DAN 385-Final Blog-Jenny Rivas

Somatic Movement Adapted Spiral Praxis Adapted spiral praxis I feel gives children a way to move that they may not have naturally. Children like to crawl and run around and be hyper and I feel like this program gives children with special needs the opportunity to feel like other children do. This can be connected to education because in the classroom, special education kids are always separated from everyone else, and I feel like a program like this, but for education can help special needs kids feel like they are "part of the classroom."

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Assessment Parts of the Lesson Plan  Title: Ballet 3-Dance Making Date: October 7, 2024 Component: Dance Making Objective: For students to use what they previously learned from the barre, across the floor, and center exercises to create a 2-minute piece. Competency: The students can journal their experiences with working in a group to choreograph and their overall experience applying the technique. Students must contribute at least 3, 8 counts to the piece to divide the work amongst their group members.   Materials: speaker, phone, dance studio, technology device (phone, computer, tablet) for recording  Content: Students will showcase the knowledge they have learned by including at least 8 movements learned in class with their definitions. They will be asked to submit the timestamps in which these moves occur within their video along with the definitions.  Activity: Students will be put into groups of four and they will choreograph a two-minute ballet piece that...

Unit Plan Instructional Unit Plan DANCE ------------------------------------------- 1. Classroom Information Subject Area: Dance Arts Grade Level: High school juniors 2. Unit Summary (For our unit 2) BEST-R---B: In this unit, students will be learning the fundamentals of Ballet. This Unit will comprise of 7 different lessons: History & terminology, barre, across the floor, center, petite allegro, analysis of dance, and student choreography. This unit will involve the element of dance: body, by allowing students to get acquainted with moving their body and using Ballet technique.  3. Building the Foundation a) Habits of Learning Taxonomy Analysis of the genre Synthesis & execution of the learned genre Evaluation of student knowledge and choreography Problem Solving: correcting each others technique Thinking Flexibility: choreographing & using all elements of Ballet that have been learned Goals:  Students should be able to identify dance moves when demonstrated Stude...

Creative Dance Approach Sample Lesson Introduction Have students make a move that describes themselves. This move can be associated with an adjective or it can be a move that they feel expresses their personality Warm-up Have students start on the floor and work their way up to a standing position, using movements of their choice. This is to get their body warmed up and ready to move. The intensity of their movements will also go from slower and less intense to faster and more intense. Theme Elements of nature Water Fire Wind earth Choreographing Students divide into groups and pick an element for each group. The groups will then choreograph and short piece (2- 8 counts) using movements that represent the element Cool down Reverse of the warm-up

  Creative Dance for Learning Creative Dance Creative dance improvisation Kinesthetic sense-process that regulates and guides voluntary movement movement awareness and decision-making Movement forms-patterns that are aesthetically fulfilling  The link between nature and movement Functional aspect of movement/health reasons  Senses movement awareness sensing feeling Subjective-senses objective-feelings Kinesthetic experience-loop of communication between moving parts of the body to the brain Become aware of the communication and actually express it through your body movements Self-identification with experience, you could be aware of your emotional relationship/information coming to you via the senses Any kind of sensory awareness can prompt dance expression Rhythm through the elements of dance force, time, and space  abstract form The objective of class : Students will use their creativity and spacial awareness to spell out the words with their body Title:  Danc...

Combining Coaching, Mentoring, and Teaching How to Start a Dance Studio Have a business plan Own or lease a place Create a space  What are you teaching? Your curriculum Employment Dress code Pricing-determine pricing Teaching, Coaching, and Mentoring  What is the main difference between teaching, coaching, and mentoring? Teaching is more focused on helping an individual learn a concept, coaching is helping an individual learn a basic action or how to improve that action, and mentoring is more personal; helping someone attain a personal goal or helping someone keep track of their progress towards a certain goal. Why is important to know the difference between these terms? It is important to know the difference because it helps you know what style or what type of instructor you want to be for your students. This can also depend on or change to accommodate your specific class/group of students. When looking for a mentor, seek out someone who’s had a career that aligns with your g...

My Ideal Dance Studio Two Modes of Thinking 1. Convergent thinking: Organizing ideas in a specific framework, in order to come up with one coherent idea. The physical creation. 2. Divergent thinking: Brainstorming, and exploring ideas to arrive at one idea These two modes of thinking are connected because you need divergent thinking to arrive at the convergent thinking step. Brainstorming is a stepping stone to acquiring one coherent idea.  Dopamine: "motivation drug" Dopamine levels affect your ability to participate in convergent and divergent thinking. High dopamine -> produce divergent thinking My Ideal Studio My ideal studio will have students who are open to learning and thinking about new things. It would also contain a space that is a safe space where all students can perform and share what they learned, without worrying about being judged. 

Social and Emotional Learning Teaching Philosophy A teacher needs to find the balance between task and relationship-oriented approaches because not every student is the same. It is important to be able to accommodate every student's style (or try to). While being task-oriented may be beneficial to completing the curriculum, it may not be the best to maintain the relationship and overall atmosphere in the class. To promote Social and Emotional Learning, students will be put into groups to create a piece using the technique learned in class. Groups will be randomly assigned. As part of the procedures and curriculum, students will journal how they felt about the class in the middle of class and after class as well; this will help promote emotional learning. 

  The Behavior Modification Curriculum Action Plan My Beliefs I believe that my students will leave this class having learned a new way to move with their bodies. My students are curious and are in an essential part of their lives, as they are just months away from going to college and/or pursuing their careers, so not only will this class be experimental, but it will also be a nice memory to take with them as they move on from Senior High. I want my students to have a great time and learn something new altogether.  Our class at a glance Our experimental course will allow students to explore different styles of dance One Classroom Rule Keep an open mind. Allow yourself to explore unfamiliar things Schedule High school Junior dance class Monday mock schedule 12:45-1:00  Changing 1:00-1:05 Attendance 1:05-1:25 Stretching 1:25-1:55 Basic Technique 1:55-2:00 Water/Journal break 2:00-2:30 Students demonstrate the learned technique Class Procedures Beginning class Walking in an...

Curriculum Design Audience : Juniors in Highschool What is the transformation we want them to go through?  E xposure to new styles of dance  What is the container for the curriculum? S tudio in the school twice a week THE VERBAL TO VISUAL CLASSROOM What do they want to learn from you?  Foundations for the ballet modern jazz and hip hop What core skills should you focus on? What are their needs? The basic techniques of the various styles we are teaching so the students can find a style they may like, how to pick up phrases of choreography What should the student's takeaway be? What will be useful for them? - discipline, adapting to new and uncomfortable situations, development of artistic abilities  What are the elements of dance/pieces you want them to learn?/ Clothesline Method 1. intro: teaching students how to warm up and stretch properly, as well as how to take care of their bodies after class    a) the differences between static and dynamic stretching ...

The American Curriculum Summary of Curricula While a recommended curriculum may be what we are used to in our schools, in a dance class, a teacher must think outside of the box. Dance should be interactive and fun. If a student takes a class like that, it can be easier for them to remember the concepts they learn. A taught curriculum may be the best option for a dance class, considering that a dance class is surrounded by action.  Why did the NEA leave out the arts and why did they add it again? The NEA did not feel as though the arts were essential to be taught in schools before, but they added the arts back in 1918 to promote "social solidarity." The Idea of Pragmatism Dewey's ideas were very progressive for his time. The mind is indeed an instrument; our instrument. People choose how or why they want to use their instrument. The idea behind "Exploring, problem solving, involvement with purpose," is a familiar concept. This is because when I think about my exp...

The Ancient Curriculum Sumerian Education Sumerian education can be seen as both vocational and religious because their education was not centered around things such as "making money." There was a deeper, religious purpose to their education. The Sumerians played a major role in the creation of methods such as writing, which can be seen as a very important component of our educational systems or curriculums today.