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Daniela Marta Abbo DAN 385 - Methods of Teaching Dance (K-12) Lesson Plan Lesson Plan Details  Title: Stretching & Meditation Theme: Balanced Mind-Body connection Art Discipline: Dance Technique Grade Level: Ninth through twelfth grade. Teacher's Name: Daniela Marta Abbo Volume: Volume 1, The Basics  Date April 1st, 2024, 2:00-2:30 pm Objective & Component   Component: Movement Skills & Underlying Principles Objectives: Explain the need for warming up before each dance experience. Executes a variety of warm-up exercises specific to dance. Standard (Competency) The student can identify healthy lifestyle choices and dance conditioning.  (DA.E.1.4.1) (DA.E.1.4.2) (DA.E.2.4.3) Plan (Activity)  GOOGLE SLIDES: https://docs.google.com/presentation/d/1KBdIK0g57oapxzJIxwM50NQ21QQqZewr2WSBovDO4CE/edit?usp=sharing   Introduction - 2 minutes Welcome to my Stretching & Meditation class!  Why Stretch and Meditate? As dancers, you want to develop...

Music props are important for dance teachers because they facilitate student engagement while stimulating action. Recordings activate auditory, visual, and kinesthetic learning, helping students understand and follow directions. These videos are helpful when teachers may not feel well and need extra classroom assistance. Strategy 1: Community Circle Dance = Understanding group activities and working towards a shared goal. Strategy 2: Mirroring = Understanding nonverbal cues and spontaneity. Strategy 3: Space improvisation = Understanding improvisation and play. Strategy 4: Energy and Emotion = Understanding, recognizing, and expressing emotion. Strategy 5: STEM Dance = Interpreting patterns and making inferences. Title: Stretching and Meditation Grade: 9th-12th grade Component: Movement Skills and Underlying Principles Objective: Execute warm-up exercises using correct body alignment. Competency: The student can identify healthy lifestyles and dance conditioning as it relate...

COLLAPSE Informal assessment:  verbal response to how a student is doing in the class; not subjected to a rubric. - Informal Formative = any questions they ask verbally or casually - Informal summative = a chat with the instructor Formal assessment:  reflecting on what you've already learned/mastered. - Formal = an immediate quiz - Formal Summative = a unit/chapter exam Formative =   It evaluates the process. It does not grade. Summative =   This evaluation depends on the part of the unit where it is required based on the achievement criteria.  Evaluation Indicators  = Points or percentage Evaluation Agents  = who evaluates? - Co-Evaluation = Among the students - Letter Evaluation = By the teacher - Self-Evaluation = By the student Mini-Lesson Plan: Who am I teaching?: 9-12 grade high school dance elective students Class demographics: 25-30 students of all ages, races, and backgrounds  Elements of dance focused on Relationships and Body ...

  Unit Planning - Gia Maietta - Class (3/6) - Gia, Ashley, Daniela COLLAPSE BEST R . - Body, energy, space, time, relationship Standard 1:  mastering the foundational contemporary dance techniques. Emphasis on body awareness, flexibility, and strength. Standard 2:  applying creative processes to choreograph short dance pieces. This will allow students to demonstrate originality and effective use of space, time, and energy. Standard 3:  performance. Students will perform contemporary dance routines. Standard 4:  critique — Students will provide feedback on their own and others' performances and compositions. This is meant to foster a constructive feedback culture. Unit : Contemporary Dance Scaffold: Week 1: Introduction to Contemporary Dance Lesson 1.1: Overview of Contemporary Dance (1 Day) History of contemporary dance. (Key figures in contemporary dance and their contributions.) Lesson 1.2: Fundamental Techniques (2 Days) Basic body conditioning and warm-up. I...

Warm-up (10 minutes): Start a class discussion on the role of metaphors in artistic expression, specifically dance. Practice a visualization exercise, asking students to visualize themselves as the different elements of nature (e.g., wind, water, fire), encouraging them to embody these elements through free-flowing, creative movement. Creation of Personal Metaphorical Dances (25 minutes): Ask students to write down words or phrases representing significant emotions, experiences, or concepts that they identify with. Encourage students to choose one of their words or phrases and develop a movement metaphor to emulate it. Guide students in exploring their chosen metaphor through improvised movement, offering feedback and guidance as necessary. Instruct students to craft a 1-minute solo dance inspired by their chosen metaphor to present to the class. Cool-down and Reflection (10 minutes): Wrap up with a sharing circle, allowing students to reflect or discuss any meaningful re...

  1. What is questionable about the Roman method of memorizing and speaking publicly as a form of learning? By prioritizing memorization and speaking publicly as a form of learning, educators may neglect other students who may respond better to other learning styles. Additionally, memorizing and truly absorbing information is different. Students can recite facts without fully understanding them, making memorization only a short-term educational approach.  2.  How can Dance be an important learning experience for all kids (speakers of other languages, children with special needs, etc)? Dance appeals to all students, because of its universal application and messaging. It is a form of self-expression that can facilitate emotional awareness while stimulating creativity, personal development, and diverse learning experiences.   3. Why are empathy maps important when developing the curriculum?   Empathy maps give educators insight into student thoughts, feel...