D@win Facilitation observation and/or reflection document

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: 2

Facilitator: Y
Participant: N
Setting: Online (Zoom) Date: 30.03.21

Number of participants in session: 26

Ability & age of group: 9-18, mixed

abilities
Type of session: (Technique,
creative/other) Choreography (We
are Home).

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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

SESSION PLANNING SHEET

Subject: D@win Dance Company – ‘We are Topic/Curriculum links:
home’ choreography workshops Lockdown, choreography, group work.

Class/Group: 9 – 18year olds Date Session No. Skill area – Bodily Awareness: demonstrate set
30th March Session length: material and use the material as a stimulus for
2021 1 hour? choreography exploration (Varying degrees due to
Learning Objectives age range).
by the end of the lesson all children will be able to – have
learned set phase and add 1 count of 8 of their own material using Skill area – Awareness of the quality of movement:
the stimuli of the set phase and themes. When creating their own material, students should
most children will be able to - Add up to 3 counts of 8 of their be able to apply choreographic techniques such
own material with complex movements. as cannon, accumulation and levels Varying
some children will be able to – Show confidence in performing degrees due to age range).
and in a solo or in a group.
Learning Activities/Classroom Organisation Resources Timing

Introduction: Beatrice and I will introduce ourselves and say a little bit about the 2mins
company and the piece that we will be working on. Make sure everyone has
watched the piece.

WARM UP: Beatrice to lead 15mins

Joints/spine/feet mobiliser: To be vocally explained and then with music. Rotations Cool Girl - Dodie
of the joints reaches of the arms. Variations for each age group.
Cardio: Follow along. Runs on the spot, parallel jump, Star jumps. Repeated twice. This is Me – The
Piles (if we have time): Parallel, first and second position. Grade pile is optional. Greatest Showman
Remix.
- Students to grab a drink – quick discussion about the piece/recap of the Croft – Poopy 3mins
work and themes explored. Ackroyd
SET PHASE: Teach the phase from the piece shown. Beatrice with her back to the Isolation – Joy
camera to help limit confusion. Students will have the choice to pin her is easier. Division 15mins
CREATE OWN MATERAIL: Individually to create up to 3 counts of 8 using the set 15mins
material and their experiences of lockdown. (If students are in a studio, they can get
into groups of no more than 4).

- Beatrice and Chloe will be on screen for questions and demonstrations.

DEMONTRATION: Students to film themselves doing the material that they can 5-10mins
send to their normal teacher if required as evidence of completed work.
Life Story – Olafur
COOL DOWN: gentle cool down to prevent injuries and discussion of the workshop Arnalds, Nils Frahm 5mins
for reflection and feedback

Differentiation - Support Differentiation – Extension

9-12 – only one count of 8 for the creative task. Using the
set material.
13-15 – minimum of 1-3 choreographic devices.
16-18 – have the option to work in a group or as a solo.
9-12 - can create up to three counts of 8. Using the set
material.
13-15 – manipulation of the speed of movements and
independent movement incorporated.
16-18 – complex floor patterns or group formations.

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Observation 1 – Artist/student evaluation and reflection – to be completed after the session

A guide of elements of delivery is provided below to help structure your reflection:

Preparation and organisation

In the week before the workshop, Beatrice and I planned the session collaboratively to decide how we
would structure and organise the session. We split the session so that Beatrice would lead the warm-up
and the cool down and the I would lead in teaching the main phrase and the creative task.
Prior to the session, I ask Beatrice to send over her notes for the warmup to that I could better
demonstrate alongside her. However, this was not done and as a result I missed or swapped some
movements. This potentially could have confused the students, hindering their progress.
However, both Beatrice and I were fully prepared with music with us both having access to a playlist. We
did this so that if there was any internet connection issues with one person, the other could take over
with minor interruption.

Session content and structure

The structure of the session was clear to both us and the students. The warm-up focused on engaging
the leg muscles and increasing the heart rate.
The content of the session was based on the work ‘We Are Home’ that the students watched prior to the
workshop. Discussing the work before teaching the main phrase was beneficial as it engaged and
guided the students onto themes that we would be exploring throughout the remainder of the session.
The session content and structure was appropriate for the age range and ability.

Engagement and communication

The younger age group expressed good engagement and communicated with us for any issues and
questions.
At the start of the session, I asked for names and how long each student had been dancing for. This
gave a friendly impression to the students and potentially encouraged them more to engage throughout
the session. I tried to remember names during the session, however, I did trip or mis-say a couple of the
names which the students corrected me on.

Differentiation & assessment

This element of the workshop was challenging to do the broad age range and with the session also
being online.
For the warm-up, students where given the option to perform either a demi or a full Pile. For the creative
task, we encouraged suggestions of what the students could add into their phrases which, seemed to
work well.

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Pace & flexibility

Due to the limited time that we had with the students, the session was fast paced so that we could use
the time as effectively as possible.
As the students were keen to add tricks into their creative task, we agreed on saying yes to these
suggestions as long as the students where safe in their spaces.
We also allowed for students to give suggestions of what they could add into their own phrases as some
students found this task difficult. One student asked if they could take material from a different routine
that they had learned. We said yes and this suggestions seemed to help with those students who were
struggling with the task.

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

- Engagement of the younger age groups.

- Getting everyone involved to the best of our abilities.
- Adapting to students interest.

Key areas for development

- Variation and a looser structure.

- Engagement of the older, quitter students.
- Less verbal communication.

Additional Notes/ Objectives going forwards.

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