Professional Documents
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Theale School Live Workshop Reflection
Theale School Live Workshop Reflection
A guideline to help with your reflection of sessions, whether you are the facilitator
of the session and reflecting on your own practice or whether you are a participant
in the session reflecting on the session & practices.
Observation 1:
Facilitator: Y
Participant: N
1
Insert Session Plan for the session you are reflecting upon (if available & applicable):
THIS IS AN EXAMPLE TEMPLATE – you are welcome to use this or create your own
Introduction: Keeleigh and I will introduce ourselves and say a little bit about the
company and the piece that we will be working on.
Comfortable - Lauv
WARM UP:
Isolations – Rotations of the joints working from the neck/head, working Cool Girl - dodie
downwards.
Spine exercise – spinal roll downs, flat backs, short plank. Exercise is repeated Croft – Poppy
twice. Ackroyd
Piles – In parallel and first positions, repeated twice Come and get your
Feet – Parallel and first positions, repeated twice. love -Redbone.
Cardio – series of runs, high knees and butt kick, followed by star jumps around the This is me – Greatest
room. showmen cast remix.
Should have time to do all exercise to prevent injury. Feet or piles can be cut out if 2mins
needed
2 min dissection on the reflection of the piece (thoughts, feelings, likes and
dislikes). Isolation - Joy 15mins
Division
SET PHASE: Teach the phase from the piece shown. Song on repeat 15mins
DEMONTRATION 4-5 students at a time will have the opportunity to show what 5-10mins
they have created. Not all students need to show if they don’t want too.
COOL DOWN: gentle cool down to prevent injuries and discussion of the workshop
for reflection and feedback
Life Story – Olafur
Arnalds, Nils Frahm 5mins
2
Differentiation - Support Differentiation – Extension
Live: students can ask for feedback during the working Students will be given an option to think about formations
period. and placement in the space. Maybe more complex
choreographic devices such as motif development and
fragmentation.
The students who were participating in the workshop from home showed clear engagement though the
use of vocal and physical acknowledgement. For example, presenting a thumbs up.
However, there were challenges with engaging the students that were in the studio. When either me or
Keeleigh tried to communicate with them, there was no response and after the warmup, they seemed to
be going ahead with different task. Although we don’t know for sure, but these students might have
already done a similar session and that is why there was a lack of engagement and communication.
3
Differentiation & assessment
As we were limited for time, it was challenging to plan ahead support and extensions. However,
upon feedback after the session, the shorter time period for the creative task gave those
students who found the set phase easier provided a challenge.
Keeleigh and I gave out teaching points for the creative tasks for anyone who was a stuck. Such
as suggesting choreographic devices, levels and reversing the set phase.
Your notes post facilitation feedback with observer (Caroline) if applicable . Caroline will
discuss elements of your preparation and organisation, session content and structure,
engagement and communication, differentiation & assessment and pace & flexibility:
Observation 1 – Key areas of focus & objectives to be carried forward post reflection
Key Strengths
4
Additional Notes/ Objectives going forwards.