Methodologies of Dance Teaching (DAN 385)

  https://youtu.be/UTBsHgyt-08?si=XuieiVNW7_qyesuz 

  1.  Title- An Introduction to Hip Hop Theme: Hip Hop Art Discipline: Dance Arts Grade Level: grades 6-8 (middle school) Teacher's Name: Julia Si Volume III 2. April 22, 2024 3. OBJECTIVE & COMPONENT  Component: Movement Skills and Underlying Principles  Objective: Explores dance phrases as exemplars of various dance forms   4. Standard (Competency) The student can perform specific exercises for a class warmup relative to at least one dance style studied   5. Plan (Activity) Students will listen to a small presentation about how hip hop originated. Then, students will do a led warm up and learn a short hip hop combo.  6. Assessment Students will perform the combo in small groups. 7. Homework  To watch 3 videos showing how hip hop exists in many forms in culture 8. Cross-Curriculum Standards Students will learn new information through movement, honing visuospatial skills which can help with learning in other subjects as well.  9. Dif...

  Why use the creative method? Teaching through the creative method can integrate other skills like visuospatial skills into typical coursework. It requires application of learned concepts in order to solidify students' understanding of the topic. This method fosters a positive learning environment with an emphasis on creativity. In addition, there is a focus on a mind body connection, which is essential to life overall. There are so many more benefits to using the creative method over the typical methods currently used. Example: Group A: Teaching the alphabet  teacher and students come up with a movement that corresponds with the sounding out of the letter (ex: movement for a = "ay") continue throughout entire alphabet, making it cummulative. 

  Assessments: Types Informal - verbal acknowledgement (formative - questions; summative - chat with instructor) Formal - grades, reflection of what you have learned (formative - immediate quiz; summative - exam) summative - sums up learning that has already happened like tests formative - as it is forming, verifying if learning is happening Point indicator - GPA Percentage - % Letter evaluation by teacher or yourself Self evaluation BEST R - Body, Energy, Space, Time, Relationship Lessons with Elements of Dance -  Lesson Plan: Who am I teaching: 3rd grade Class demographics: 20-25 students; 3 to 5 are more advanced in dance Title: Ballet Subunit: Barré Component: Movement Skills and Underlying Principles Objectives: Demostrates how various body parts leading an action, symmetrical and asymmetrical body shapes, even and uneven rhythms, understanding of meter in movement, knows dance steps and positions Competency: using five differerent locomotor movements and at least two non...

  Unit: Basics of Ballet Barre 1.  Classroom Information : in a studio room Subject Area: Dance Arts Grade level- 3rd-5th grade 2.  Unit Description - This unit will expose students to ballet barre, which is a fundamental aspect of ballet class. Students will learn the chronological order of a ballet barre and also develop movement quality by performing it. Students will understand that terms are French, and relate to its movement. At the end of this unit, students will be able to combine different barre exercises into a more complex combination. 3.  Building a Foundation a) Habits of Learning Taxonomy Analysis (connect, compare, appraise) Synthesis (propose, plan, formulate) Evaluation (predict, assess, support, defend) Problem Solving Thinking Flexibility b) Standards: - apply corrections to evaluate own's work - develop and refine artistic technique - generate and conceptualize artistic ideas - relate artistic ideas and works with societal, cultural, and historica...

  Interpreting visual art through dance for 3rd-5th graders movement metaphors: movement can reflect the details and works of a piece of art depending on its qualities 1. Introduce different drawings/paintings that have different qualities ex] one in color/black and white  - one with sharp lines/smooth & curved accents/ pointilism 2. Have students improvise movement based on a painting ot their choosing. - have them consider all kinds of aspects of the art 3. Then, have kids make their own drawings and emminate it through dance Role of Teacher: no creative boundaries; guide students through their thinking - provide hypothetical questions:  What is presented in the art? What symbols can be derived from the art? How does the drawing make the feel? How can these feelings be translated into dance improvisation?