Assessment: Elements of Dance / Teachers: Isabella Collado & Katy Hylton

 

I

Unit: Teaching

Theme: Assessment

 

Introduction 


The term assessment refers to the evaluation or estimation of the nature, quality, or ability of someone or something. In the field of Education, it refers to the assessment of students' educational needs.

 

II


Learning Objectives

 

  • Understand the purpose of assessment
  • Explain the importance of teaching the elements of dance
  • Gain an awareness of the importance of writing a lesson plan
  •  Experience the teaching of the elements of dance


III

Main Lesson


1

ELEMENTS OF DANCE


 

Video




 
 

 
 Question 1

Why is it important to teach the elements of dance?


2

 Lesson Plan

MDCPS (Miami Dade County Public School) Curriculum

https://www2.dadeschools.net/students/cbc/index.asp

Parts of the Lesson Plan

Title

Date

Component

Objective

Competency

Materials

Content

Activity

Assessment

 

3

Assessment





Types of Assessment


a) Diagnostic : It takes place at the beginning of the unit.

b) Formative: It evaluates the process. It does not grade.

c) Summative: This evaluation depends on the part of the unit where it is required based on the achievement criteria. 

 

4

 

Evaluation Indicators: Points or percentage

 

5

Evaluation Agents

(Who evaluates?)

 

a) Co-Evaluation:  Among the students

b) Letter Evaluation: By the teacher

c) Self-Evaluation: By the student

 

IV

A Note to Remember

 Assessment is the ongoing process of gathering evidence of what each student actually knows, understands, and can do. Comprehensive assessment approaches include a combination of formal and informal assessments—formative, interim, and summative.

 

V

Case Study 

 A Comprehensive Student Assessment Solution

 https://www.powerschool.com/classroom/performance-matters/?_bk=k%20to%2012%20classroom%20assessment&_bt=448964834816&_bm=e&_bn=s&_bg=72446752209&gclid=Cj0KCQjw8qmhBhClARIsANAtboexnAMUWjebic7bRwWUdX8GXXKNq068uYlNC8Wt6JDPV_QLCywwLIsaAmqvEALw_wcB

 

VI

Activity

 

Students create groups, teach the elements of dance in order to evaluate their learning process.
 
VII
Journaling
 
 Lesson 1
Isabella Collado
4th Grade

1. Intro: Video (Samba / culturally)
2. Warm Up: Ballroom Samba
3. Lesson:    Next to the wall, pretend it is a partner
                    Isa demonstrates
                    Students practice with music
                    She shows video with Samba performed professionally
                    Learning the samba walk
                    Cross step / across the floor
                    Facing the mirror / side step
 4. Review
5. Assessment: Show your favorite step and what is called
6. Cool-down: Standing stretches
                
 Lesson 2
Katy Hylton 
 2nd Grade
 
1. Warm Up
2. Four lines / across the floor
                Using different movement styles
                    a) Ninjas
                    b) Frogs
                    3) Princess
                    4) Dogs
3. Center: Free dance of emotions &  freeze
 
4. Music suggests the  emotion: a) happy, b) angry, c) mellow,          
                                                d) super-energetic
        One student catches the student that doesn't stop on time.
 
5. Katy chooses a student to model the dance, the rest of the students follow. Example" dance like Chloe, dance like Ellen, dance like whomever you want...
 
6. Circle formation (sitting down)
7. Assessment:     How did you feel?
                         What is the purpose of theses activities?
            
VIII
Glossary
 
 
IX
Sources
 
 
X 
Student's Work 

 Isabella Collado's Lesson

Isabella Collado Hernández

DAN 385

Methods of Teaching Dance (K-12)

Final Lesson

Brazilian Samba

           ------------------------------

LESSON PLAN

 

Who am I teaching?: 12th Grade dance elective students

  • Class demographics: 25-30 students.
    • About 15-18 students are ELL or ESOL students.
    • About 5-10 students are advanced students.
    • About 5-10 students have learning disabilities: ADHD, working memory disabilities, dyslexia, dyscalculia, low vocabulary, reading and comprehension disabilities. 
    • All students are proficient in dance and have experience with movement.

Title: Latin Ballroom

Subtitle/Unit: Samba

Component: Movement Principles and Underlying Concepts

Objectives: Understand and apply safety practices in the dance class and exhibit an advanced level of technical skill in at least two dance styles

 

Competency: The student can describe and demonstrate proper safety procedures when engaging in flexibility, cardiovascular, and muscular strength activities and the student can describe and demonstrate advanced terminology and technique in two dance styles

 

Activity: Basics of Samba- Rhythm, Counts, Basic Movements.

Learning Objectives: Learn 2 basic warm up exercises (Cucarachas and Basic Samba Step), learn the history of Samba, learn a Samba Walk/ Botofogo, learn Samba Whisk, cool down and stretch to relaxing music.

Assessment: Performance based assessment. I will be monitoring the room and making corrections/ reinforcing each movement of my students. I want my students to connect their understanding of basic Samba movements to their own kinesthetic bodily movement.

 

 

LESSON

Introduction: 2 mins

Warm up- Cucarachas (Rumba): 5 mins “Let’s Stay Together” by Al Green

  • Utilizing another style of dance to warm up and loosen up the hips.
  • Having my dancers get comfortable with moving their hips. Also acknowledging the fact that some students may not have experience/training/background in this sort of movement. 
  • Showing students there can be Latin influence in melodies of music they wouldn’t expect.

Warm up #2- Basic step: 5 mins “Pecado Capital” by Paulinho da Viola

  • Introducing musicality, rhythm, and essential basic steps of samba to prepare for more complicated steps.
  • Basic movement is: Back together, back together.
  • Utilizing the wall to enhance posture and create a firm stance.

Introduction to Samba: 30 seconds

Samba walk/ Botafogo: 7 mins (3 min instruction, 4 min practice) “Mas Que Nada (feat. Gracinha Leporace) [2011 Rio Version]” by Sergio Mendes

  • Triangle positioning with your feet.
  • Front foot bent.
  • Lift front foot heel and slide in back leg. 
  • Slide back leg forward.
  • 1-and 2 and 1-and 2 counts.
  • PRACTICE THIS ACROSS THE FLOOR

Samba whisk: 7 mins (3 min instruction, 4 min practice) “Samba De Orly” by Bebel Gilberto

  • This step in Samba will further allow my students to get a feel for the rhythm, tempo, musicality, and counts that Samba is danced on.
  • I will emphasize posture and strong arms.
  • Instruct weight distribution and importance of bent legs and straight legs and differentiation of the two.
  • Practice same figure 8 practiced in the warmup.
  • PRACTICE THIS IN THE MIRROR

Cool Down: 2 mins “Mercy Mercy Me (The Ecology)” by Marvin Gaye

  • 2-minute stretch flow

Isa's Reflection:  I felt like my class was a bit hesitant in the beginning because the movements of Samba can be intimidating especially if you've never been exposed to that sort of movement, but I felt like soon after my lesson began, they were engaged and eager to try and learn. The class did great and embraced the movements *ESPECIALLY when the music played and they were able to truly feel the rhythm of Samba. I liked the teaching aspect and felt confident in my own ability to perform, however, I definately have roo m for improvement in instruction and it could be more clear.

 =========

 

Katy Hylton's Lesson

 




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