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Online conference Vicki and Skye

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Special Education 2 Conference

Special Education 2 Conference

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    Online conference Vicki and Skye Online conference Vicki and Skye Presentation Transcript

    • Rationale: In this unit students appreciate and respond to dance performance within the Musical Theatre Genre. Students experiment with body movements and create/ incorporate and perform movement/ dance sequences. Students use safe dance practices to engage in dance activities. Worth: 25% .
    • OBJECTIVES OUTCOMES STUDENTS WILL: A STUDENT: 1. develop knowledge, understanding and skills LS.1.1 demonstrates a range of movement skills about dance as an artform through dance performance as a means of developing dance LS.1.3 demonstrates an awareness of safe dance technique and performance quality to practices communicate ideas 2. developing knowledge, understanding and skills LS.2.1 explores the elements of dance to create about dance as an artform through dance movement and communicate ideas composition as a means of creating and structuring movement to express and communicate ideas 3. Develop knowledge, understanding and skills LS.3.2 responds to the elements of dance in dance as an artform through dance appreciation performance as a means of describing and analysing dance as an expression of ideas within a social, cultural and historical 4. Value and appreciate their engagement in the study LS.5.5.1 Engage in dance activities of dance as an artform
    • Students Learn to Students Learn About Outcome: LS.1.1 demonstrates a range of movement skills   prepare their body for dance through movement,  Using movement in controlled ways to participate in eg relax their body, warm up exercise   move all or part of their body in different ways, dance taking account of body position, direction, patterns and relationships  Move all or part of their body in the context of participating in various dance activities both as an individual and cooperatively as a part of a group  Cool down their body after engaging in dance activities. Outcome: LS.1.3 A student demonstrates an awareness of safe dance practices   extend their dance performance skills, eg energy,   using the elements of dance to communicate interpretation, expression, movement quality through movement and dance Outcome: LS.2.1 A student explore, selects and sequences movement to express feelings and ideas   with the elements of space, time and dynamics to   the elements of space, time and dynamics within create and communicate meaning context of dance composition
    • Students Learn to Students Learn About Outcome: LS.3.2 responds to the elements of dance in performance   experience a range of live or recorded dance  Appreciating dance performances performances, eg individual class performance  Appreciate dance as an audience member  Display appropriate behaviour in different situations, eg engage in audience participation when appropriate, express appreciation at appropriate time   recognise how meaning is conveyed through movement, tempo, costumes, set , lighting and sound   recognise the main ideas conveyed through a dance performance Outcome LS 5.1 A student engages in dance activities   participate in dance activities   valuing and appreciating dance  Cooperate with others in dance activities
    •   In the first two weeks of the Musical Theatre Unit students will be introduced to the Musical Theatre Style, through the use of ICT Technologies (Youtube)   Students will learn to describe and experience the style through written work, discussions and performance of movement sequences related to the style   Students will view examples of famous choregrpahers relevant to the study of Musical Theatre   Students will also engage in compositional task that reflect the Musical Theatre genre.
    •   Content Based reading and analysis of the Musical Theatre Style   The learning and performance of complex movement sequences, focusing on safe dance and performance quality.   Students explored Musical Theatre genres from a wide range of sources through research and critical analysis.   Students worked to express and communicate meaning through dance
    •   Reading analysis of content has been minimised and replaced by the use visual learning where students engage with ICT in order to learn about the Musical Theatre Genre. Ie Music Clips, Youtube clips, videos.   In order to cater toward students with poor motor skills, performance tasks have been simplified through the eliminating of complex concepts that require a deep understanding ie: the application of performance quality as it relates to the Musical Theatre Style. Rather students in this area will only be focusing only on ‘Safe Dance Practice’, as this is an area that students are already familiar with.
    •   Students have poorer locomotor skills, therefore movement sequences have been simplified. A focus has been placed on students learning more gestural/ pedestrian movement as oppose to movement that requires strength, balance and coordination.   Where students had to explore Musical Theatre from a number of sources and perspectives,content and learning has been made more relevant and significant to students and what they know.   Within Compositional activities, the abstraction element of composition has been replaced by a more literal representation of movement.
    • LAYER A: ASSESSMENT TASKS Choice 1 Appreciation Task: Students will write a reflective practice in relation to their choreographic LS 3.2, 5.1 processes. Students will describe movements they have incorporated and be able to make reference to choreographers/ musicals that they have used to draw upon. The assignment should be 1 to 11/2 pages in length. Choice 2 Appreciation Task: Students are to write a review on the musical ‘Chicago’. Students will LS 3.2, 5.1, describe their first impressions of the work, how the elements of dance are utilised within the work using relevant movement examples, the choreographers background and its link to themes, ideas and movement within the work, the successfulness of the work in communicating ideas and themes. Choice 3 Performance Task: Perform a sequence of of movement within the Musical Theatre Style. LS, 1.1, Students will also analyse a peers performance of the movement in relation to safe dance 1.3,2.1, 5.1 practices and performance quality. (promoting high order thinking) Choice 4 LS 1.1, 1.3, 2.1, 5.1
    • LAYER B: ASSESSMENT TASKS Choice 1 Performance Task: Students will work in pairs and video their class performance LS 1.1, 1.3, piece. Students will then view their performance and identify three safe dance 5.1 practices and corrections that students could work to improve on. Choice 2 Composition/Performance Task: Students will individually create movement sequence/phrase that explores the Musical Theatre Genre. Student's will need to LS 1.1, !.3, derive their movement from a Musical Theatre Work they have been exposed to 2.1 within class. Student's will perform the sequence in front of their peers. Choice 3 Performance: Students are to learn a short phrase of movement from the Musical LS 1.1, 1.3, Chorus Line. In groups students will need to manipulate the elements of dance to 3.2, 5.1 change and vary the phrase they created. They will use ICT to detail what they did as a group to change the movement and why. Choice 4 Appreciation Task: Students will use ICT students will need to research famous choreographers and Musicals and write a biography on a famous choreographer LS 3.2, 5.1 for instance Jerome Robbins/Bob Fosse. Students will need to identify give a brief overview of Musical Theatre including dates/places, choreographers time and place of birth, choreographers background and training, an outline of their achievements, an outline of their role within musical theatre. Students will also need to include relevant images. 1-2 pages in length.
    • LAYER C: ASSESSMENT TASKS Choice 1 Students will create a poster/flyer to advertise the class Musical Theatre Piece. LS3.2 Students can use images and texts to show that they have learned something LS5.1 in relation to the Musical Theatre Style. Choice 2 Students will complete a quiz on Musical Theatre. This quiz will include cloze passages, and sequencing tasks that aim to test students understanding of LS 3.2, 5.1 Musical Theatre. Choice 3 Students are to design their own stage setting for a Musical Theatre Production. Students will need to create a name for their Musical and Students provide LS 3.2, 5.1 illustrations and brief descriptions of the costumes, lighting, set and characters within their musical. Choice 4 Develop 2 stretches for warm up purposes. These should encompass safe L.S 1.1, LS dance practice. 1.3
    •   This assignment will be assessed at the end of the unit.   APPRECIATION TASK: Students will write a reflective practice in relation to their choreographic processes. Students will describe movements they have incorporated and be able to make reference to choreographers/ musicals that they have used to draw upon. The assignment should be 1 to 11/2 pages in length.
    • Task Students are to write a reflective practice in relation to their own choreographic process Should include:   Title of your piece   Intent of your piece   Describe how you created/incorporated movement   Describe what Musical Theatre Pieces and/or Musical Theatre choreographers your derived movement from   How you have used the elements (space, time and dynamics) of dance to communicate your intent *** plagiarism will result in a mark of 0. Remember your reflective practice must be in your own words** Worth: 10% of total grade. Mark out of 10 for your Reflective Practice Length : Must be typed using Word. Size 12 font. 1 - 1 1/2 Pages in length Due: Term 3: Week 9 Outcomes: LS.3.2 responds to the elements of dance in performance LS.5.1 Engages in dance activities Marking Criteria : You will be marked on how well you: -  Present a response in a well structured reflective practice form -  Clearly outline the processes of your composition -  Identify what sources you derived your ideas and movement from -  How the use of the elements of dance has enhanced your intent -  Use of correct Terminology
    • Assessment Marking Criteria: Layer A: Marking Criteria Marks Assessment Students Name 8-10 A   Demonstrates a highly developed knowledge and understanding of the choreographic process   Accurately identifies the intent of the piece   Makes detailed and sophisticated connections between Musical Theatre Elements and their performance piece   Provides highly developed movement examples from the piece, with clear   Demonstrates a highly developed understanding and consistent use of Dance Terminology 5-7 B   Demonstrates sound knowledge and understanding of the choreographic process   Soundly identifies the intent of the piece   Makes sound connections between Musical Theatre elements and their performance piece   Provides sound and descriptive movement examples from the piece   Demonstrates sound understanding of Dance Terminology   Accurately details their choreographic process 3-4 C   Demonstrates some general knowledge and understanding of the choreographic process   Makes some attempt to identify the intent, with basic detail and limited use of terminology   Provides general connections between Musical Theatre Elements and their performance piece   Makes a sound attempt to detail their choreographic process 0-2 D   Demonstrates basic knowledge and understanding of the choreographic process   Makes some attempt to identify the intent of the piece with few or no relevant details  Make minimal connections between Musical Theatre elements and their performance piece   Makes some attempt to describe movement from the piece   Makes some attempt to detail their Choreographic Process
    • Assessment Task:: Reflective Practice Due: Term 3 Week 9 Student Name Assessment Task Received Assessment Task Handed in (student sign and date)
    •   This assessment will be assessed within the middle of the unit.   PERFORMANCE ASSESSMENT: students will work in pairs and video their class performance piece. Students will then view their performance and identify three safe dance practices and corrections that students could work to improve on.
    • Task Student are to work in pairs and video their class performance piece. Students will then view their performance and identify 3 or more safe dance practices/corrections that students could work to improve on. Should include:   DVD recording of Performance Piece   Word document identifying the three or more safe dance corrections   Your answer should include relevant dance terminologies such as plumb lines, knees over toes, strength, balance, co ordination etc *** plagiarism will result in a mark of 0. Remember your reflective practice must be in your own words** Worth: 10% of total grade. Mark out of 5 for your Reflective Practice Length : Must be typed using Word. Size 12 font. 1 - 1 1/2 Pages in length Due: Term 3: Week 5 Outcomes: LS.1.1Demonstrates a range of movement skills LS 1.3 Demonstrates an awareness of safe dance practices LS.5.1 Engages in dance activities Marking Criteria : You will be marked on how well you: - * Perform the assessment piece utilizing safe dance practices - * Describe safe dance practices/corrections - * Use appropriate dance terminology - *
    • Assessment Rubric: Task 2 – Layer B Marking Criteria Grade A ( 4-5 marks) • The students performs movement sequence and reflects upon their performance using ICT. • Student shows a deep understanding of safe dance practices •  Student is able to to identify 3 or more safe dance corrections and or practices within their report. • Student consistently uses a number of dance terminologies B (3-4 marks) • The student performs movement sequences and reflects upon their performance using ICT • Students shows a sound understanding of safe dance practices • Student is able to identify 3 safe dance correction/ practices within their report • * Student makes reference to a number of dance terminologies. • Student performs movement sequence and records it using ICT. C (2-3marks) • Student shows a general understanding of safe dance practice • Students is able to identify 2 safe dance corrections. Practices within their report • Student make reference to some dance terminologies. • Student performs movement sequence and records it using ICT. D ( 1-2 marks) • Student shows a basic understanding of safe dance practice • Students is able to identify 1 safe dance corrections. Practices within their report • Student makes limited reference to some dance terminologies Student performs movement sequence and records its using ICT. E ( 0-1 marks) Students shows little understanding of safe dance practices. Student is unable to identify any safe dance practices/ corrections Students make little use of dance terminologies
    •   This will be assessed at the beginning of the unit   Students will create a poster/flyer to advertise the class Musical Theatre Piece. Students can use images and texts to show that they have learned something in relation to the Musical Theatre Style.
    • Task Students are to create a poster/flyer to advertise to class musical theatre piece. Should include:   Title of Musical Theatre piece   Dates, times etc   Relevant information regarding the musical ( ie description of the piece)   Relevant Imagery *** plagiarism will result in a mark of 0. Remember your reflective practice must be in your own words** Worth: 5% of total grade. Mark out of 5 for your Reflective Practice Length : A4 size sheet of paper Due: Term 3: Week 2 Outcomes: L.S 3.2 Responds to the elements of dance in performance LS.5.1 Engages in dance activities Marking Criteria : You will be marked on how well you: - * Create an engaging poster that advertises the musical theatre piece. - * Use correct terminologies - * Use relevant images and information
    • Marking Criteria Grade • Students display a sound understanding of Musical Theatre through the poster design. A 4-5 marks • Students include 4 pieces of text which communicate the musical theatre style. • Students select appropriate imagery that demonstrates their understanding of the genre. • Students display a substantial understanding of musical theatre through the poster design. B 3-4 marks • Students Include 3 piece of text which communicate the musical theatre style. • Student selects appropriate imager that demonstrates their understanding of the genre. • Students display a general understanding of musical theatre through the poster design. C 2-3 marks • Students Include 2 piece’s of text which communicate the musical theatre style. • Student selects appropriate imagery that demonstrates their understanding of the genre. • Students display a basic understanding of musical theatre through the poster design. D 1-2 marks • Students Include 1 piece of text which communicate the musical theatre style. • Student selects few images that demonstrate an understanding of the genre. • Students display limited understanding of the musical theatre style in the poster design E 0-1 marks • Student include no text or imagery which demonstrates an understanding of the genre.
    • When providing a Life Skills student with feedback regarding an assessment or task. One must ensure that the students gets the most out of their feedback and Thus like other learning, methods of delivering feed back to students must too be differentiated. • Students are provided with a feedback form, however the template for the form has been simplified to reduce confusion. Forms are divided into 3 separate sections. These consist of… • * What the students did well… * Areas that need improvement.. •  * How can we improve our learning? •  However feedback in itself should be kept specific. Teacher should work to list a •  few specific areas of need rather than generalizing about their performance within a particular area. Students should provide examples where needed.
    • Feedback Form: Assessment Task no: 3 Subject: Dance Well done Kayla! You have worked well What you did throughout this unit. ! well: Areas to Improve: • Need to be careful about improving your spelling and grammar in writing tasks. Remember to use capital letter and beginning of sentences and full stops to end them.! How can we Here the teacher and students work together to improve learning? develop some ideas about how to improve specific areas of learning ( ie Punctuation).
    • The Feedback form is accompanied by an oral discussion/ interview with the student. Teachers guide students through the feedback form and engage in a task by which they develop strategies to improve learning. Providing feedback in a written and verbal forms allows the student to better understand their feedback. It also provides the student with choice and ownership over their learning.
    •   The Feedback form is accompanied by an oral discussion/ interview with the student. Teachers guide students through the feedback form and engage in a task by which they develop strategies to improve learning. Providing feedback in a written and verbal forms allows the student to better understand their feedback. It also provides the student with choice and ownership over their learning.
    •   Marking Criteria and Guidelines   Formative and Summative Assessment   Mock Assessments   Discussions with Students   Teacher/Parent liaison   Student Contract   Comment cards/Progress Charts
    •   Marking Criteria and Guidelines: In order to assess students are learning and reaching desired objectives, setting clear and reachable marking criteria and guidelines is vital.   Formative and Summative Assessment Tasks: Incorporating Formative and Summative Assessment tasks within the unit are beneficial in order to assist Life Skills in reaching desired goals and objectives. Formative and Summative Assessments are assessed throughout the unit in order for students to see what areas they are achieving in and the areas that need improving.   Mock Assessments: Giving student’s prior feedback both verbal and written forms allows students to improve before they are formally assessed. Students are more likely to participate and engage in dance activities.   Discussions with Students Verbal discussions with students enables open communication between the teacher and student and guides further student learning.
    •   Teacher/Parent Liaison Maintaining open communication between teachers and parents is important to ensure a continuity of learning between schooling and home life, thus assisting students in reaching objectives.   Student Contract: Student Contracts are an effective tool to follow students progress in relation to achieving goals of the unit.   Comment Cards/Progress Charts: Comment cards allow student to communicate with the teacher in relation to what is/is not working within the classroom. Progress charts allow for a visual cue to see where students are at in terms of reaching desired objectives.
    •   Student Contracts are a useful way of helping students to determine what they learn and how they learn. Contracts outline the duration of time in which students learn, they also include the methods that will be used to evaluate students learning.
    • Students Name: Date assigned: Student responsibilities: • To complete work by due date • To follow directions • To attempt a high standard of work Teacher Responsibilities: • To allow students some choice in selecting and completing assignments • To provide assistance and feedback • To provided necessary and useful resources Final due Date for all Tasks: Student Signature ……………………. Teacher Signature …………………….. Assessment 1: Students goal Date for completion …………………… Actual date of completion ………………….. Assessment 2: Students goal Date for completion …………………… Actual date of completion ………………….. Assessment 3: Students goal Date for completion …………………… Actual date of completion …………………..