Complementary Video 9: The Dance Education

Question

Please, write your reaction to this video in whichever way it affects your ideas, feelings, hopes, prejudices about dance and dance education.

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Students' Work 

Avery 

 Avery Gawel

 DAN 385 

Dance Combo Tutorial / Lesson Plan 

13 April 2020

 Age Level​: Middle School (grades 7-8) and High School (grades 9-12) 

 Component​: Movement Skills and Underlying Principles

 Objectives​:-Demonstrates control of space, time, energy, and technique when executing movement phrases.-Begins to make an accurate assessment of personal technical strengths and weaknesses. 

Standards/Competencies​: The student can demonstrate control of space, time, and energy by executing four movement phrases.-The student can perform basic positions and movements at center floor, demonstrating proper body alignment, control, and balance. 

Materials​:-Clothing one can move easily-Shoes not required (but can be worn if you would like, ballet/jazz shoes would be best)-Space to move in, but moves can be altered to be done in smaller rooms as well-Some device to play music on 

General Plan: 

1.Intro - greeting and describe what I will be teaching 

2.Warm Up - short as the combo is not very taxing (requires minimal flexibility and dancetechnique skill) 

3.Activity - teach the commboa.Remember to go slowly and assume students do not know a ton about dance (butshould likely have a little knowledge due to their age)b.Repeat self and remind them they can rewind if they need to watch a section again c.Teach steps first, then put together with music 

4.Quick Wrap Up - thank yous and reminder that they can contact me if they would like tolearn the rest of the combination

5.Self-Evaluation - (not included in video) students will write about the combination they learned: what they liked, what they did not like, how it felt to work on musicality and focus on hitting the beats in the music 

6.Assessment (after class) - student should also video themselves doing the combination once they have learned it and email it to the teacher

  

a.No one else will see it - it is just for the teacher to evaluate and determine whether the student can demonstrate control of space, time, and energy by executing movement phrases within the, and also the entire, combination. Additionally, the teacher will view each video to understand what movements the student has mastered and which movements they may need to revisit the following day (or week) to focus more closely on these movements and the way the body is aligned in them. 

Warm-up (5-7 minutes long)​: 

-Begin with shoulder roles backward and forward (keep the knees loose)-Start to listen to and feel the music (this will set vibe for rest of class in terms of musicality) 

-Stretching side to side with some pulses-to focus on torso area and loosening it as we will have some body roll like moves in dance-Stretching arms over head and across chest 

-We do not want to be holding lots of tension in our arms because the combo requires some sharp movements, and it can lead to injury if we try to execute these while we have tension 

-Remind class that they should relax muscles and fall more into the stretch as they exhale (but can come out of it if painful 

- should never hurt)-Arm circles-Get blood flow going and then shake it out-Cardio-High knees-Butt kicks-Get heart pumping (prepares us for any kind of movement)-Stretching down to each leg (right and left) 

-Bend back leg for more intense stretch-Quad stretches-Explain optimal position: flat front to get best stretch 

-Allow them to do any additional stretching/warm-up if they would like, but ensure them the combo is rather simple and does not require much more.

Activity​​(about 20-25 mins):​ Contemporary combination-Acknowledging that it is not my own choreography (I was taught this at my home studio in high school)-

Music: COPYCAT by Billie Eilish-Teach small sections at a time with lots of repetition and practice with music intermittently- Every time teacher does the combo with music, should do it twice-Sections (how I will split up teachings): 

1.Walks backward, second position and lunge hits

 2.Walk around self, contract forward, flick arms and flick leg to side 

3.“Foot section,” kick, coming out of kick and into left lunge

 4.“Trigger finger section” - turning to right, figure 8 with right arm (hand in gun position), and hit on the beat after the word “mine” 

a.Teach this part with lyrics - seems to be more beneficial here 

5.Body roll/snake part, bringing right leg from back to front and chasse with left foot front, hit left lunge with arms coming around to hit imaginary wall-Give students the option to notify me if they would like to learn the rest.

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Course Subject ​Dance

Team Lesson - intro to tryout dance

Teacher ​Alli Sharifi

Age ​Junior High - 7th and 8th grade

Date ​4/13/2020O

Objectives

-Use emotions and discipline to execute movements in a cohesive and sharp manner

-Work together as a team to respond to each other and achieve clean formations, transitions and cues.

Competency

-The student can execute choreography with clean extensions, facials and energy

-The student can correctly count the choreography and music together

Plan

-Warm-Up-Stretch combo in a circle
-strengthen core and glutes
-Introduction of Concept

-Explain Combination-Difference between poms and hip hop

-Importance of facials, cleanliness and confidence

-Teach combo with counts-Intro-First 2 counts of 8

 - try with music*teach and go over 2 counts of eight twice, then practice with music for choreo
-Practice performance
-Split into groups
-Give feedback-Focus on facials, working as a team and confidence

Assessment

Exit Ticket Performing choreo without the teacher

Homework

Students should return to the second day of tryouts confident in the choreo they already know and ready to add on. Tryouts last 3 days, the first two are for learning the dance and the last is for the performance. Students perform in groups of 3 at a time in front of coaches, captains and guest judges.

Cross-Curriculum Standards

This lesson could also be used to enhance art skills. Their homework assignment is to make a drawing or painting. As a teacher, I plan to use art to enhance creativity as well as use art as are source to ignite different dance qualities.

Differentiation

Since this is a dance tryout, I will always demonstrate all dance moves and do the dances with the class so that students who do not speak English well can follow my moves without needing to hear the words. I usually use music in my dance lessons so there isn’t much verbal instruction anyways.

Technology

In terms of music, large speakers are used during tryouts and practices so dancers get used to extremely loud music while performing on the football field or basketball court. Students trying out for the team are encouraged to videotape captains that teach the dance so they are able to practice on their own time to prepare for the audition. Once accepted onto the team, a facebook group is made to share all dances and music so dancers can practice at home.

Written Component 

While there is no written component for this choreography, in order to audition for the team, there is a required written response explaining why you are trying out and why you want to be on the team. It is encouraged that dancers make their responses as specific and unique as possible.

Careers Skills

In terms of auditions, this experience can be used to help these dancers in every aspect of their lives. Every audition experience is unique and rewarding in different ways and will help prepare for auditions as an adult or job interviews in the future. In terms of being a team member, the career experience is extremely rewarding. Not only do you get the skills of teamwork and cohesiveness, if you get selected as Captain, you are able to lead a group of people you respect and honor. Being the captain of a varsity sport is very impressive for a resume but even better for real life people skills and learning how to integrate compassion with discipline; especially in the dance world.