Dance lesson plan updated for technology
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Dance lesson plan updated for technology Document Transcript

  • 1. Project: The Classical Ballet/Fairy Tale in Motion Standards Covered: Foundations – Fundamental concepts, principles, and skills of dance DHS4FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance a. Executes a technically based warm-up related to strength, muscular endurance, and flexibility b. Executes advanced principles of dance technique with precision c. Executes focus, control, and coordination in performing complex combinations through the integration of dance elements d. Refines the ability to transfer weight, change direction and maintain balance without losing focus in a dynamic movement context e. Synthesizes knowledge of dance vocabulary from multiple sources DHS4FD.4 Understands and applies music concepts to dance a. Synthesizes musical concepts with self-initiation in instructed and created dance movements and phrases b. Demonstrates self-initiative in phrasing movements artistically, aesthetically, and musically Creating - Expression of ideas, experiences, feelings, and images DHS4CR.1 Demonstrates an understanding of creative/choreographic principles, processes, and structures a. Manipulates the elements of choreography b. Demonstrates various choreographic forms through both personal and
  • 2. group choreography c. Demonstrates the use of choreographic form and notation using long combinations d. Manipulates structured personal and structured group combinations to create a formal dance work e. Demonstrates a variety of structures or forms (e.g., AB, ABA, cannon, call-response, narrative) DHS4CR.2 Demonstrates an understanding of dance as a way to create and communicate meaning a. Recognizes how the use of choreographic structure is used to communicate meaning in a dance b. Identifies and demonstrates the use of theme through movement c. Demonstrates the use of props as an extension of theme Responding – Reflection, analysis, and evaluation DHS4RE.1 Demonstrates critical and creative thinking in all aspects of dance a. Critiques movement qualities and choreography using the elements of dance (e.g., spatial design, variety, contrast, clear structure) b. Observes and critiques the quality of dance performances using specified criteria and appropriate dance terminology c. Compares and contrasts multiple choreographed works d. Analyzes and responds to dance compositions e. Describes and demonstrates aesthetic qualities particular to various styles of dance f. Proposes ways to revise choreography according to established assessment criteria
  • 3. g. Defends or justifies the similarities and differences between observing live and recorded dance performances h. Engages in self-reflection as creator and performer i. Engages in self-assessment as creator and performer Activities: Groupings: Students will be separated into couples based on height and weight. There will be eight couples total, eight boys with eight girls. 1. Once students have been coupled off, they will be asked to identify the basic components of a Classical Pas de Deux (Dance for two People) The students will be shown the following video via teacher computer in regards to what exactly a pas de deux is. http://www.youtube.com/watch?v=HnFiKZAv4qM 2. Students will be given one ipad per couple in from the dance departments mobile learning cart, making sure that they have internet access through the schools wifi and are logged on and up to date with os, software, apps, etc. 3. They will next view the following web site that lists the top ten classical ballets and gives a brief synopsis of each with clickable links for a more in depth analysis and facts. http://dance.about.com/od/famousballets/tp/Classical_Ballets.htm Students will have 10 minutes to peruse them in any order in order to determine common denominators between them and will openly discuss common traits and basis. 4. Students will be asked to open the app 3D Classic Literature and search for a classic work of literature to base a classical pas de deux on. Their only criteria limitation is that they must portray a male/female scene from on e of the classic novels. 5. They will provide a written description of the novel that they have chosen as well as the scene in which their dance should communicate as well as justifications for their selections. Technology Option: they may also use the Notes application on the ipad and email it to the teacher account for submission. 6. They will next open Classical Music I: Master’s Collection App and begin listening to a few selections in order to find on that fits the mood and setting of their story. They may
  • 4. add a few to their favorites list or use the Wikipedia link in the app to find out more detail about the classical work that they have selected. 7. Once they have chosen the selection and confirmed their final decision they will provide a written description of the work that they are using as well as the justifications of why they chose it. Technology Option: they may also use the Notes application on the ipad and email it to the teacher account for submission. The teacher will then purchase the selected songs onto all of the departmental IPads for later use. 8. Students will choreograph four, 45 second samples of movement and rehearse them together. Two of the samples will be together boy and girl dancing together, and one of just the girl dancing, and one with just the boy dancing. Once completed, all phrases must be documented with the IPad Camera. Students will be given multiple attempts at documentation if necessary. 9. Students will open the Magisto App and select their four clips as well as any style formatting that they wish. They will then select the song that coincides with their particular story from the IPad music library and let Magisto auto edit their compilation. All videos must be titled with their novel. 10. Students will present their completed project to the class along with oral account of their justifications of selection. Classmates will provide constructive criticism or words of encouragement. Presenters will be expected to substantially defend their choices with factual information contained within their justifications. Instructional Strategy Student progress will be intermittently observed by the teacher and asked to check in at each stage of their selection process. Students must share with the instructor their justifications and be ready to discuss/defend them at will. Teacher will also observe creation/generation of movement phrases in order to insure potential advice and collaboration between partners for the best results. Teacher knowledge of pas de deux style movements will far exceed that of student knowledge and teacher input may be a necessity for completion.
  • 5. Assessment Strategies Participation Rubric Criteria Unsatisfactory 1 Satisfactory 2 Target 3 Total Classic Literature Novel selected does not appear within 3D Classic Literature App. No scene is selected for portrayal. Justification of Selection is less than one page in length, and corresponds with sections 1 and 2 of the SAT Writing Rubric. Novel selected does appear within 3D Classic Literature App. An arbitrary scene is selected for portrayal. Justification of Selection is less than one page in length, and corresponds with sections 3 and 4 of the SAT Writing Rubric. Novel Selected does appear within 3D Classic Literature App. A pivotal memorable scene is selected for portrayal. Justification of selection is one page in length and corresponds with sections 5 and 6 of the SAT Writing Rubric Classical Music Classical work selected does not appear within Classical Music I: Master’s Collection App. Justification of selection is one page in length and corresponds with sections 1 and 2 of the SAT Writing Rubric Classical work selected does appear within Classical Music I: Master’s Collection App. Justification of selection is one page in length and corresponds with sections 3 and 4 of the SAT Writing Rubric Classical work selected does appear within Classical Music I: Master’s Collection App. Justification of selection is one page in length and corresponds with sections 5 and 6 of the SAT Writing Rubric Magisto Video No Project Title. Less than four video sources. No music selected Project title contains grammar or spelling errors. Video sources are not 45 seconds in length, criteria for two duets and two solos is not met. Music may be incorrect. Project Title appears in video with no grammatical or spelling errors. Video sources consist of four 45 second clips that contain two duets and one solo each. Choreographic ideas are complete and well communicated. Music selected accompanies
  • 6. all video footage. Oral Presentation Presentation is poorly given, unengaging and not factually based. Presenters are unable to answer questions from classmates as to justification of selections. Presentation is moderately given, from a non-informed viewpoint, semi-engaging and partially founded in actual facts. Presenters show difficulty answering questions from classmates as to justification of selections. Presentation is well given, from a positive viewpoint, engaging and well founded in actual facts. Presenters can easily answer questions from classmates as to justification of selections. TOTAL POINTS OUT OF 12: References: SAT Writing Rubric http://calarson.wmwikis.net/file/view/SAT+WRITING+RUBRIC.pdf Read Write Think Oral Presentation Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf App 1 3D classic Literature Collection https://itunes.apple.com/us/app/id352342690?mt=8 App 2
  • 7. Classical Music I: Master’s Collection https://itunes.apple.com/us/app/id388835399?mt=8 App 3 Magisto https://itunes.apple.com/us/app/id352342690?mt=8