Audience: Kindergarten 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 through dance

Container: 45-minute classes starting in September and ending in May. Thirty minutes of the class are dedicated to learning. the rest of the 15 minutes is dedicated to warming up, which would allow them to run around to warm up and get some energy out of their 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

Belief

 I believe it is important to support the child's feelings and put love into your work. Show your students that they and their feelings matter and they are doing great when they are doing great.

Part 2: A class at a glance 

My class will feel like a home for children, where they will be supported in their work and will strive to respect their peers and themselves. 

Rule: Be Kind 

Procedures 

Head, shoulders knees, and toes pointing to get their attention 

1. Entering the classroom — Enter quietly and politely;

2. Exiting the room — Tell me where you are going

3. Finding lost items — Ask the people around you if they found the item you lost

4. Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able

5. Lining up — Stand up quietly

6. Signals for attention — When I need your attention

7. Throwing away trash — You may throw away trash whenever you need to if I am not teaching the whole group

8. Turning in lost items — Ask the people around you if they lost the item you found

9. Using the drinking fountain or sink — When I am not teaching the whole group, you may get a drink; 

10. Using the school bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised

Minute by Minute 

Get into class, put your bags and water bottles in the cubbies 

Go to the middle of the room and sit in a circle 

Go stand in the formation if they do remember stand in the front of the room, and I will show you 

Do the dance to see what we remember

Then ask your questions, and we will go over the parts they forgot 

Do the dance again with fixes 

Learn the rest of the dance 

Come back to sit in a circle 

Say goodbye 

Positive reinforcement 

Smiles

High fives

Praise

Stickers 

Correcting Behavior 

Teacher look

Stern talking too

Call home

Parent-teacher conference 

We strive to educate and foster a healthy environment within the classroom that encourages young students to participate in order to cultivate the students' love for dance.  

 We aspire to foster children's 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 

As a teacher, I teach because I love to spread the love of dance and the positive benefits of dance to a younger generation. Also, I want to give them the safe place I had when I was in dancing growing up. I teach dance as an outlet for emotions and a form of self-expression. I try to teach with as much engagement with the kids as possible; rather than teaching at them, I will teach with them. I want them to feel like they are a part of the class and want to be there rather than feel like they are being told what to do, resulting in them not wanting to be there. If the kids are happy, that's how I measure my effectiveness.  

Visual Thinking Strategies are used to help improve critial thinking, observational skills and communication skills. We apply this is class by occasionally watching dance videos and discussing what we think the meaning of them are.

Students bounce on the balls to the beat of the music. Bounce on balls and answer questions.

Numbers.

Give students a math problems and there are 2 balls. Whoever solves it first runs to the ball and says the answer.

Teaching: arithmetic, movement, and testing student's quick knowledge

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

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 will asess by having the other students guess what emtions they are portraying in their performance. The accuracy would show how much they've learned. 

Classroom information: dance studio

Subject Area: dance arts

Grade level: Kindergarten

Unit Summary: They will learn how to associate their feelings through movement. 

Building the Foundation: This will be their first introduction to dance since they are so young, so we are really starting assuming they know nothing. 

Performs a range of simple, repeated, intentional movements and gestures.
Uses space and resources creatively.
Chooses and explores ways of moving rhythmically, expressively and playfully.
Participates in dance that is taught and/or creative movement invented by peers.
Shows understanding that dance consists of combined movements and gestures,
usually performed with music or a beat.
Shares their responses to stimuli through movement with, for example,
peers or practitioner.
Shares thoughts and feelings in response to dance experiences, either as
a performer or as part of an audience, giving reasons for likes and dislikes.
Shares views and listens appropriately to the views of others on their own
or others’ work.

Learning Objectives: Understand how other people show emotions through dance and being able to identify the feelings they are attempting to convey. 

Assessment: How well they can identify other's emotions and how well others can identify their's. 

The project prompt would be: create a dance in groups of 3 or 4 that portrays a certain feeling. 

Approximate time: 2 class days. 

Review: Everyone say something they noticed about each performance. 

Materials: portable speakers so each group can play their own music. 

Accommodation: multiple teachers would be available in 1 class to help any students stuggling

Informal: A verbal good job or a smiley face can be a reflection of what the class has learned or feedback

Formal: Asking questions throughout the class to make sure everyone understands. 

Formal summative: An end-of-year show

Informal formative: asking if anyone has any questions.

Formal Formative: Running the choreography up to where we learned at the end of every class

Informal Summative: A chat with the class to see if there are any questions

Diagnostic: Run the choreography at the beginning of each class to verify everyone knows the dance and see if there is any questions

Unit: elements off dance

Title Rythmic Movement 

Theme Musical Theater

Art Discipline Dance 

Grade Level 5th grade

Teacher's Name Tori Howell

Date 3/24/2024

OBJECTIVE & COMPONENTMovement Skills and Underlying Principles

Standard (Competency) After listening to a fast-tempo musical composition and a slow tempo musical composition the student can demonstrate four locomotor skills that correspond with the tempos 

Plan (Activity) A warm-up and learn a short bit of choreography from grease 

Assessment asking in class if you ok with the moves

Homework rehearse the dance

https://www.youtube.com/watch?v=1Bjma1VDWZE