Semester 1

How has your Planning Form (Big Idea/ Inquiry Question) [embedded above] changed in the classroom so far this year? What have students added to the inquiry?

We see the need to work with identifying and regulating emotions, as well as listening and following instructions and body awareness. Especially listening! They enjoy making their own choreography and are willing and able to make their own dances in small groups and solos. There are some natural directors in the group. They enjoy performing for each other, suggesting songs which we have developed into a playlist: https://open.spotify.com/playlist/2CPkrT5FZ0Ox5ulaxu2MvH?si=4b6b84d07d0a40a1

Now they are taking turns leading the warmup and much better at following along as a group. They really enjoy writing and drawing in their journals, so we always include time for reflecting about the learning and or advancing their choreographic ideas. 

What are the specific school needs identified by your group in the December PD? How will you use the class’ Big Idea/ Inquiry Question/ Artmaking Practice to address them? Please be as specific as possible.

Keep revisiting the class norms/ground rules. Calm classroom and other breathing exercises are necessary. 

Make specific plans for media days where we can be in a different classroom, where students can view videos to see the professional aspect such as dance competitions, performances, and studio tours.

These ideas represent the best way to address the students increased SEL needs:

• Body stretches exercises that help connect students to their breath, to understanding their kinesphere, and how to self regulate 

• Learn spatial awareness by playing dance games that encourage creatively finding big and small in their bodies and around themselves.

• Circle dances with repetitive movements to establish group connectedness and activity

• Mirroring one another to developing watching and connecting body language, finding natural teamwork and play

• Expressing emotions through dance, and reflecting on movements in drawing or writing to connect ideas of shifting emotions, working in a big group and small groups

• Finding and following rhythms and tempo changes to help understand timing and control.

• Setting up obstacle courses to have them move sequentially in a lot of different ways to let their bodies find different ways of moving.

• Flocking in big group and small groups to develop following and leading

• Alternating movement with drawing to connect thinking (concepts) and movement (body awareness)

• Alternating performing and watching one another.

• Small groups to develop personal and one another’s choreography (sequential movement)

• Group discussion, one by one reflecting what we observed, to develop connecting by listening and following, as well as articulating ideas.

Semester 2

How did students respond to their involvement in the Perspective(s) exhibition? This may include: artmaking, curation, visiting CAPE Family Days or Teen Night, discussing their experience, or other.

Students continued to make notes and observations about dance throughout the school year. For the exhibition, we focused on artmaking and group choreography and performance. 

The students make dolls in their likeness out of simple materials; water bottles, foam balls, fabrics, and decorative amendments. These dolls were to be representative of themselves, as a dancer. They also formed small groups to make dances brief dances based on their assembled moves. Each group created a group poster and presented their dances at the Waters School Exhibition as well as the Perspective(s) Exhibition. 

What skills did students leave your class with?

Students can move with more confidence, more expressively, and with a sense of togetherness. They learned to help each other accomplish tasks. Many physical abilities in general improved throughout the year, even more noticeable were communication and decision making skills they acquired.

We noticed a development of self expression through words, pictures, and reflection. We challenged students to perform for one another every week to prepare, to watch one another and reflect feedback. We discussed appropriate discussions for critical feedback. They learned to cultivate more nuanced expression of working together through creative problem solving. Students became more adept at integrating ideas presented in class. 

Show evidence of this learning through photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.

This video is a compilation of dances presented on loop at Perspective(s) Exhibition. Students in attendance got to see themselves presented in a tremendous gallery setting! About half of the students then performed live for a packed audience. We had plenty of time to reflect and modify based on feedback and more encouragement from teachers and parents.