Instructions: Project based learning is being recognized as a method of instruction which leads to students developing deeper level thinking.  Developing and delivering a project based lesson  is different than the process  utilized for traditional lessons. This assignment is designed to introduce you to the concept and provide practice developing a lesson which will use project based learning.  In this assignment you will develop a project based lesson plan by either  transforming a current lesson, or creating a new lesson plan using the project based approach.  Be sure to include the seven components of successful Evidence Based Practice (EBT) included in the Edutopia’s link included in the assignment resources.  Also, please be sure  to review this and other resources provided, from these you will learn more about project based learning,  help guide you and give examples of successful project based lesson plans.  Project based lessons consider a real life concept or problem for which students work with one another to derive a solution.  As such, students are likely to derive different  solutions since they are in charge of their learning. Use the resources for the assignment as well as the many available on the web for project based learning and lesson planning Include at the end a reflection on the learning expected by students from the plan you developed,  and your understanding for how  project based lesson will improve student learning in general. Length: 3-5 pages depending on the project lesson or unit,  not including title and reference pages. APA Format References: minimum of 3 scholarly resources. Your lesson plan should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current  APA standards . Be sure to adhere to Northcentral University's Academic Integrity Policy. Review NCU's  Academic Integrity Tutorial  to refresh your knowledge of how to achieve academic integrity. Upload your assignment using the Upload Assignment button below. Seven components of project-based learning to the lesson plan http://www.aems-edu.org/policyAndAdvocacy/marylandStateDepartmentOfEducationFineArtsPolicy/index.html 1 Define the Content. What do you want students to learn by the end of the assignment? Expectations should correspond with students' current research and reasoning skills. 2 Identify the Context. Brainstorm a list of real-life activities in which learners could apply the intended content. Be aware of any time or location constraints in these situations. 3 List Possible Problems. Create a list of problems or projects that could occur in each context from Step Two. Select the problem or project that best presents the content objectives and that will be appealing and relevant to learners. 4 Describe Potential Solution s. Fully describe the most viable solution to the proble.

1. Instructions:
Project based learning is being recognized as a method of
instruction which leads to students developing deeper level
thinking. Developing and delivering a project based lesson is
different than the process utilized for traditional lessons. This
assignment is designed to introduce you to the concept and
provide practice developing a lesson which will use project
based learning.
In this assignment you will develop a project based lesson plan
by either transforming a current lesson, or creating a new
lesson plan using the project based approach. Be sure to
include the seven components of successful Evidence Based
Practice (EBT) included in the Edutopia’s link included in the
assignment resources. Also, please be sure to review this and
other resources provided, from these you will learn more about
project based learning, help guide you and give examples of
successful project based lesson plans.
Project based lessons consider a real life concept or problem for
which students work with one another to derive a solution. As
such, students are likely to derive different solutions since they
are in charge of their learning.
Use the resources for the assignment as well as the many
available on the web for project based learning and lesson
planning
Include at the end a reflection on the learning expected by
students from the plan you developed, and your understanding
for how project based lesson will improve student learning in
general.
Length: 3-5 pages depending on the project lesson or unit, not
including title and reference pages.
APA Format
References: minimum of 3 scholarly resources.
Your lesson plan should demonstrate thoughtful consideration
of the ideas and concepts presented in the course and provide

2. new thoughts and insights relating directly to this topic. Your
response should reflect scholarly writing and current
APA standards
. Be sure to adhere to Northcentral University's Academic
Integrity Policy. Review NCU's
Academic Integrity Tutorial
to refresh your knowledge of how to achieve academic
integrity.
Upload your assignment using the Upload Assignment button
below.
Seven components of project-based learning to the lesson plan
http://www.aems-
edu.org/policyAndAdvocacy/marylandStateDepartmentOfEducat
ionFineArtsPolicy/index.html
1
Define the Content.
What do you want students to learn by the end of the
assignment? Expectations should correspond with students'
current research and reasoning skills.
2
Identify the Context.
Brainstorm a list of real-life activities in which learners could
apply the intended content. Be aware of any time or location
constraints in these situations.
3
List Possible Problems.
Create a list of problems or projects that could occur in each
context from Step Two. Select the problem or project that best
presents the content objectives and that will be appealing and
relevant to learners.
4

3. Describe Potential
Solution
s.
Fully describe the most viable solution to the problem or
project, as well as possible alternative solutions. Identify the
known and unknown variables. Note the most realistic path of
reasoning and the knowledge (concepts, principles, procedures,
and facts) that would result from the most viable solution. Next,
identify alternative paths of reasoning and knowledge that
would evolve from alternative solutions to the problem. Based
on these possible solutions, what researching and reasoning
skills will learners need for solving the problem or creating the
project? What is the best framework for building students'
knowledge? (That is, how do concepts required for solving the
problem relate to each other?)
5
Calibrate Your Project.
Using the solutions from Step Four, check to make sure that the
knowledge and skills generated by the most viable solution
match the intended knowledge and skills from Step One. For
instance, you might create a chart comparing the intended

4. knowledge and skills with those necessary to solve the problem.
To better match intended content with students' level, add or
remove problem conditions. To make a problem easier, focus
learners' attention on the target knowledge. To make a problem
harder, focus learners' attention on peripheral knowledge. To
make the problem more realistic, add time, budget, or location
constraints that might occur in an authentic professional
situation.
(Need help with this part)
6
Describe the Task.
To create a description of the task, remove information from
the most viable problem solution from Step Four. If researching
or reasoning a critical piece of information is beyond students'
problem-solving skills, this information should be presented to
the learners rather than have them struggle to learn it.
(I will add this tomorrow)
7
Reflect on the Learning.
Reflect students' learning by including multiple opportunities
to check their progress in the initial assignment and adjust
instruction accordingly (for example, let them know they need

5. to keep a journal and report to their supervisor on a weekly
basis). The final assessment should also be clearly described in
the assignment (for example, a final report, presentation, or
follow-up question or problem) and should allow learners to
reflect upon their overall learning and problem-solving process.
Designing assessments is very important, and is described more
fully in the
assessment section
.
http://www.aems-
edu.org/policyAndAdvocacy/marylandStateDepartmentOfEducat
ionFineArtsPolicy/index.html
lly in the
assessment section
.
This is what I have so far.
Project-Based Learning Lesson Plan:
“Entertain Dance Moves On Live”
Project Title:
“Entertain Dance Moves On Live”

6. Duration:
15 weeks
(September 2
nd
to December 12
th
, 2015)
Learning Objectives
The student will:
·
Increase body awareness, coordination, strength, flexibility and
balance.
·
Develop ability to physicalize ideas of Body, Effort, Shape,
Space, and Relationship.
·
Experience and practice creative dance-making, posing
questions, and problem solving.
·
Develop skills in improvisation through responding

7. spontaneously to assigned material.
·
Generate authentic movement material.
·
Discuss and analyze creative dance making in our class in
relation to other dance styles.
·
Interact, share responsibility, collaborate with others, and create
and nurture a sense of community.
·
Observe, discuss, and evaluate the aesthetic principles of dance
as an art form.
Project Introduction:
Project based learning is a great schoolwork project for students
to explore real-world problems and understand the challenges
they will experience while pursuing their careers in the real
world. Students can research and provide ideas or answers to
complex questions, problem or challenges about completing the
projects for schools.

8. Solina (2014) stated “Science and New Media’ at University of
Ljubljana. For the fineart students the main benefit of this
collaboration is to get hands-on experience with the latest new
IT and the technical support of computer science students to
build technically sophisticated websites and art installations
that they themselves envisioned. On the other hand, for the
computer science students, it is important to get experience in
negotiating, designing, building and managing small but self-
contained projects for customers who are in this case fine-art
students. The experience of working in teams is for both kinds
of students very important since it is the norm in real life but
rarely practiced during the university education” (p. 118).
The purpose of this paper is to
develop a project based lesson plan by creating a new lesson
plan using the project-based approach. This paper will also
cover seven components of successful Evidence Ba Based
Practice (EBT) included in the Edutopia’s link included in the
assignment resources.
At the end a reflection on the learning expected by students
from the plan you developed, and your understanding for how
project based lesson will improve student learning in general.

9. Project Type and Idea:
Commercial Dance Video Project
Students will learn how to perform dance on video in
commercial, instructional and performance styles. They
will pretend they are audition for performing dances on videos
with the real-life stars for the MTV company show. This project
will help students to prepare to perform culture dances, videos,
internet, DVDs and YouTube.com. It is to challenge students to
be able to perform dance on video with strong confidence. Other
challenges include having motivated students to complete the
project.
Subject/Course
And Description:
DANC 201 Commercial Dance
This course introduce students commercial dance as a form of
dance that consisted of dance choreographies performed and
seen in musicals, movies, music videos, televisions or
industrials shows. Students will also learn commercial
contemporary, creative, hip hop and jazz funk dance styles,
concepts, techniques, which will be included in commercial
dance choreographies. After completing this course, students
will perform commercial dances on videos for school project
each semester. These video performances will be posted on
televisions, school websites, video websites, such as
YouTube.com.

10. Teacher(s):
Miss Joy Timmons
Grade Level (s):
9
th
to 12
th
Grade
Deadline
Saturday, December 12
th
, 2015 by 9:00pm
Project Presentation Time
Commercial dance video project starts at 9:00am. Commercial
dance video project ends at 9:00pm. Commercial dance video
presentation are 2:30 minute long
Materials and Equipment
Music, Lesson plans in notebooks, Video equipments, such as
camera, Music equipments, Set Design Materials, Make up
products, Hair products, Costumes and DVDs
Other subjects
Art, commercial, design, music, theatre and video subject area

11. Content and Standards
Standard 1.0 Perceiving, Performing, and Responding: Aesthetic
Education
Standard 2.0 Historical, Cultural, and Social Context
Standard 3.0 Creative Expression and Production
Standard 4.0 Aesthetics and Criticism
At the successful completion of the course, each student should
be able to:
·
Analyze aesthetic components of dance composition.
·
Interact with a group to create movement compositions.
·
Incorporate the elements of body (shape), energy, space, and
time in the creation of dance compositions.
·
Purposefully use improvisation as a means of movement
invention.
·

12. Demonstrate intention and theme in dance compositions.
·
Compose and perform dance studies either group, duet or solo
forms.
·
Collaborate with peers and instructor during physical, verbal,
and written activities in a mature and respectful manner.
·
Observe, discuss, and write in English and motif notation about
choreography as an art form using established dance
vocabulary.
Provide constructive verbal feedback to others
·
Demonstrate professional, respectful behavior within an art-
making community.
Noll (2013) stated, “Students educated in conventional schools
for the majority of their lives rep- resent one of the biggest
challenges to democratic education. Because soliciting student
voice and choice in the classroom lies so far outside the
educational norm in our society, democratic education practices

13. may be met, initially, by considerable student resistance. Most
students are accustomed to being told what to do and to acting
passively in the classroom; they are viewed, and may view
themselves, as safe-deposit boxes waiting for deposits of
knowledge to fill them (p. 95).
Context
Maintaining good health and wellness is very important for
everyone and it is the job that everyone maintains good health
during their busy lives. When students do a project on dance in
dance programs schools, they will not be bored in classes
because dancing involve lots of movements, understanding
dance concepts and techniques, learn and perform dance
choreographies in classes, events and performances. It also
helps students to prepare for dance careers in the dance world.
A good dance projects students can do is design a dance videos.
Commercial dance is the best dance course to offer students in
public schools because this dance course provides students
opportunity to learn how to perform different dances, such as
hip hop and jazz dances on videos in classes and community
events.
Commercial dance videos can present to the entire schools on
televisions, school websites and Youtube.com for the audience
in public and online communities. In fact, it will also help
increase awareness and have parents to sign their child or

14. children to school to take commercial dance classes besides
other classes and learn commercial dances in classes. Everyone
will learn what does it take to design a commercial dance and
perform commercial dances on video. Commercial dance not
only has dancing part, but also graphics, such as music, texts,
images, animations and video presentation formats.
Slatter and France (2011) believed, “educational experiences
within a socio-cultural context has encouraged teachers to
provide authentic contextual learning experiences for their
students. Johnson (1997) commented that ‘a rich learning
environment filled with authentic problems and real situations
is critical for developing intellectual skills’ (p. 170). In
technology education students are encouraged to learn the
norms of participation and success (Petrina et al. 2008). In
addition it is hoped that they also learn the business and
processes of technology by participating in the design process
(Hmelo et al. 2000) as they develop an appreciation of the wider
dimensions of technology (Foster and Wright 2001). An
expression of socio-cultural learning ideals expressed within
New Zealand technology education is that there is a strong
focus on using the expertise from the community where
technology is practised. Consequently teachers are encouraged
to identify resources from appropriate Communities of Practice
(CoP) so that students can provide technological outcomes that

15. are ‘fit for purpose’ rather than the result of an educational
exercise” (p. 217-218).
Possible Problems
The problem is not many public schools that do not offer dance
classes in these organizations. If the students are going to do
dance projects, such as dance video projects for the schools, the
teachers and supportive staffs will have requested approval
from the school administrators and other administration staffs to
permit these projects in schools.
Potential