Dance Curriculum / Designing the Curriculum

 

Clothesline Method

Group Exercise

Question #1

  • Chosen population: High schoolers (Grades 9-12)
  • Situation: Pre-adulthood, ready to go to college, very active
  • Transformation sought: Transition from very structured core classes, to more creative and free flowing classes allowing high schoolers to reflect their personalities, and prepare them for an abundance of creativity/freedom in their college classes; also this class can be used as a stress relief
  • Mode: Teaching in a high school semester long studio (hip hop or dance therapy - relevant to high schoolers)
  • Strategies: Starting with dances more familiar to them (street dance) then moving to more cultural dances and more skilled level dances; encorporating partner dances so that the students get more comfortable with one another

Question #2

  • The clothesline method is unique because it encourages a transformation for the students
  • We will asses where students are at in the beginning by warming them up or auditioning them and breaking them into levels
  • Then we will show them a group of past students who took the class and made a dance and show them that they will experience a transformation 
  • Then we will start teaching them the dance
  • Clothesline submitted by Ashley under this thread

Empathy Map 

  • Break into sections based off of seeing, hearing, feeling, thinking, saying
  • What's going on inside of the student's head - helps you understand
  • Allows you to have empathy for someone else and see the world from their point of view
  • Important to tap into perspective of students to build a proper curriculum for them

Making Adjustments

  • Make a set up adjustments to make the curriculum more powerful
  • Lessons may not be working and so it is time to tweak some things


Comments

Post a Comment

Popular posts from this blog

Creative Method Illustrated

  Video Music props are important because it helps get students more engaged by having something they can use that is hands-on and keeps them more focused on what the class is all about Recordings help students understand how to follow directions this may be helpful for students who may need more guidance or help when it comes to learning new things at a better pace Strategy I = Community Circle Dance and it is the understanding of group activities and working towards a shared goal Strategy II = Mirroring and it is the understanding non verbal cues and spontaneity  Strategy III = Space Improvisation and it is understanding improvisation and play Strategy IV = Energy and Emotions which is understanding, recognizing, and expressing emotions Strategy V = STEM Dance which is interpreting patterns and making inferences  Case Study/Mock Lesson Plan Title: Grade K Grade: Kindergarten Component: Movement Skills and Underlying Principles Objective: Explores aspect of shape within ...
Read more

Visual Thinking Strategies

  My Ideal Dance Studio Similar to the one in the picture A large open space with few windows many mirrors with a hard wood floor, ballet bars, and plenty of space to move around Would be in a suburban area focused on families/young children within the neighborhood Would offer a competitive team as well as traditional classes such as tap, jazz, lyrical, ballet, hip hop, pointe, etc. Would have a multitude of different instructors based on various different levels of teaching abilities and ages Respectful and kind dance instructors to promote a positive/energetic environment I would want to lease the studio  Multiple rooms with a high quality sound system  Effects of Cannabis on Creativity Imagining your studio is the creative part It depends on whether cannabis increases creativity 2 modes of thinking in creativity: 1) convergent thinking - loose ideas braided together to find a common thread in order to get a specific outcome (specific framework) Person in room listening...
Read more

Final Lesson Plan

Mini-Teaching Lesson Plan Lesson Plan Details Title: Yoga and Mindfulness Theme: Mind, Body, and Soul Connection Art Discipline: Dance As A Spiritual Discipline Grade Level: High School Level (Grades 9-12) Teacher's Name: Gia Maietta Volume: Volume III, Dance, Dance Aesthetics II (according to MDCPS) Date:  April 24th, 2024 from 2:00 pm-2:30 pm 3. Objective & Component a. Component: Movement Skills & Underlying Principles b. Objectives: Researches information on three schools of psychology as they impact the mind and body in relation to human development and self- concept, adjustment, motivation, desire, intelligence, conditioning and learning, personality and behavior, and emotion (DA.D.1.4.1) (DA.E.1.4.1) (DA.E.1.4.2) (DA.E.2.4.3) Applies knowledge of elements of the movement analysis to the performance of works based on three schools of psychology as they impact the mind and body in relation to human development and self- concept, adjustment, motivations desire, intellig...
Read more