Dance Teacher Methodology

  https://youtu.be/YIj9gU4bAoE

 Title: Identifying body levels in space Grade: Kindergarten/Low elementary 5-7 year olds Component: Body movements with different parts and how to move them to understand how body and movement takes up space Objective: Students are able to understand and create different examples of levels and shapes with their body and understand how their body takes up space Competency: the student can quickly create a shape that accurately follows the verbal directions along with creating their own examples. Activity: Students practice making large and small shapes, tall and short shapes, and moving and still shapes to understand how their body moves in space.  Assessment: completion of activity and ability to follow directions and play the game at the end of making shapes on their own.  20 Minute Lesson Plan 1-5: Stretch/Warm up Warm up: 1 song with verbal cues how to move around the room Running, run in slow motion, skip, skip backwards, tall walking, small walking, big steps, small...

informal assessment: Telling or signaling to the student about how they are doing like telling a student good job. formal assessment: has subcategories of summative and formative assessments. formative is when you are asking questions and checking in on the student to understand how they are doing. Summative is having a midterm or test to examine and understand how a student is doing.  Title: elements of dance date: 3/18 component: movement skills and underlying principles objective: recognizes ways of using various body parts competency: student can solve locomotor and non-locomotor movement by creating a short thematic interpretation that will demonstrate these movements materials: ribbons, scarves, strings  content: teaching them the element of dance by providing our materials which teach the students flowy and natural movements to their body.  activity: negative space game, teaching them to utilize the space around them. They can also use their materials to access the...

Unit Topic: expressing emotion through movement 1. We can have the children make a movement that represents a certain emotion we tell them.  2. Each day of the week can be dedicated to a different emotion: happy, sad, angry, excited, suprised, nervous.  3. The students will have to create a dance in groups that conveys an emotion they choose, and the rest of the class would have to guess what emotion they are trying to portray.  The easiest skill would be how to express emotion through facial expressions, and expressing through their body movement would be harder. It also might be easier to convey happiness than suprised for example. We can start with teaching basic emotions and move into more complex emotions.  We can incorporate dance by teaching a sad ballet dance or watching a video of an angry hip hop dance.  We are teaching young children how to show their emotions in dance.  They will learn how to associate their feelings through movement.  We w...

Theme: the beach Demographic: kindergarten Exercises: Get to know each other: each student goes one by one introducing themselves and doing a dance move that the rest of the class has to follow Put them in groups: improvisation in groups, then split into partners, then as a class --> implement themes of beach as a class Ball toss that explores different levels: jumping, standing, bending down, kneeling, sitting, laying down Pass the beach ball to each other! Students sit back to back and pass ball to each other side to side Beach animals: Crab Dolphin Fish Seagull Mermaid Be the shell Ships and Sailors: (1 round) Different commands that the teacher will say to make class fun but have children do improvisation Examples: Captain's coming Hit the deck Lover's cradle Titanic Cool down: BE THE WAVE. embody the wind, feel the water flowing, move like the currents  

 The creative process is better than any other process because it allows the kindergarteners to have autonomy in their dancing. Being able to dance based on their feelings fosters a healthy relationship with dance. Because they are able to listen to their bodies, they can be more creative and have fun. Kindergarteners especially may have trouble learning a specific dance, so allowing them to be creative can make them participate more and be more engaged in class. 

 Observing art is important as a viewer because it is able to give a new perspective on all sorts of ideas. It can generate new ideas and appreciations of dance and art and the ideas they are able to produce. Dance and art allow the viewer to have their own interpretation of what's being shown. It allows viewers to delve into a rich tapestry of meaning, criticism, aesthetics, history, and socio-political implications. 

 Mission Statement: We strive to educate and foster a healthy envrioment within the classroom that encourages young students to participate in order to cultivate the students' love for dance.  Vision Statement: We aspire to foster childrens happiness and create students who are happy to learn now and in the future. We hope to give them to technical foundation to create confident dancers. 

 I believe in the power of education to shape individuals and societies. My teaching philosophy revolves around connection, empowerment, and lifelong learning. I strive to create an inclusive and supportive learning environment where students feel valued, challenged, and inspired to reach their full potential. Students should feel safe and comfortable in their bodies to be able to use them in the form of art and expression for dance. Children should feel safe to fall and fail and discover and develop their motor skills and get better at the body/self-awareness. I teach by employing different activities that allow the students to learn how to control their bodies, learn how to memorize steps, and learn how to interact with their peers. I measure my success through how a student feels at the end of a class and their attitude towards it.

 Beliefs My belief about class/teaching is that everyone should have the opportunity to thrive and that all students should be equal in they're baseline of success and given enough attention to succeed. Class at a Glance Our class will be a setting where students can feel comfortable enough to fail and grow. They will feel comfortable learning whether it comes easy or is more difficult for them. Class Procedure Respect to ones self, other students, and the teacher will be enforced to allow everyone to enjoy the class and be successful. Schedule Monday 8:00-8:30 Welcome/arrival/announcements for the morning 8:30-9:30 reading basics/writing basics 9:30-10: independent reading practices 10:00-10:45 PE with dance basics 10:45-11:00 snack break 11:00-12: counting/math basics 12-1: lunch/recess 1:00-2:00 social practices/behavior tactics 2:00-3:00: end of day announcements/recap/ homework time Classrom proceudres 1) Beginning the day  2) End of the day  3) Helping other student...

 

Audience: Kindergarden age 4-6 year olds (Private schools, meaning mostly wealthier children) Transformation: learning dances for end of year show to perform for friends and family at an end of year show. The intention is for at the end of the school year they should be able to express themselves trhough dance Container: Through 45 minute long classes starting in September and ending in May. 30 minutes of the class dedicated learning. the rest of the 15 minutes is dedicated to warms up which would be allowing them to run around to warm up and get some energy out of thier system. They will find a partner and talk about dance. At the end of each class they will say what color they feel at the end of class.  Where students are starting from: Minimal dance experience where they end up: Knowing the basics of dance...