Methods of Teaching Dance (K-12) / Fall 2023

    I Unit: Teaching Theme:Movement Motifs Introduction   Dicki Johnson Macy, BC-DMT, M. Ed., L.M.H.C., third generation lineage holder in the Art/Technique of Isadora Duncan (having studied first as a child with Anita Zahn) and director of the “Boston Children's Foundation” is the creator and founder of Rainbowdance . II Learning Objectives   Understand the application of movement motifs Explain the benefits of creative dance and movement for children Gain awareness of the importance of creative dance and movement motifs as part of the methodology of teaching Experience the creation of a lesson using creative dance and movement through the application of movement motifs   III   Main Lesson CONTENT NOTES     1 Introduction Dicki asks students to sit in a circle around the scarfs. She explains why the circle is useful as a formation to start the class. They sit around the scarfs, for them to pick their color for the day. This allows her to ...

    I Unit: Teaching Theme:Movement Motifs Introduction   Dicki Johnson Macy, BC-DMT, M. Ed., L.M.H.C., third generation lineage holder in the Art/Technique of Isadora Duncan (having studied first as a child with Anita Zahn) and director of the “Boston Children's Foundation” is the creator and founder of Rainbow dance . II Learning Objectives   Understand the application of movement motifs Explain the benefits of creative dance and movement for children Gain awareness of the importance of creative dance and movement motifs as part of the methodology of teaching Experience the creation of a lesson using creative dance and movement through the application of movement motifs   III   Main Lesson    1 CONTENT NOTES Relationships Developing relationships understanding we must be in relationships. It is biologically imperative we are connected, otherwise we die. We have developed a relationship that is not with each other, but isolated. In the work we...

  I Unit: Teaching Theme: The Kinesthetic Loop Introduction   Paying careful attention to kinesthetic information, movement sensations and feelings reveals subtle details often missed in everyday life. When teaching children, such experience awakens the feedback ( or awareness ) part of the kinesthetic loop, from which, both teachers and students, can  derive dance knowledge. II Learning Objectives   Understand the kinesthetic link Explain the benefits of creative dance and movement Gain awareness of the importance of creative dance and movement as part of the methodology of teaching Experience the creation of a lesson using creative dance and movement through the application of the kinesthetic loop   III   Main Lesson    1 CONTENT READING   Creative Dance for Learning: The Kinesthetic Link  Principles of Dance as a Creative Art Activity  CHAPTER 2 / Page 6 Creative Dance Improvisation Kinesthetic Loop IV A Note to Remember "Thr...

 REVIEW VTS           I Unit: Teaching Theme: Combining Coaching, Mentoring & Teaching   Introduction  Coaching, mentoring and teaching do not mean the same. Today's class deepens our understanding of these three ways of sharing knowledge with students. It is also important to acknowledge the importance of the kinesthetic loop in the teaching of dance and movement. II Learning Objectives   Understand the differences between coaching, mentoring and teaching Explain the importance of mentoring as opposed to just coaching or teaching  Gain an awareness of the importance of making the best out of a mentor Discuss the application of the these concepts:coaching, mentoring, teaching III Main Lesson 1 Review Discuss the main differences between your ideal studio and the realities of having your own.   2 Dance Studio Specifications link:  https://www.onedanceuk.org/wp-content/uploads/2016/06/dance-studio-specification-1.pdf Dan...

  I         Visual Thinking Strategies: Terra Foundation Visual Thinking Strategies (VTS) is a learner-centered instructional method used to examine and find meaning in visual art. Using a painting from the Terra Foundation collection, Samuel F. B. Morse’s iconic Gallery of the Louvre (1831–33), Yenawine facilitates a VTS discussion, followed by an examination of how the discussion was constructed. Classroom and museum educators and docents interested in learner-centered teaching methods will find this video to be a very useful resource.      QUESTION 1 Explain in your own words the meaning of VTS.     ---------------------------     II   Use the link bellow to check the Collections section of the Lowe Art Museum. Lowe Art Museum - Collections https://emuseum1.as.miami.edu/collections      QUESTION 2   Out of the paintings shown in the Collections section, which painting did you li...