Presenting & Creating: Narratives in Dance

Michaella Haynes

How does dance and our knowledge of dance help us to tell stories about ourselves and learn

about others?

Can creating narrative structures based on themes teach us about our interests?

Does sharing narrative dances connect us to other people?

Elementary Fine Arts- Dance

Grade 5

EDUC 535.04: Specialization II Elementary Fine Art

July 21, 2022

Class: Grade 5 Dance (Fine Arts) Date: [TBD]

Title: Narrative- Exploration Lesson Number 1 out of 5 Total

Objective of Lesson (in own words): Students will be able to…execute an improvised dance narrative that
is similar in structure to a narrative in literature (at a beginning level), when guided by a story/prompt, by using non-
verbal communication and sequential expressive movement choices.

Learner Outcomes (Program of Plan for Differentiation

Studies) ➢ Exploration-based within a larger group; students can take cues
Create sections of improvised movements from others
within a given choreographic form ➢ Option for verbal or embodied exit slip
➢ Outline plan for day (on board)
Narrative told through dance can be similar ➢ Model and demonstrate expectation
to the structure of narrative told through ➢ Guide verbally, directing students back to task
text ➢ Tape out specific area for students who are easily distracted/
experience sensory overload to work in (maintain each class)
(Alberta Education, 2010; 2003)
Materials:
Music: stereo, speaker, device to play from, attachment, aux cord
Students need: writing utensil, paper/journal
Time Teaching Strategy Student Activity
Introduction 4min ➢ Today we begin our unit on Narratives Gather in circle (routine)
10 min total in dance. Who remembers what a ➢ Listening, time to shift mindset
narrative is? (Dance Grade 4, English towards class
Grade 4/5) ➢ Respond to questions re: prior learning
➢ Over the next few weeks, we will be
exploring what a narrative can look
like, and start choreography by
creating our own narratives
➢ Today: practicing our improvisation
that we worked on last unit, and
reviewing choreographic structures
6 min Warm up: Mirroring Freeze-Dance Warm up: Mirroring Freeze-Dance
(2m) ➢ Pair off students by assigning A/B role ➢ Get together with your partner
w/ person next to them ➢ When music plays, partner A becomes
➢ BEFORE they go… the leader, and partner B mirrors every
➢ Explain mirroring: What would your movement. When it stops, freeze in a
mirror image do? tableau
➢ Explain tableau: it is a snapshot- you ➢ Begin: moving with partner, first few
become picture-still/ frozen in time rounds exploratory
Transition: 5 seconds to find a space w/ ➢ Respond to teacher prompts as they
partner, arm’s length away from others occur
(4m) ➢ As they move, provide prompts: ➢ No talking! Communicate w/
encourage noticing of space (eg. Move movement
as far away/ close together w/o ➢ Switch leaders at 2 mins
touching or losing sight), isolating
body parts, moving slowly/quickly
Main 1min Transition: (frozen from music pause) Transition:
Facilitation when I say go, take 10 seconds to walk to Listen then follow teacher prompts.
& Student the wall and sit with your back on it, cross
Activity legs. [guide through 3 deep breaths]
10 Lesson: Lesson:
26 min total
min ➢ Reflect on warm up- draw attention to ➢ Contribute to questions, indicate which
improv. Hand up if you liked leading, role they preferred
tongue out if you liked following
➢ Recap what a narrative is (Maryland
 State Department of Education, n.d.)
➢ Reinforce it is NON-VERBAL (like
warm-up)
o Who has played charades?
Sort of like charades but for a
story, not just a thing ➢ Consider examples (one sentence,
➢ Use student example; pull out key describing an action) & share if called
ideas, show movements that could on
portray them ➢ Guess story in response to teacher
➢ Show examples examples
o Waking up routine
o Missing the bus
➢ Explain activity, give cue to transition Transition:
Find own space in room (helicopter arms)
5 min Activity: Activity:
➢ time to explore: Suggest emotions & ➢ Move freely, responding to teacher
feelings, specific movements prompts through improvised
➢ time to create: Offer mini-stories for movement
students to ‘act’ out: (Eg. You have ➢ Explore what types of movement
lost your favourite T-shirt that you might demonstrate ideas
want to wear to school, walking your
100 lb. dog and it won’t keep going)
➢ After a few rounds, split into groups

Transition into groups: Transition:

2 min All A’s from warm up go first
intro. Explain what to do when watching:
➢ Time to share/present: watch each
4min/ other, you are detectives!
group ➢ What do you see? Do you hear any
noise? What is most helpful in
showing an emotion/story? (engage in
thinking about what it means to “do
the task well”)
Sit down where you are. Listen to
explanation, then B’s move to place back
against wall around entire room
➢ Students dancing continue activity
➢ Students watching write what they see
in dance journal

Closure/ Transition: stay sitting in place.

Reflection 7 min Reflection: Reflection:
➢ Repeat and highlight key ideas- ➢ Share what they found helpful in
9 min total elaborate & build on deciphering what the narrative was
Exit slip:
➢ Complete slip
2 min Wind down: gather exit slips Wind down: (silent time: close eyes or
draw/write in journal until all friends are
done)
Assessment
Exit Slip:
▪ What is a narrative?
▪ List one type of movement that helps to tell your narrative
▪ How is a narrative in dance the same or different than a narrative in English/Language Arts?
Class: Grade 5 Dance (Fine Arts) Date: [TBD]

Title: Narrative- Cultural Forms Lesson Number 2 out of 5 Total

Objective of Lesson (in own words): Students will be able to… recognize and execute movements from
various styles of dance that have a narrative structure after watching professional cultural dance forms, by identifying
and executing key movement(s) that are unique to the dance

Learner Outcomes (Program of Plan for Differentiation

Studies)
A narrative in dance is represented in
diverse ways and can provide connections
to culture and history
Perform dances based on a narrative in
various styles, in various genres, and from
different time periods
➢ Option for subtitles in students’ preferred language
➢ Teacher demonstration with body and words
➢ Non-linguistic representation (convey learning through the body)
➢ Clearly identify when starting a new activity/section of class
➢ Have peers model desired outcomes and behaviors
➢ Break down activity into small, manageable tasks
➢ Provide short, clear cues while learning/performing steps (Cacola
& Romero, 2015)
(Alberta Education, 2010; 2003)

Materials:
Video: Projector or portable tv, computer, speakers
Students need: writing utensil, paper/journal
Time Teaching Strategy Student Activity
Introduction 2min Meet in a circle in center: Today’s outline Gather in circle (routine)
10 min total ➢ Learning day- more looking and ➢ Listening, time to shift mindset
thinking than moving towards class
➢ Will be looking at videos of dance
from other cultures, and will work
together to learn the key movements
that tell the story of the dance
4min Connect to prior knowledge
➢ We know what a narrative is… does it ➢ Reflect on yesterday, consider a new
have to be linear? idea
➢ From last year… We know dance is ➢ Think back to last year
important to Indigenous people
(maintaining culture & history) →
expand! B/C dance is a way to tell and
show stories of past!
➢ What kind of stories do you think ➢ Self-reflection, tie concept to personal
dance would tell about your past? life
My goal is for you to: 1) know different
cultures tell stories in different ways 2) try
to do movement that may be weird to you!
4 min Warm Up: Body part dance ➢ Stay in circle, but stand
➢ Pick a body part and lead through ➢ Follow prompts to explore moving the
drawing circles and shaking it isolated body part
➢ Students wave a different body part of ➢ Pick different body part and shake it
their choice- pick a new body part ➢ Repeat
based off student choices
➢ Repeat until done
Main Transition:
Facilitation Gather in front of the screen
& Student Lesson: Lesson:
Activity 2 min ➢ What is a cultural dance? ➢ Consider question- draw on prior
➢ Pay attention to aspects that help you knowledge
27 min total see a story, especially movements!
5 min ➢ Watching cultural dances: ➢ Examine each cultural dance style:
 o European – (Sword Dance, ➢ Use journal to write down/draw what
Irish Jig) was noticed/stands out
o Indigenous Dances (Crow
Hop, Circle Dance)
o Classical Indian Dance
(Bharatanatyam)
➢ While watching, point out specific
aspects and walk them through what is
happening (at least for first few)
5 min ➢ Discuss each video: ➢ Discuss as a class: reflect on what was
o Did you see a story? What watched and written
did the dancer do to help you ➢ Respond to teacher prompts through
infer it? Were there any words, pictures, demonstration
supporting aspects that
helped you instead?
➢ Guide them w/ prompts if nothing
comes to mind (Props? Costume?
Gesture? Location?)
15m Activity: Activity:
Explore: ➢ Offer movements that stuck out to
➢ take movements that students them
offer/mentioned in lesson and teach ➢ Watch and imitate
them → other than Highland, I am not
a professional and not my culture…
➢ ensure what is used is simple. If too ➢ As a group, execute all movements
extensive, simplify for them sequentially
➢ Demonstrate, then break down ➢ Practice sequence until it is
➢ Create: Combine all movements remembered enough to do w/o
together sequentially, practice stopping
Transition:
Gather back in circle
➢ In groups of 3, each student shows one ➢ Demonstrate movement, watch others
movement they liked best
Closure/ 6 min Review/Reflection: Review/Reflection:
Reflection ➢ Think back to beginning… Now ➢ Reflect on video, respond to questions,
consider what kind of stories can identify learning, discuss process
8 min total dance be used to tell?
➢ Has your opinion changed after
watching & doing? (hands on ground
for yes, arms out to sides for no)

2 min Wind Down: touch base with each Wind down: (silent time: close eyes or
individually for “exit slip” draw/write in journal until all friends are
done)
➢ Demonstrate/explain exit slip
Assessment
Formative
➢ “Exit slip”: students must demonstrate or explain one movement from the lesson or videos
➢ reflection at end
Hidden Outcome:
➢ lesson is about exposure to other cultures and showing that narrative can take many forms.
Class: Grade 5 Dance (Fine Arts) Date: [TBD]

Title: Narrative- Co-Creation Lesson Number 3 out of 5 Total

Objective of Lesson (in own words): Students will be able to… devise and communicate a shared
story/narrative in dance when working collaboratively with peers and the teacher by identifying a beginning, middle,
and end and the movements that align with each section.

Learner Outcomes (Program of Plan for Differentiation

Studies) ➢ Provide printed copies of story in students preferred language
Collaborate to create a narrative that ➢ Allow students to talk to others quietly for clarification
includes a beginning, problem, and ➢ Write out expectations for group work & collaboration on board
resolution ➢ Allow breaks when needed (can always sit and watch) (Ontario
Teachers Federation, n.d.)
Narrative can be represented individually ➢ Group creation- inclusion establishes positive working
or collectively environment and teamwork (Cacola & Romero, 2015)
➢ Process-based (focus on collaboration) allows for opportunities
for success beyond just finished product
(Alberta Education, 2010; 2003.)
Materials:
Story to frame narrative
Projector or portable tv, computer, speakers
Students need: writing utensil, paper/journal
Time Teaching Strategy Student Activity
Introduction 2min Meet in a circle in center: Today’s outline Gather in circle (routine)
10 min total ➢ Starting to choreograph! ➢ Listening, time to shift mindset
➢ We will be working as a whole class towards class
to create a dance that tells a narrative
➢ Steps: Warm up, discuss, create!

3 min Connect to prior knowledge

➢ Key parts of a narrative (b/m/e or ➢ Reflect on grade 4, English, and past
b/p/r) classes
o Connect cross curricular ➢ Notice curricular connections (guided)
➢ Remember what aspects of dance help ➢ Offer ideas, answer questions
to tell story most (past 2 classes)
➢ Improvisation is a great tool to
generate ideas!
My goal is for you to: 1) identify parts of a
narrative 2) decide as a group what
movements fit best in each part

5 min Warm Up: dance problem (Dance Teaching
Ideas, n.d.)
➢ Give parameters: you are a turtle
swimming underwater (use quality)-
under seaweed, dodge fish, around
rock, above kelp
Transition: turn to the person closest to
you- they are your partner!
➢ 2 astronauts floating in space: go
under, over, around, through
Transition: freeze! Countdown from 5 to
meet me in front of screen
Main 7 min Lesson:
Facilitation ➢ Using a story to frame our narrative-
Warm Up: dance problem
➢ Stand up and spread out in space
(helicopter arms)
➢ Explore prompts, encounter ideas
Transition: instant- move to person closest
to you
➢ Interact non-verbally to explore
partnership and ideas
Transition: meet in front of screen
Lesson:
➢ Read/ Follow along as teacher reads
& Student project on screen & read to them through story
Activity ➢ Identify beginning, middle (problem, ➢ Raise hand to give ideas of b/m/e
27 min total and end (resolution) as class (give
time for students to think)
20m Activity: integrate teaching within Activity:
Explore: Improvisation- prompt students ➢ explore what movements could tell
with key words and the qualities that each part through improvisation,
would enhance and demonstrate them responding to prompts
Create: ask for input- incorporate as many ➢ Offer input, make decisions as a whole
student ideas as possible. Don’t just call on (through non-verbal voting process)
same students-probe quieter ones. Kindly ➢ Discuss when issues arise- defend
redirect or modify ideas that maybe don’t ideas (moderated by teacher)
fit, rather than saying no
➢ Decide on emotion, spacing/ ➢ Practice/ rehearse final product, led by
relationships teacher
o “Hands up for yes, sit down
for no” try to find middle
ground for students
o Role=Facilitator, move
away from dictating/deciding
Share: lead class in final execution (if Share: execute final product as a class.
possible, encourage them to do it alone a ➢ Reflect and discuss anything we would
few times). change
➢ Discuss matter of clarity- do we need ➢ Decide as a class (non-verbal) when
revisions? Guide towards product that we are happy
will meet objective with feedback, but
don’t overrule
Closure/ Transition:
Reflection 6 min Reflection: Reflection:
8 min total ➢ What did we do today? (call on
individual students)
➢ What was the hardest or easiest part of
working in a group?
➢ Time for reflection sheets
2 min Wind down: tomorrow will be working in Wind down: (silent time: close eyes or
smaller groups to do more creation draw/write in journal until all friends are
done) → can also finish reflection sheet
Assessment
Formative (as/for)
➢ I must monitor behavior during collaboration
➢ Reflection period at end directed toward working as collective
➢ Reflection sheet/self-assessment: 1 thing I knew, 1 think I learned, 1 question I still have. Give a 1-4 mark
for your collaboration today and why
Class: Grade 5 Dance (Fine Arts) Date: [TBD]

Unit Title: Narrative- Practice Lesson Number 4 out of 5 Total

Objective of Lesson (in own words): Students will be able to… give and receive beginning-level feedback
about a choreographed, themed narrative when talking about theirs and others work by using proper dance
terminology and references to theme.

Learner Outcomes (Program of Plan for Differentiation

Studies) ➢ Teacher created groups allows for:
A theme or concept can help shape the o working with others who speak same language
narrative that a dancer wants to express o pairing students who excel with those who need support
➢ Flexible products (6-10 min); not all students have to be
Practice giving and receiving feedback in completely done, nor work at same pace
the creation of a narrative in dance ➢ Small group instruction- cater to where they are at after creation
➢ Check in with each group individually- opportunity to provide
direct, individual accommodations
(Alberta Education, 2010)
Materials:
Items from Nature! Stick, leaf, flower, grass, etc. (multiples of each)
Music: stereo, speaker, aux cord, device, connector
Peer Assessment Worksheet
Students need: writing utensil, paper/journal
Time Teaching Strategy Student Activity
Introduction 2min Meet in a circle in center: Today’s outline Gather in circle (routine)
5 min total ➢ Today is a workshop; Idea of the day is ➢ Listening, time to shift mindset
THEME towards class
➢ Making our way towards individual
creation- will be working in partners to
create a dance that tells a narrative
based off a theme
➢ Using props to help us come up with
our theme and ideas
➢ Warm up, discuss, create, peer
feedback!

3 min Connect to prior knowledge

➢ Dance connects to our culture → it can
also connect us to the world!
➢ What is theme? We used theme last
class, derived from the story. (Maryland
State Department of Education, n.d.)
➢ We have been giving feedback
indirectly (what we see, what
works/doesn’t to tell narrative)
➢ Reflect on past learning
➢ Consider prompts, discuss prior
knowledge of theme
➢ Notice how what they have done
connects to this

My goal is for you to: 1) be able to give and

receive direct, clear feedback 2) decide on a
theme and explain how your movement
relates to it

Main 3 min Lesson: embedded in activity sequencing Lesson:

Facilitation ➢ Indigenous connection- nature inspires ➢ Consider Indigenous examples seen
& Student their art, but they also use nature as a in past classes/years
Activity symbol in stories
Transition: assign partners prior- call out. Transition: find and stand with partner in
33 min total
As calling out, they can come get object circle. Choose an object when called

5 min Activity:
Warm Up: explore prop
➢ Each group gets 1- if you break it, you
have to do without!
➢ Give prompts (imitate shape, what
would it to if it was alive, what is the
colour/texture/weight)- prompts can be
physical too
15 Activity: Create:
min ➢ Does the prop make you think of
anything right away? Did the
exploration inspire something about it
you liked? A way of moving you want
to continue with?
➢ What is the problem/resolution?
➢ Ensure movements portray message!
➢ Don’t forget about the other aspects we
have seen…
Circulate and prompt students, be available
for questions, redirect when necessary.
Make your presence very known!
10 Peer Assessment: Share:
min ➢ Whoever is done first can match up
o But all must have min. 10mins
to do feedback → don’t have
to be completely done
➢ Hand out worksheets as they pair up,
discuss expectations with each group
directly
➢ Encourage constructive feedback that is
helpful to others (provide list of
forbidden words: no, bad, remove)
*Give time reminder- at halfway, switch
partners
Closure/ 7min Transition: 1 min to wrap up, gather back
Reflection in circle (be aware of others still working)
7 min total Reflection:
➢ Did you like working with an object?
Was it helpful in directing theme?
➢
Wind Down: Reminders for next day- we
will be using this feedback (I will keep the
sheets and hand out tomorrow) to revise
Assessment
Peer feedback sheets (must be handed in with both groups names on- gather as they leave)
➢ I am looking for use of dance terminology and comments about the theme
➢ Feedback should be constructive or descriptive (stating what they saw)
➢ Have they used any of the forbidden words?
➢ *Assessment of feedback is on the givers, not receivers!!
Touch base with all groups throughout regarding their theme- make sure they are thinking about it
Activity:
Warm Up: explore
➢ Dance individually, take turns with
prop
➢ Respond to prop through movement-
follow prompts for support if needed
➢ Research possibilities!
Create:
➢ decide on theme with partner: reflect
on exploration and prop
➢ Identify beginning/middle/end
➢ Generate 6-10 movements, align them
with each section
➢ Add emotion, feeling, spatial
relationship to expand story
Share:
➢ Pair with one other group
o If done first, practice!
➢ Connect with teacher to hear
guidelines for feedback assignment
➢ Take turns performing (presenting)
creation, demonstrating knowledge of
topic
➢ Complete worksheet after each
viewing- can ask group to repeat it!
➢ Share and discuss feedback after each
group
Transition: finish discussion, come back
to circle in center (quietly, crossed legs)
➢ Reflect on process
Wind Down: routine- lay with else
closed, journal, draw
➢ Listening to plan for next day
Class: Grade 5 Dance (Fine Arts) Date: [TBD]

Title: Narrative- Choreography & Performance! Lesson Number 5 out of 5 Total

Objective of Lesson (in own words): Students will be able to… evaluate their choices of movement and
theme when creating a narrative dance by making revisions (adding/deleting movements) in response to feedback

Learner Outcomes (Program of Plan for Differentiation

Studies) ➢ Provide written copies of project guidelines
Evaluate the effectiveness of artistic ➢ Theme can be inspired from anything- students are encouraged to
choices when communicating a narrative in tap into interests
dance ➢ Differentiated products- students who need support may create
something shorter or with modified guidelines
A narrative in dance may be perceived by ➢ Personal creation encourages movements student CAN do,
an audience in a way that differs from what opportunities for success are higher
the dancer intended ➢ Allow use of alternative spaces when possible
➢ Provide familiar, specific area for students who are easily
distracted/ experience sensory overload to work in (Alberta
Education, 2003)
(Alberta Education, 2010)
Materials:
Music: stereo, speaker, device to play from, attachment, aux cord
Students need: writing utensil, paper/journal
Time Teaching Strategy Student Activity
Introduction 2min Meet in a circle in center: Today’s outline Gather in circle (routine)
7 min total ➢ We are wrapping up unit on narrative- ➢ Listening, time to shift mindset
today you become choreographers! towards class
➢ We will be workshopping ideas for
you to use in your final project-
individual narrative dance creation
➢ Reflect, workshop, summarize,
questions and clarifications!

5 min Connect to prior knowledge

➢ How would you use feedback you got ➢ Reflect on last class
last class to make your idea stronger? ➢ Offer ideas and insights
➢ Everything we have learned about
theme and story was leading to this- ➢ Notice connections between prior
tell us a story and draw in audience! activities and creations with what we
My goal is for you to: 1) be able to make are moving into
artistic choices on your own 2) revise your
work based on feedback
Main 1min Transition: when I say go: stand, 30 s. to Transition: sitting, follow prompts on go,
Facilitation shake out the craziness. By time I reach 5: cued to rest
& Student frozen w/ hands on ground and eyes on me
Activity 10 Lesson: guided- doing to learn Lesson:
min ➢ When working with theme, everything ➢ Stand in a circle
23 min total
should relate back ➢ Listen
Demo: if my theme is (story from last ➢ Practice alongside teacher (imitate)
class), then a movement MUST come from
theme (show move and explain connect.)
➢ Adding/deleting/changing order →
they all serve to help you make your
ideas clearer
Demo: show move a/b/c, what if its c/b/a? ➢ Students show c/b/a
can you think of any other forms? ➢ Brainstorm other patterns/sequences
➢ Experiment! You can always change with bodies
 your mind again
➢ What are the steps to a creative ➢ When called, offer/think of a step
process? Call on students to give
ideas, write on board steps. Give time.
o Idea, structure, generate
movement, put it together,
receive feedback, reflection,
revision, performance!
(Alberta Ed, 2022)
Transition: spread out from circle to find Transition: spread out to find own space,
own working space think back to last class
Activity: workshop time Activity:
12 This time is to explore, practice and ask for
min help! No presentation, but it will help you
in your project…
➢ Use last project, but work individually ➢ Reflect on feedback received and
➢ Hand out feedback sheets if needed consider how the audience did or
➢ What changes could you make to help didn’t understand your narrative in the
make your story clearer? way intended
➢ Cue: Add/ delete/ change/ reverse/ ➢ Revise accordingly,
switch order/ make bigger ➢ Ask for more feedback from peer or
➢ Be active in space to help, guide, teacher is available
provide feedback, answer questions
*Check-In throughout to make sure all
students are getting feedback and making
changes!
Closure/ 30 s. Transition: finish thought, 10 sec to join Transition: find spot in circle, sitting
Reflection back in circle crosse-legs ready to learn
8min Reflection/Wrap Up: summarize key Reflection/Wrap Up:
13 min total moments from whole unit ➢ Contribute key ideas and what aspects
➢ Narrative: beginning, middle, end. of each are most important
Tells story. Can be shown in various ➢
ways
➢ Theme: inspiration, connect mvmts
➢ Revision: changes how we see it
➢ Feedback: positive, constructive.
2min Link to Next Class: briefly explain project
Create 1-2 min narrative dance based on a
theme (find inspiration in anything). Will
be performed in last class (in groups). Wind Down: routine- lay with else closed,
3min Wind Down: Start thinking of theme journal, draw
ideas- next class we begin our projects ➢ Listening to plan for next day
Assessment
Formative (as/for learning):
➢ Students are assessing own product and making revisions
➢ Peers and teacher will also provide feedback (when invited)
➢ I will touch base with every student individually at some point in class to have conversation
➢ Today is opportunity to address any lingering concerns and anything that has arisen previously
*An additional 3 studio times are required for students to complete & perform their projects.
Project: Students will choregraph their own 1–2 minute narrative dance piece based on a theme of their choice
(approved by teacher). The first 2 classes will be working periods, however the teacher will call students together
periodically throughout to remind of key ideas and guidelines. During each class, the teacher will circulate and
answer questions, inspire ideas, demonstrate expectations, and observe/assess the process. There will be many
opportunities for formative feedback (assessment for & as learning), as well as peer feedback sessions throughout.
Class 3 will be the performance, during which all students will be expected to be prepared to give positive feedback
to every other student.
 Plan for Assessment

My plan for assessment throughout this unit is largely rooted in formative assessment, with most

feedback provided by the teacher. Lesson 1 and 2 will both use exit slips to provide evidence of

learning, though they are executed differently. Lesson 1 will use a traditional form where

students are asked three questions surrounding the learning outcomes, whereas lesson 2 will use a

non-linguistic method that asks students to demonstrate their learning physically, though options

for verbal explanation will be offered. Lesson 3 focuses on teacher-led collaboration, giving me

less time to circulate, so I will ask for a more extensive written response through a reflection/

self-assessment sheet. This sheet will ask for one thing they knew, one thing they learned, and

one question they have. All these tools will provide proof of learning that I can physically take

with me, in order to adjust and tailor my next lessons to the students needs in advance.

As we progress into the latter part of the unit, my assessment methods begin to rely more on the

students. Lesson 4 asks the students to provide their peers with feedback as part of the learning

outcome, which presents two types of information; first, students receive feedback on using

theme to create a narrative, and second, I am given the chance to assess how students are giving

and receiving feedback. For the 5th and final lesson, students begin to start assessing their own

products, though their peers and I will be available for feedback. This lesson functions as a pivot

point into their final project, so it is an opportunity for me to employ past evidence, ensuring

students are progressing into their projects as well-informed as possible. Throughout all lessons, I

will be providing assessment for learning through objective feedback statements regarding

outcomes and identifying how students are receiving and processing material through guided

discussions, reflections, and individual conversations.

Rubric for Final Project

Assignment 1 2 3 4
Criteria Not Meeting Basic Good Excellent
I cannot make I can make artistic I can make artistic I can make artistic
Process choices. The choices when creating choices to create and choices on my own, and
teacher or a peer my narrative with decide how I express the choices I make
must tell me support or prompts my narrative with a cause the story of my
exactly what to do from others little support from narrative to be clearer
others to the audience
I cannot share a I can share a narrative I can share a narrative I can share a narrative
Performance narrative, or my that is based on a theme that is based on a that has a clear theme,
narrative has no or concept, but many theme or concept, with where all movements
& Clarity of theme or concept movements do not seem most movements relate to it
Theme to relate to the theme relating to the theme
I cannot participate I can participate as an I can participate as an I give my peers my full
Watching & as an audience audience member in audience member in attention when
member, by dance, but I am often dance by watching and watching their
Supporting
refusing to watch distracted or interrupt acknowledging their performances, and
Peers others perform others work encourage &
congratulate them
Notes:

* Rubric may be adapted on a case-by-case basis

Accommodations to the rubric include:

For ELL students: review the criteria one-on-one, break down language into easier, more

generalized terminology, explain what dance-specific terms mean. Option to translate rubric and

go over them side-by-side, depending on language learning level (Alberta Education, 2010).

For students with ASD/ADHD: adapt rubric in accordance with IPP if applicable. Expectations in

the rubric will be adjusted in response to regular barriers that may arise in class (eg. “I am often

distracted or interrupt” will be deleted, and participation as an audience member guarantees a 3)

(Alberta Education, 2003). Assignment expectations will be broken down and alternative spaces

to work will be provided (Alberta Education, 2010).

For students with Gross Motor Skill Delays: adapt rubric in accordance with IPP if applicable.

Rubric will be modified in response to perceived barriers to “excellence” after conversation with

the student (Alberta Education, 2010) (eg. regarding “movements relating to the theme”, if

student’s movement ability limits their options, they will receive assistance in finding a theme

that can be achieved within their limits without penalization).

 Reflection

The progression of devising this unit plan was absolutely not a linear process. Typically, I prefer

to work in a very segmented, structured, linear method where I complete all parts of one section

before moving on to the other, but it was nearly impossible for me to work that way in this

assignment. I was constantly jumping around, shifting ideas that aligned better with other

outcomes, revising my activities, adding and changing the planned cues and transitions, all in

response to the information I was gaining both in class and from my peers.

I have appreciated how the content we are presented with in class directly informs the work we

are doing in this assignment, as well as sets us up with tools for the future. I have found myself

considering how to apply the readings (Tarr’s ideas of looking at art and free exploration

especially) and theories (Mosston & Ashworth’s teaching/learning styles) into my plans, and

although I caused myself undue stress at times, I find it exciting that I am so interested in what I

am learning that I want to apply it all instantly. I still am unsure about my grasp on the specifics,

such as planning for transitions and cues, as well as on my grasp of what is developmentally

appropriate for the age range, so being reminded of them each class has encouraged me to revisit

my plans and revise, add, or edit where I can.

The size of our class and the environment we have created within it has been a crucial element in

my feedback and revision process, as I have the confidence and trust in my peers to seek out their

support and feedback. Working through the outline, rubric, and overarching questions with others

has been incredibly beneficial in orienting myself, rather than just referring to the outline and

hoping I am achieving expectations. This has also provided opportunities to use my peers’

feedback to inform my own decision making; for instance, the way I structured and introduced
my final lesson and project was highly informed by talking with Sam and Monika about their

plans and the instructor feedback they received. Additionally, although I did not test any ideas,

watching other people workshop theirs was extremely informative, especially in regard to the

length of time things will actually take. I feel that some of my lessons may still be too full, but

after Wednesday’s class I re-examined my lessons and weeded out many components that were

not serving the overall objective or were eating up activity time with instruction.

I love the theories that influence teaching, so I have struggled with trying to implement them into

my plans all at once. As we talked about last week, you cannot have theory without practice, so I

believe that as I start to teach lessons and plan units regularly and realize what is actually

feasible, I will be able to implement more theory in time. The best feedback I have gotten so far

is to relax and trust my ideas, and while that is challenging when I don’t think of myself as a

teacher yet, it is important. Though this assignment was incredibly stress-inducing, it has been

surprisingly fun embodying the role of a teacher and imagining myself in the profession.
 References

Alberta Education. (2003). Teaching students with autism spectrum disorders.

https://open.alberta.ca/dataset/90c832a6-001e-44ad-9d93-

7567c249e7d8/resource/7b33a924-d269-471a-bd0a-73a5c932b61a/download/teaching-

students-with-asd-2003.pdf

Alberta Education. (2010). Making a difference: Meeting diverse learning needs with

differentiated instruction. https://open.alberta.ca/dataset/e02db4bb-ba84-4ee2-92eb-

cd7e20fee97c/resource/4f325cbc-0b11-4284-80fb-

6b83e3072b49/download/makingadifference-2010.pdf

Alberta Education. (2022). Fine Arts: Dance Kindergarten to Grade 6 Curriculum.

https://curriculum.learnalberta.ca/curriculum/en/s/fardan

Cacola, P. & Romero, R. (2015). Strategies to accommodate children with developmental

coordination disorder in physical education lessons. Journal of Physical Education

Recreation & Dance, 86(9), 21-25. http://dx.doi.org/10.1080/07303084.2015.1085341

Dance Teaching Ideas (n.d.). Creating dance activities. https://danceteachingideas.com/creating-

dance-activities/

Ontario Teachers Federation. (n.d.). Gross motor skills. Teachers’ Guide to Special Education.

https://www.teachspeced.ca/gross-motor-skills

Maryland State Department of Education. (n.d.). Dance glossary. Institute for Arts Integration.

https://artsintegration.com/wp-content/uploads/2014/09/vsc_dance_glossary.pdf