Teacher: Caitlin Klipp Unit: Choreography Lesson 2: Dance style Influences

Lesson 2

Objective: To recognize new/different dance styles from around the world To appreciate different styles of dance and recognize what they relate with most Content Standards: 1.2 Perform in multiple dance genres, integrating an advanced level of technical skill and clear intent. 1.5 Select specific dance vocabulary to describe movement and dance elements in great detail. 2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement. 2.4 Perform a diverse range of works by various dance artists, maintaining the integrity of the work while applying personal artistic expression. 2.5 Collaborate with peers in the development of complex choreography in diverse groupings (e.g., all male, all female, people standing with people sitting). 3.1 Identify, analyze, and perform folk/traditional, social, and theatrical dances with technically and appropriate stylistic nuances. 3.2 Analyze the role dancers and choreographers play in the interpretation of dances in various historical and cultural settings. 3.4 Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods. 4.3 Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices. 4.4 Research and assess how specific dance works change because of the impact of historic and cultural influences on their interpretations (e.g., because of the loss of lives in war, Fancy Dancing, once performed only by men, is now also performed by women). ISTE Standards 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 1. Promote, support, and model creative and innovative thinking and inventiveness

3. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes 1. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. 1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress 3. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources 4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations 2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 4. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information 4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. 1. Participate in local and global learning communities to explore creative applications of technology to improve student learning 2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others 3. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning 4. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community Materials: Flashcardlet App Google Doc Canvas Computer Google Maps Instructional Directions: Greet Students Have students write down a list of the choreography terms that were discussed the day before. Students will then be asked to get into groups of 3 to work creating either flashcards using the flashcardlet app, or a Google doc that gives definitions and a how-to guide for each choreographic element. This will later be a study tool for the students. The teacher is going to give some examples of how dance is used worldwide, and show examples of how dance styles are different throughout the world using youtube videos of different styles. o Spain http://www.youtube.com/watch?v=v8Khjmfx9mA o Ireland http://www.youtube.com/watch?v=HgGAzBDE454 o Thailand http://www.youtube.com/watch?v=yw-s9QrlP9Q

o Africa http://www.youtube.com/watch?v=epz7wYXCY6Y o Mexico http://www.youtube.com/watch?v=sTT3W_GziwQ Students will then be asked to post on their journal(in Canvas), listing different dance styles they know, and where they come from snapshot pictures from Google maps of the different countries. As a bonus, I will ask students to think of ways that dance can be used to show things happening in the world. Ask students to pick their choreography groups, and start brainstorming the style of dance they would like to represent in their choreography project. Tell students, with this choreography project they will be making a video for it in the style of So You Think You Can Dance with background scenes, a quick discussion about the dance, and the dance itself in a setting of your choice with costumes. There will also be a correlated Prezi presentation for the project that will deal with the logistics behind the dance, the history of the style, why you picked that style, etc.

Product/Assessment: Teacher will walk around the room to make sure all students are working Students journal entries will be assessed for understanding Blog Post
CATEGORY Initial Post 2 On Time 1 Not On Time 0 No Post

Not a thought No Post Answered the Prompt Thought provoked answer. With at least 2 provoked answer. No examples of supporting material. supporting details.