1 / 3

DANCE STRANDS – Creating, Performing, Responding, Understanding

DANCE STRANDS – Creating, Performing, Responding, Understanding DANCE Standard Course of Study Goals and/or Objectives ( X ) Goal 1: The learner will identify and demonstrate elements and skills in a specific dance style – TAP.

zelda
Download Presentation

DANCE STRANDS – Creating, Performing, Responding, Understanding

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. DANCE STRANDS – Creating, Performing, Responding, Understanding DANCE Standard Course of Study Goals and/or Objectives ( X ) Goal 1: The learner will identify and demonstrate elements and skills in a specific dance style – TAP. ( X ) Goal 2: The learner will understand choreographic principles, processes and structures in TAP. ( ) Goal 3: The learner will understand that dance can create and communicate meaning. ( X ) Goal 4: The learner will apply and demonstrate critical and creative thinking skills in dance. ( X )Goal 5: The learner will demonstrate and understand in various cultures and historical periods. ( ) Goal 6: The learner will make connections between dance and healthful living. ( X ) Goal 7: The learner will make connections between dance and other content areas. ( ) Goal 8: The learner will understand dance as an art form with a range of opportunities for involvement. ISTE Standards ( ) 1. Facilitate and Inspire Student Learning and Creativity ( X ) 2. Design and Develop Digital-Age Learning Experiences and Assessments (A, C) ( ) 3. Model Digital-Age Work and Learning ( ) 4. Promote and Model Digital Citizenship and Responsibilities ( ) 5. Engage in Professional Growth and Leadership • Overarching Understanding of Goals • Essential Question(s) (What specific question or concept will the student need to understand or answer?) • Explain the vocabulary/steps learned (Comprehension) • Recall vocabulary/steps you can successfully demonstrate to the class (Knowledge) • Construct a combination for you and peers to perform (Synthesis) • Understanding and modeling good posture and gait when tapping in class (Application) • Breakdown the vocabulary into step by step instruction (Analysis) • Organize yourself in what vocabulary you know and do not know (Evaluation) South Robeson High School – Performing Arts (Dance) Lesson PlanName: Lisa S. Thoman Class Title: Dance 1 Beginner Tap and Introduction to Performance Block: 4thUNIT 2, February 20th to March 9th, 2012 Knowledge AcquiredStudents will learn about the theory of tap dance. Tap theory vocabulary is available on the teacher website under tap dance website. This week we are learning about Tap theory 2. Skills AcquiredStudents will learn about the practical skills of tap dance. Tap vocabulary is available on the teacher website under tap dance website. This week we are learning about Tap vocabulary 2. Assessment The students will be assessed on individual, duet, and trio performance demonstrations. The students will be utilizing across the floor and center floor technique for accuracy and clarity of sound quality. Resources ( ) Word Processing ( ) Spreadsheet ( ) Organizing and Brainstorming ( X ) Data Collection Tools ( X ) Multimedia ( ) Web Resources ( X ) Communication Strategies for Instruction and Activities ( ) Cues, Questions, and Advanced Organizers ( X ) Nonlinguistic Representation ( ) Summarizing and Note-taking ( ) Cooperative Learning ( ) Reinforcing Effort ( ) Identifying Similarities and Differences ( X ) Homework and Practice ( ) Generating and Testing Hypotheses ( X ) Providing Recognition ( X ) Setting Objectives ( X ) Providing Feedback Student-to-Room Management ( ) Large Group ( ) Small Group ( ) Duet ( ) Solo ( ) Technology Lab ( ) Track and Cardio Equipment

  2. South Robeson High School – Performing Arts (Dance) Lesson PlanName: Lisa S. Thoman Class Title: Dance 1 Beginner Tap and Introduction to Performance Block: 4th UNIT 2, February 20th to March 9th, 2012 • Lesson Plan Sketch/Overview • Monday through Thursday for the next three weeks, the students will be working on theory 2 and practical skill 2 vocabulary in tap. • The students on Friday will be engaging in the software application, www.gaggle.net to enhance their tap vocabulary by use of the Homework Dropbox, Message Board and email . • INSTRUCTIONAL PLAN • Daily Materials and Preparation • Students will need:Dress out clothes and tap shoes, deodorant, paper and writing instrument. Students will practice their knowledge and skills acquired. • Instruction and Activities (What specific activities will the students do to answer the question(s) or to demonstrate understanding of the concept(s))? • Introduction of new vocabulary • Across the Floor (ATF) – new and reviewing past vocabulary • Center Floor Combinations – Basic Tap Combinations using skill vocabulary 2. • Group Work – creative choreography vs. performer activity (with assessment) • Friday Technology Day – Create a PowerPoint on Chapter 1 of Tap Roots (ISTE 2A, C; DNS Goal 5) • Differentiation – Types of Learning Modalities • Jung’s Psychological Types (X) Sensation ( ) Intuition • Kolb Learning Style Dimensions ( ) Concrete Experience ( ) Reflective Observation ( ) Abstract Conceptualization ( ) Abstract Experimentation • Dunn & Dunn’s Learning Style Elements ( ) Environmental ( ) Emotional ( ) Sociological ( ) Physical • Gardner’s Multiple Intelligences ( ) Linguistic ( ) Logical-Mathematical ( ) Spatial ( ) Bodily-Kinesthetic ( ) Musical ( ) Interpersonal ( ) Intrapersonal ( ) Naturalistic • Academically Gifted (Modification) – Friday’s Additional Activity: Find images and pictures to relate to the literature of Tap Roots • Exceptional Children (Modification) – Monday-Thursday: Students are responsible for taking pictures using the digital camera and using those pictures to make a Online Scrapblog for their PowerPoint WEEKLY STUDENT/TEACHER REFLECTIONS (What worked or did not work). Worked Well 1. What did you learn in class this week? (student centered) 2. What could you have done differently to learn more? (student centered) 3. What could I, your teacher, have done differently to help you learn more? (teacher centered) 4. What WOW-ed you today in class? Needs Revising 1. What did you have trouble with? (student centered) 2. What did you do differently to help what you did not understand, Tutoring, Sat. School or Academy? (student centered) 3. How do I need to change my teaching style to fit my students? (teacher centered) 4. What did the student’s do to WOW the teaching experience • 21st Century Student Outcomes • Global Awareness • Financial, Economic, Business & Entrepreneurial Literacy • Civic Literacy • Health Literacy • Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

  3. Dance 1 Calendar of Activities

More Related