RESOURCES
Dance Education Organizations/Colorado and National
Colorado Dance Education Organization - link to http://www.co-deo.org/
National Dance Education Organization - link to http://www.ndeo.org/
Glossary of Terms
BRAIN Dance - http://creativedance.org/about/braindance/
Developed by Anne Green Gilbert, the BrainDance is a series of exercises that we use in all CDC classes. It is comprised of eight developmental movement patterns that healthy human beings naturally move through in the first year of life. As babies, we did these movements on our tummies, sides, and back on the floor. However, cycling through these patterns at any age, daily or weekly while sitting or standing, has been found to be beneficial in reorganizing our central nervous system. Repeating these patterns over time may help us fill in any missing gaps in our neurological system due to birth trauma, illness, environment, head injury or not enough floor time as a baby.
Colorado Department of Education: Colorado Academic Dance Standards
Elements of Dance/Language of Movement:
The foundational concepts and vocabulary that help students develop movement skills and understand dance as an artistic practice.
Body Action Space Time Energy - BASTE
This framework is a way to discuss all movement. While different dance styles call for specialized skills and stylization choices, the underlying elements of dance are visible in all dance experiences. - Perpich Center for Arts Education
The Elements of Dance Graphic Organizer
Movement Sentence - a term/method used to help students begin to build dances with a beginning, middle and end.
This was originally inspired by the work of Dance Education Laboratory DEL.
ASSESSMENT:
Pre-assessment – the knowledge your students have BEFORE they come into your class. What is their development level, both physically and psychologically? Does their socio-economic status have an impact on their learning? Does the schedule of their day affect how they come into and
Formative Assessment – “in the moment” evaluation or during the lesson. This is done through feedback and observation in order to modify teaching and learning activities to improve student attainment.
Summative Assessment - at the conclusion of the learning experience or instructional unit. Achievement is focused on accumulated learning through multiple experiences. The assessment is often compared to some standard or benchmark.
Instructional Strategies – Actions and intentions that enhance student learning. Directly related to curriculum, desired student outcomes and assessments. For a list of examples, see http://www.fortheteachers.org/instructional_strategies/
Understanding by Design (UbD), is an educational planning approach. UbD is an example of backward design, the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. UbD focuses on teaching to achieve understanding.
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Understanding/Goals (UbD). By the end of the lesson, students will understand that . . . (think BIG ideas or concepts.)
For example:
1. We can explore balance and counter balance with our bodies.
2. Balance concepts can also be applied to math concepts and numbers.
3. A movement sequence can be created with Balance and Counter Balance
Key Skills/Critical Content:
The students will be able to do – will know . . . these are transferable & timeless - Learning Outcomes/Objectives:
∙ Clearly measurable (outcome-based; student will be able to . . . avoid understand, appreciate, learn, know)
∙ Aligned to Bloom’s Taxonomy (new)
∙ Aligned with State Standards
∙ Aligned to Grade Level Expectation(s) (GLE)
Create: assemble, construct, create, design, develop, formulate, write
Evaluating: appraise, argue, defend, judge, select, support, value, evaluate
Analyzing: appraise, compare, contrast, criticize, differentiate, distinguish, examine, experiment, question
Applying: dramatize, employ, illustrate, interpret, operate, sketch, solve, use, write
Understanding: classify, describe, discuss, explain, identify, recognize, report, select
Remembering: define, duplicate, list, memorize, recall, repeat, reproduce state
Skills must be transferable; timeless – Abilities (such as compare, synthesize, create, defend, etc.; applicable across content areas) that will be introduced and/or refined in order for students to successfully master an instructional unit’s larger understandings.
**For the Supplemental Learning Experience, we fold both understanding and key skills/Critical Content into one. These are short experiences so it is KEY to keep them very simple.
Props List/Descriptions & Sources
Scarves - available from many sources
DOTS - sticky shelf liner material cut into different shapes
Stretchy Bands
Books, Books, Books
Teaching with Hip Hop in the 7-12 Grade Classroom
National and State Academic Dance Standards
CSU Dance EDUCATION IN MOTION Seminar Resources
CSU Dance EDUCATION IN MOTION (EIM) Professional Development Seminar for Colorado pk-12 Educators. Each year, our presenters share their resources to be accessed year round.
Colorado Partners - amazing organizations offering programming and resources for dance in the schools
Dance Express