PLANNING

Big Idea: Choreography of my Life        

Inquiry question: How can our world around us inspire movement to create choreography?

Below you will find our class' planning form for this summer session.  The planning form definitely helped us find a balance between what the teachers wanted to accomplish and what the students wanted to learn/do. 

Program Evaluation

What did you ask students to evaluate their learning? What was your rubric for evaluating them?

What responses did you receive from students via your evaluation?

Students were able to demonstrate their learning via physical and/or verbal responses.  This was done in various situations.  There were opportunities for the students to lead the class in the meditation/yoga exercises.   Students were asked to name the various movements they were doing on various occassions.  Students also were given the opportunity to teach the other students when it came to the planning and filming portions of the class.

Reflect: How do students' responses inform your understanding of student learning? How does it inform your teaching practice?

The responses we received from students helped us see what they were retaining.  It also helped us see what they felt confident enough to do independently and how they could serve as resources for each other.  If we saw that someone was struggling with a certain task, we paired them up with someone who had demonstrated confidence in their newfound skills.  We learned that students enjoyed working in groups as well as independently.  Lastly, we were able to see which students were open to being challenged to perform outside of their comfort zone.  

Through the filming we did, students were able to take on different roles that may have been intimidating at the beginning of the program.  Students began using the various terms shared for the different filming angles, filming in general, and choreography.  The correct usage of these terms was an indicator of their learning.  Also, students desire to work on other filming projects and edit them was an indicator of student learning.     

Program Documentation

What activities did you work on with students? Write descriptions along with pictures and videos of student work

Throughout the summer program, we did a number of activities that focused on a variety of skills.  One of the activities that was unexpected by the students was the opportunity to rest at the beginning for a few minutes before beginning our meditation and yoga.  Prior to our class, the students were in summer school for the first half of their day.  This rest time was a brain break and a chance to discuss the importance of resting and giving your body what it needs to function: rest, water, food, and movement.  

We played group games to build community and confidence in our abilities.  There was a chance to focus our listening and observational skills through these activities as well.  Students also had the opportunity to learn more about music videos made by professionals and see how they used some of the same skills they were learning.  This also became an opportunity to be introduced to new musical artists. 

Lastly, the students were able to use journals to draw and write their ideas.  This was helpful in showing the importance of planning and when filming over a number of days so that one can stay focused.  The journals helped the students put down on paper some of their ideas and practice some of their literacy skills.  On the last day of class, we had students journal about something memorable they experienced in the program.    

THAT'S A WRAP!

To wrap up the program, we asked the students to write/draw in their journals what was something fun or memorable from the summer program.  

Alainnys: "Me gusto ir al jardin con mis maestras y amigos. Me diverti mucho."

                  "I liked going to the garden with my teachers and friends.  I had a lot of fun."