My Dance Teaching Philosophy

Pics from Class on 4/24 (Yoga & Mindfulness Session) Flyer (3/27)

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...

  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 ...

  *Remember BEST R  Types of Assessments Informal:  Verbal   response to how a student is doing; walking by them working and telling them they're doing good; giving casual feedback Formal:  A written exam or test that gives a grade to establish how well you are doing Summative:  sums up learning that has already happened; example is a chapter or unit test or mid-term Formative:  measures learning as it is forming or happening; continuously asking questions Informal summative:  going question by question and explaining your thought process behind it Informal formative:  any questions verbally or casually Diagnostic:  seeing where a classroom is at in terms of skills/levels; diagnosing where your class is at depending on the levels of each kid in the class Evaluation Indicators Points:  GPA Percentage:  Exam Case Study on PowerSchool Build and score assessments in different ways Integrate AI into the assessment process (this take...

  BEST R . - Body, energy, space, time, relationship Standard 1:  mastering the foundational contemporary dance techniques. Emphasis on body awareness, flexibility, and strength. Standard 2:  applying creative processes to choreograph short dance pieces. This will allow students to demonstrate originality and effective use of space, time, and energy. Standard 3:  performance. Students will perform contemporary dance routines. Standard 4:  critique — Students will provide feedback on their own and others' performances and compositions. This is meant to foster a constructive feedback culture. Unit : Contemporary Dance Scaffold: Week 1: Introduction to Contemporary Dance Lesson 1.1: Overview of Contemporary Dance (1 Day) History of contemporary dance. (Key figures in contemporary dance and their contributions.) Lesson 1.2: Fundamental Techniques (2 Days) Basic body conditioning and warm-up. Intro to floor work and center work. Week 2:  Deepening Technical Skil...

  Students seem engaged in the role playing dance video Being introduced to improvisation at a young age to get their brains functioning Lesson Plan - Gia, Ashley, Daniela (Plan is also under Daniela's Discussion Post) Warm-up (10 minutes):      •    Start a class discussion on the role of metaphors in artistic expression, specifically dance.     •    Practice a visualization exercise, asking students to visualize themselves as the different elements of nature (e.g., wind, water, fire), encouraging them to embody these elements through free-flowing, creative movement. Creation of Personal Metaphorical Dances (25 minutes):      •    Ask students to write down words or phrases representing significant emotions, experiences, or concepts that they identify with.     •    Encourage students to choose one of their words or phrases and develop a movement metaphor to emulate it.     •  ...

  1. What is questionable about the Roman method of memorizing and speaking publicly as a form of learning? It isn't appropriate to always prioritize memorization or public speaking and this is what is questionable. If you are just memorizing just to memorize, or speaking just to speak, and there is emphasis on this, there really isn't any room to actually process the information and fully learn what is being taught. This isn't useful for long term educational goals/learning.  2.  How can Dance be an important learning experience for all kids (speakers of other languages, children with special needs, etc)?   Dance is an important learning experience for kids because it completely for self-expression It allows kids to develop their own identity and gives them an alternative learning environment to the one that is more generalized in the public/private school systems Also allows them to be more aware of their own bodies, communicate in another form besides talking...

  Book Chapter Reading Creative dancers improvise based on their emotions and feelings The process that regulates voluntary movements - kinethestics  Creative dance brings the dancer closer to nature because it encompasses the human characteristics Functional value and therapeutic value to kinesthetic movement Sensing and feeling movements are different feelings High funcitioning kinesthetics allows the individual to sense and feel the movement and states triggered by it Kinesthetic loop is completed in milliseconds and constantly occurring between messages involving the body and the brain A message is sent to the muscles to direct the kinesthetic movement in a controlled manner Body reacts to all sensory input - muscles respond to the association the mind creates to the sensory alarm Any subject in the curriculum can be used as a source of kinesthetic arts Persuasive Paragraph Group Exercise - Gia, Daniela, and Ashley Utilizing kinesthetics as a creative methodology to teach ...

  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...

Vision Statement The vision is to be the go-to place for high schoolers who want to learn dance, where they can become more confident and expressive while having fun together; while at the same time, aiming to create a community where everyone feels welcome and excited about dancing. Mission Statement To empower high school students through the art of dance, fostering self-expression, confidence, and teamwork to cultivate a lifelong passion for dance and creativity.  

  Teaching Philosophy Statement As a dance teacher (specifically high school), my philosophy will be focused on creating an inclusive environment where students can explore their creativity, develop new skills, and learn to appreciate the art of dance. Growing up as a dancer for years, I believe that dance has the power to be used therapeutically. For me, it is a fun way of showing self-expression, builds confidence, and allows you to understand other cultures better. My approach will use group and individualized instruction that is tailored to the students' levels of dance/abilities and interests, while also promoting discipline and respect within the classroom. Through a balance of technique, choreography, and performance opportunities, I aim to inspire students to discover their unique passions as dancers and for them to develop a better connection to themselves, their classmates, and community through dancing. My effectiveness will be measured based on the new skills that they ...

  Mock Action Plan Beliefs All kids deserve to have a positive learning experience that will allow them to be able to flourish in the learning environment. One Classroom Rule Have respect and kindness amongst all students Everyone deserves to be heard and listened to by all Class Procedures 1.)  Participating in group lessons:  Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking. 2.)  Obtaining help with assignments:  Quietly ask the students near you for help with directions if you need it but wait for me to finish talking; if you are working alone, raise your hand to get help from me. 3.)  What to do with unfinished work:  If we don’t finish learning a new combination, we will finish it as a warm-up for our next class! 4.)  Being a classroom helpe...

  55% rise in eating disorders 33% rise in anxiety disorders 38% rise in depression  During 9/11, a woman saw children exhibiting anxious symptoms so she started looking into the problems and she found an upwards trend of suicide in children She started a holistic approach for a classroom program which started to diminish some of the symptoms based on neuroscience  Gratitude journaling and brain breaks are extremely important for students Set aside 10 minute brain breaks during the day for your students to stop functioning and take a breather for a minute

  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 th...