tws section four

7/28/2019 TWS Section Four

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TWS Section Four

Design for Instruction

A. Pre-Assessment and Contextual Factors

0

5

10

15

20

Motif Theme Unison Duet

Pre-assessment

Knowledge of Choreography Terms

# of students who

defined the term

correctly

# of students who

defined incorrectly

0

2

4

6

8

10

12

14

16

Forms of Abstraction

Pre-assessment

Knowledge of Forms of

Abstraction

Students who

provided ways

to abstract

movement

Students who

didn't provide

any ways to

abstract

movement

Types of abstraction mentioned by

studentsChange body

parts

Variety of

dance elements

changed

Gave locomotor

movement

Gave qualitative

changes

0

2

4

6

8

10

Very

Uncreative

Uncreative Somewhat

Creative

Creative Very

Creative

How creative students think they are


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I wanted to see what students already understood about choreographic form and forms of abstraction. The learning

goal for the unit is for the students to define all the terms for choreographic forms on the written quiz and list all forms

of abstraction discussed in class. In regards to defining choreographic terms I noticed that many students confused

motif with the term motive. They often answered that motif was the motivation or reason for making a dance. Due to

this word association confusion I will adapt my instruction to include words written largely on posters and displayed

for students to read and view, hopefully reinforcing the distinction between this word and motive which would relate

more to theme. Most all the students understood the word theme, however some students wrote that it was the type

of dance or style which is a description more accurately attached to genre. I did not think of this word being

involved in the unit on choreography but I may give some attention to this vocabulary word now after this pre-

assessment. The majority of students understand unison and duet so there will not need to be a large amount of time

spent on these terms.

There are many ways to clarify and describe forms of abstraction and the results from this quiz tell me that

students have a fairly good background in the elements of dance and knowledge of how these elements can be

manipulated to develop and abstract movement. I am not looking for them to list distortion, exaggeration, repetition

and inversion as is listed in the core standards for Dance II on their pre-assessment if they have never learned them

before. Rather I was looking at their ability to critically think about what abstraction is and how they can apply it to

movement. Overall I see that the students have a conceptual knowledge of abstraction but will benefit from learningnew vocabulary words and experiencing the aforementioned forms of abstraction. Basically all students understood

the term duet so when the unit was taught so I didnt focus very much on the term. This knowledge that I didnt need

to spend much time on duet led me to adjust my unit objective 1 to include canon when students who finished their

duets early in lesson 4 brought it up. I hadnt originally planned to include canon.

I also asked students how creative they think they are for an assessment of my own teaching practices and my

ability to help students develop a positive sense of their artistic abilities. Though unrelated to the learning objectives of

the unit for the students I felt this part was important to include for helping me know if I am able to help students

develop confidence and self-esteem in creating movement. This question helps me assess students self-perception

and attitude towards creating choreography in my classroom. Because half of my students feel they are only

somewhat creative I will plan to validate a variety of students individual work and place it into concert choreography.

Title: Choreographic Form and Written Form

A. Unit Learning Goal or Outcome: By the end of this 8 day unit intermediate dancers will:

1. Demonstrate knowledge of choreographic forms ABA, Rondo, Unison, Duet, Canon and Collage by creatingmovement in these different forms for the Spring Concert;

2. Demonstrate knowledge of choreographic devices of abstraction, repetition, distortion, inversion andexaggeration by developing motifs and movement for the Spring Concert;

3. Articulate connections between choreographic forms and devices and the structure and form of the writtenlanguage by writing about how written language motivated the movement of their class piece for the Spring

Concert;

4. Express to their peers and audience the importance of using written language appropriately, especially duringdance concerts, by creating a poem to be read as text to their dance and at the beginning of the Spring Dance

Concert that will request audience members to silence their cell phones and refrain from texting.

Instructional Objective(s) B. Instructional C. Use of D. Adaptations for


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Schedule Addressed by Lesson Strategies Technology Learners

Lesson 1: By the end of the 60

minute class

intermediate dancers

will demonstrate

understanding of

basic choreography

form by creating a

dance in ABA' form

based on the ABA'

form of a paragraph

(A -Topic Sentence B-

Body Sentences A -

Concluding

Sentence.)

Visual aids: Writing the

form in big letters on

butcher paper ABA.

Writing the parts of a

sentence and labeling

the Topic Sentence A,

body sentences B and

concluding sentence A

to help make meaning

and describing them

verbally.

Modeling:

Demonstrating ABA

form with my ownparagraph and

movement attached to

it.

Scaffolding: Warm-up is

done in ABA form, then

center sequence is

done in ABA form to

the text of my own

paragraph before

students are given the

opportunity to try it

themselves.

Rather than watch

the notes on the

butcher paper ELL

students can be

assisted by think-

pair-share activities

where peers

explain the same

concepts to them.

ELL or IEP students

can have one-on-

one time reviewing

paragraphs and

ABA form once

students are

released to work

on their own

choreography.

Students struggling

to create a topic for

their paragraph can

use words and

ideas about the

color of theirpersonality that we

discussed in the

previous unit. A

sheet with words

describing the

colors will be left

out for students as

a resource.

Some studentshave to write down

their paragraph,

others need to

move to remember

and work through

their paragraph so

pencil and paper

can be provided for


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those who need it.


minute class


will: 1) show

solidified knowledge

of the ABA and ABA'

choreographic forms

by assessing their

partners ABA'

choreography and

noting verbally and

on paper what made

A different from A' 2)

demonstrate

emerging

understanding of

motifs as a

choreographic device

by developing their

own motifs and

phrases based of the

written form of text

messages.

Modeling:

Demonstrating my own

ABA solo and providing

feedback for myself on

the similarities and

differences between A

and A.

Scaffolding: Using the

same ABA warm-up so

students learn the

movement to use in a

future sequence

Use the time

students are using

to perform for their

partners and

provide feedback

to administer the

pre-assessment

quiz to students

who were absent

and give them the

explanation of the

ABA form.


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minute class


will solidify and

demonstrate

understanding of

motif and the fourforms of abstraction

by performing the

warm up sequence

with an added

development of a

motif and creating a

duet with a partner

that is based on a

texting conversation

that includesemoticon motifs.

Modeling: Showing

students how I might

abstract my own

gesture that represents

a wink emoticon and

then inviting them to

try it themselves in adifferent way than I

had.

Modeling: Visual

slideshow that shows

examples of forms of

abstractions in visual

art.

Let students know if

they have their cell

phone in their hands

other than when they

are assigned to send

instructions to the

dancer performing in

their group then they

will receive another

assignment that doesnt

involve their cellphone

or their group.

Slideshow

presentation with

visual art examples

of forms of

abstraction.

Cell phones were

used to send

instructional

messages to

dancers on which

form of abstraction

they should apply to

the warm-up

movement

sequence.

The ways words

are displayed on

the poster are

abstracted to

match the

vocabulary word to

help ELL studentswho would not

gain the

understanding they

need by looking at

the poster with just

the words written.

Lesson 4: Lesson 4 By the end

of the 60 minute

class intermediate

dancers will

demonstrate

understanding of

how texting as a

form of written

communication canbe used as a

choreographic form

as well by

performing their text

message duets for

their peers.

Poster with

representations of the

four forms of

abstraction to hang to

remind them and for

them to read as they

create their duets.

Formative Assessment:

Ask each duet as they

work which form of

abstraction they are

using to develop an

emoticon motif in their

duet? Then quiz them if

they know the other

three without looking at

Pair ELL students

with someone who

can write their

texting

conversation down.

Students who finish

early can join me in

discussing the

concert

choreography and

their possible ideas

for a structure.


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the poster.


minute class


will demonstrate the

choreographic device

of canon by working

together to sequence

movement from

three different

students ABA' solos

into a canon for

spring concert

choreography and

demonstrate

kinesthetic

understanding of

collage by

overlapping text

message

conversations over

their canon.

Chose two students

who finished early with

the assignment in the

previous period to

present their

choreography to the

class.

Learn the sequence

with the other students

so they are motivated

by my own example of

curiosity and of

learning, but also so

that I can better

monitor the pace and

needs of the students

who are learning.

Use video playback for

students to assess and

make corrections.

Students will be

filmed and then

projected from the

camera device onto

the wall to assess

the changes

required individually

to make the canon

work.

Students could use

the technology to

film each other.

Some students

learn by doing

others by first

observing and

others need the

audio cues. As the

students teach

their A B and A

portions to the

class allow

students to start

with whichever

way they learn best

first and then join

the group when

they are ready to

enter

kinesthetically.

Lesson 6. By the end of the 60

minute class

intermediate level

dancers will

differentiate

between the

choreographic form

of collage and unison

by performing the

warm-up movement

in unison and

improvising ways to

turn their textingduets into a collage

and by creating

collage on a smaller

scale by

choreographing

collages of different

parts of a sentence

Ask students to define

unison and to define

collage.

Color code the parts of

speech before putting

them in envelopes so as

to codify which words

are which part of

speech even outside

the envelope.

Have each student draw

a word and the exerciseisnt completed until

everyones word is used

so that all students are

participating.

Students who

cannot read can

get help from a

partner if you ask

students to share

their word with the

person next to you.


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Lesson 7. By the end of the 60

minute class

intermediate

students will develop

choreography using

the choreographic

form of a rondo bycreating a poem in

ABACADA.form

that describes to an

audience their

responsibility to

silence their cell

phones throughout

the duration of the

spring dance concert.

Have letters in a bowl

and have everyone

choose a letter so that

everyone is involved in

the poem.

Brainstorm words that

rhyme if the students

wish for the poem to

rhyme before beginning

to create words.

Students will be more

engaged if they all play

the part of A and not

just one student, but

also there is one

student who is a

behavioral problem

who could be

motivated to behave

better if he was given

the part of performing

the A line always.

Video about

technology and the

ways it is causing us

to be alone

together. Group

discussion on this

topic will requirehigher thinking skills

and will be

synthesized into

poetic form.

Students can work

on their own or in

groups to create

phrases for the

poem. (the class

has a wide range of

need in this respectsome intrapersonal

some interpersonal

extremes)

tws section four

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