones throughout the duration of the spring dance concert.

Have letters in a bowl and have everyone choose a letter so that everyone is involved in the poem. Brainstorm words that rhyme if the students wish for the poem to rhyme before beginning to create words. Students will be more engaged if they all play the part of A and not just one student, but also there is one student who is a behavioral problem who could be motivated to behave better if he was given the part of performing the A line always.

Video about technology and the ways it is causing us to be alone together. Group discussion on this topic will require higher thinking skills and will be synthesized into poetic form.

Students can work on their own or in groups to create phrases for the poem. (the class has a wide range of need in this respect some intrapersonal some interpersonal extremes)