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Year 9 DanceProgram 2018

Year 9 Dance program brief:

In Year 9, Dance students are given further opportunities to choreograph using the elements of dance (BEST), choreographic devices and structures to develop choreographic intent. They build on and refine technical competence in their dance skills in specific dance styles. Students are given opportunities to present dance to an audience, focusing on retention and clarity of movement, projection, focus, expression and musicality. They further discuss the choreographer's use of the elements of dance, choreographic devices and structures, and design concepts for choreographic intent in the dances they make and view. They investigate the evolution of particular dance genres/styles.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.

The learning focus that teachers select should shape and drive the teaching of the content.

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Term One

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Weeks Teaching Focus Content Addressed Assessment

Week 1 Lesson 1, Week 1: Introduction to course.Expectations

Hand out Year 9 dance policy/agreement. Discuss expectations and explain to student’s conditions outlined on the letter.

Explain Scheme of assessment. Talk through plan for this term. Dance Night expectations. Discuss extracurricular opportunities. Students are to write in their planners what they need for next lesson and when this

terms assessments are due. Each student will need a journal they can hand in during Week 10 of this term.

Week Two Week Two: Lesson One and TwoChoreography Workshops: Revision of ‘B.E.S.T’ including cannon, and Choreographic Devices of unison and repetition.

Roll and warm up Revision of warm up, safe dance practices, why we warm up and what it involves.

Recap from Year 8 Dance: BEST

The elements of dance are the building blocks for all choreography. The different ways we use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes.

The four elements of dance are: BEST (Body, Energy, Space, Time).

BODY Is used to make shapes which create interesting movement. To continually change the

shape of the body is an important part of choreography. You can make shapes

Improvisation skills to find new movement possibilities for the same idea (ACADAM020)

Elements of dance: body, energy, space, time (BEST), selected and manipulated to create dance that communicates choreographic intent (ACADAM021)

Choreographic devices: (unison, canon, repetition, abstraction, contrast, motif) and choreographic structures (narrative, binary, ternary) to create group dance that communicates choreographic intent (ACADAM023)

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individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each).

Activity- shapes and transitions (in pairs).

SPACE Spacial patterns you stand in Levels Directions Floor Patterns Expansion and minimisation (size)

Activity [FLOOR MAPS]1. In a group student, will draw a floor map on a piece of paper. 2. Students then need to create a phrase that represents their floor map (no more than 6

moves).3. Individually, students draw their own floor pattern. 4. They put two points, ‘A’and ‘B’ on their map. 5. Students are to walk their individual floor pattern. 6. Students have 5-7 minutes to walk the pattern again and perform their phrase at the

two points where they put a cross on the space. 7. Students then have to come up with a creative way to travel from point A to B, B to C

and C to D. 8. Students perform in 3 or 4 groups. Peers reflect and comment on what they saw. This is

to practice putting what they see into words using correct dance terminology. This could be done in pairs.

Activity [Minimisation and Maximisation/Size] Using the phrase students created for their floor map exercise, students are to apply

minimisation to the phrase, creating a new, smaller phrase. Teacher will choose 2 groups that have shown great creativity within their manipulation to demonstrate to the class. Students should reflect and comment on what made the phrase interesting/successful [think/pair/share activity].

Then students do the same thing with maximisation.

Group work practices (collaborative dance planning, giving and applying critical feedback) in dance (ACADAM024)

Importance of warm-up and cool down procedures for dance and rehearsal preparation (ACADAM022)

Dance performance opportunities, demonstrating appropriate expression, projection, focus and musicality (ACADAM024)

Week 3Week Three: Lesson One

Improvisation skills to find new movement possibilities for the

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Choreography Workshops: Revision of ‘B.E.S.T’ including cannon, and Choreographic Devices of unison and repetition.

Week Two: Lesson TwoChoreography Workshops: Abstraction

Discuss abstraction - Making movement less literal. - An abstract choreographic structure is when a dance explores a theme but

does not use a narrative choreographic structure. - It is the ‘feeling’ of the idea rather than the literal image. - Literal means- taking words in their usual or most basic sense without

metaphor or exaggeration, representing the exact words of the original text or lacking imagination.

Show video examples. - Discuss choreographic intent. What is it? - Does it have to be a story? - What do we think the theme of each piece is? - How well does the choreographer abstract the movement? - Are some movements literal? Which ones?- Students are to practice describing what they see using as many dance terms

as possible. Students are encouraged to be as descriptive as possible- using words not movement.

In groups of 3, students receive a poem/song lyrics. Students are to use the poem to inspire a movement phrase. The aim is to be as

creative and non-literal as possible. They should not use the words to inspire the movement but rather the ‘feeling’ of the poem.

To start, students create a brainstorm. They are thinking about what feelings and ideas relate to the poem, without being literal representations. Words from the poem itself cannot be used.

Students are then to create a dance phrase using the brainstormed words as a stimulus. Again, they are encouraged to be as abstract as possible. It is okay to have the audience watch the phrase and not fully understand what the poem was about. The aim is to be creative and interesting and to represent the poem in an abstract way.

same idea (ACADAM020)






Week 4 Week Four: Lesson OneChoreography Workshops: Motif Improvisation skills to find new

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As a class we will look at several stimulus materials to inspire a motif movement. In pairs, students will create a movement or phrase that they believe symbolises the

stimulus shown. Students are encouraged to use abstraction, rather than being literal. Students are then to choose one motif created, to manipulate in the following ways:

- Level and direction- Speed- Energy- Add a second body part to the movement. - Move the movement into a different part of the body (instrumentation).

Students are then to create transitions to their phrase. Students will perform their movements to the class. They will perform the phrase once

in its entirety, then again, one move at a time, and explain how they manipulated each movement.

Peers are to give feedback:- What did you find interesting or successful about a peer’s phrase?- What made a phrase successful? (Look interesting/creative) [POSSIBLE

ANSWERS: Smooth/clear transitions, creativity of manipulations, performance qualities, rehearsal/movement retention).

Week Four: Lesson TwoChoreography Workshops: Space

Discuss: What are some more ‘unconventional’ spacial patterns? What type of spacial patterns can help portray the following feelings or themes…? Strength/unity, order/organisation, scared/fearful, confident, expansive, trapped/confined.

All students spread out in 4 groups. Shape exercise: One at a time, each student enters the space (within their group) and

makes a shape that symbolises a stimulus word like above. Their group members follow and make a connecting shape that symbolises the word given. Students then need to leave the space in the reverse order. They repeat these exact movements again and a third time if necessary.

Students repeat the same exercise using a different word as a stimulus. They then have to repeat the first shape and when told, transition to the second shape

as smoothly as possible. Students exit the space again (all at the same time).

movement possibilities for the same idea (ACADAM020)






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Students create one more shape using another stimulus word. They leave the space at the same time. Students create the first shape again, transition to the second shape and then the third, as smoothly as possible. They then leave the space once at a time.

Students rehearse these 2 more times. Each group will show the class their phrase. Feedback from peers- students will think about:

- Describe the shapes/body positions that occurred for each stimulus word. Students needs to use descriptive language and dance terminology.

- What made the transitions so smooth?- What did the group do well? - Did the group use any other choreographic devices and/or elements to make

their dance interesting?

EXTRA CHORY

WORKSHOP(If time

permits)

EXTRA CHOREOGRAPHY WORKSHOP (If time permits) (Energy)

After a warm up, students are all taught the same 16-32 count phrase. Students are split into 4 group Each group is given an emotion: sad, scared, ecstatic and angry. The group is must manipulate the phrase learnt, to fit the emotion. They should think

of different energies to help support the emotion. We will brainstorm on the board energies for each emotion.

Students must manipulate the movement learnt, to make it fit to the song and emotion provided.

***To extend students further (if they finish early) they should try and include levels or direction manipulations which they learnt last lesson.

Students then perform their phrases for the class and feedback is given. During feedback- encourage students to use dance terminology where possible when

commenting on others’ work. Ask each group to explain how they manipulated the phrase using correct dance terminology.

Week 5 Week 5: Choreography Assessment begun. Task 4.

Students are to create a 1.5-2.5-minute dance that is inspired by a stimulus document given to Improvisation skills to find new movement possibilities for the same idea (ACADAM020)

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them. Their dance routine must include a motif, and a range of choreographic elements and devices as outlined by the task sheet.The choreographic piece must have a structure chosen from the following:

Binary Ternary Narrative Abstract

Students will be marked on their ability to work with others and in a group, their commitment and focus to the task, their creativity to include the above criteria and of course, their performance.

Interview/ReflectionStudents will have a 3 minute, individual interview the lesson after their performance and will be expected to fill out their choreographic planner each lesson. The interview will address questions about their choreographic intent and use of devices and elements.

Week Five: Lesson TwoChoreography TaskTask 4 Task 4 expectations recapped. Students will understand the expectations of the task and be

able to list them by the end of the lesson. Motif development exercise. Students must choose their stimulus today. Answer relevant questions in their choreographic planner and choose music. Students should begin to choreograph





Practical and reflective rehearsal strategies, focusing on movement retention, clarity of movement and choreographer's intention (ACADAM022)


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Week 6 Week Six: Lesson One and TwoChoreography Task

Students will be expected to recap the choreography from the lesson before and to then extent on their choreography.

Students MUST have music chosen this week. As a class, we will brainstorm ways to troubleshoot/problem solve for when students

get stuck in regard to choreography. Students will begin/continue to choreograph their dance. Students must record their progress on their computers at least once per week. Students must answer the reflection questions given to them once a week in their

journals.







Dance performance opportunities, demonstrating appropriate expression, projection, focus and

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musicality (ACADAM024)

Week 7-8 Week Seven and Eight. Choreography Task

Students will be expected to recap the choreography from the lessons before and to then extent on their choreography.

Students are expected to record their choreography at least once per week. Students must answer their reflection questions in their task booklet.

Performance qualities will be discussed. Students will learn the basics of appropriate performance qualities when performing for an audience. Students will then research the appropriate performance quality for their chosen style of dance. This is so that students have a clear understanding of what is expected of them in regard to performance, for their assessment next Choreography lesson. Students will need to think about the following when planning their appropriate performance qualities.

Audience (age/gender etc.). Place The starting and finishing of positions Entrances and exits Concentration- both inward and outward. Memory Facial expressions Strength and accuracy of movement. Dancing in synch with one another.

- Students will be expected to recap the choreography from the lesson before and to then extent on their choreography.

- Students are expected to record their choreography at least once per week. - Students must answer the reflection questions in their Task 4 journal each

week.







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Week 9 Choreography (Task 4) ASSESSMENT 1. Students will participate in a class warm up. 2. Students will have 10 minutes to rehearse their dances and refine. 3. Once all groups have performed, students will be expected to reflect on their

performance in their Journals. Journals are due at the end of this lesson4. During the second lesson of this week students will participate in a one-on-one

interview where they will be asked questions in relation to choreography.

Written Reflection: Explain whether you thought you performed well or if your performance needed work and why. You may consider answering some or all of the following questions to assist you:

Did you/your group remember all the choreographed movement? Why/why not? Were your individual entrances and exits of a good standard? Did you display appropriate facial expressions during your performance? Did you lose concentration during the performance? Were you well prepared for the assessment? Did you apply the corrections given to you during peer and teacher feedback from

previous weeks? Did you demonstrate good/strong technique during the performance? Was your dance creative? If yes, how so?






Practical and reflective rehearsal strategies, focusing

Task 4AChoreography Performance

Task 4BInterview

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on movement retention, clarity of movement and choreographer's intention (ACADAM022)


Week 10-11 Week Seven and Eight. Critical Analysis One: Task 6 (5%)

Over a series of lessons, students will look at a dance piece from SYTYCD and learn to critically analyse the design concepts and choreographic choices, and how they support choreographic intent.

Students will write a critical review of the piece, which will be an online SEQTA submission.

Task 6Due Date: Term 2, Week 3

Interpretation using dance terminology, of how the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the meaning of a dance work (ACADAR025)

Dance reflecting and analysing: Reflective writing, using dance terminology, on their own and others’ work, evaluating the effectiveness of choices made in dance making (ACADAR025)

Task 6Critical Review

CheerleadingTerm 2

Week Teaching Focus Content addressed Assessment

Week 1 Week OneCheerleading Technique

Skills and Techniques: Dance skills that further develop and refine technical competence in relation to body control,

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Task 1 introduced/outline and marking keys handed out.- Students will be assessed on their participation throughout Cheer lessons, their

performance during their assessment, their ability to complete stunts correctly and safely, their ability to remember known movement and demonstrate it correctly and with strength and their knowledge of Cheerleading terminology.

- Students learn about the history of cheerleading and its place in Australian society.- Students are shown 1-3 Cheerleading video’s, so they can understand what it looks like.- Students will be taught the main components of cheerleading during this term.

Tumbles Stunts Dance choreography

- Stunt positions are explained- bases/flyer/front spot/back spot. - Students are taught the main arm positions of cheer:

High V Left and right half- high V Low V Left and right half - low V T and broken T Daggers Bow and Arrow (L + R) Left and right K Left and right diagonal Punch ups (R + L) Touchdown Clap Clasp

- By the end of the lesson all students should have a clear understanding of the arm positions of Cheerleading and be able to demonstrate all positions on command.

- Students will learn a basic Level 1 cheerleading stunt which will incorporate cheer terminology. Students will be taught how to do this stunt with an emphasis on safety.

- Students will begin to learn a Cheerleading dance during week one which will be choreographed and taught by the teacher. This dance will incorporate

accuracy, posture/alignment, strength, flexibility, placement, balance, coordination, articulation and endurance (ACADAM022)

Safe dance practice of style-specific techniques (ACADAM022)

Practical and reflective rehearsal strategies, focusing on movement retention, clarity of movement and choreographer's intention (ACADAM022


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stunts, cheer dance and tumbles learnt through technique classes. All choreography will be of Level 1 standard. The dance will be revised and extended on each lesson.

- There will be a specific focus on safety during each lesson.

Week 2-8 Weeks 2-8Cheerleading Technique

Students will continue to warm up at the beginning of each lesson. Students will continue to work on their Cheerleading dance each week which will be

choreographed and taught by the teacher. This dance will incorporate stunts, cheer dance and tumbles learnt through technique classes. All choreography will be of Level 1 standard. The dance will be revised and extended on each lesson.

There will be a specific focus on safety during each lesson.

Assessment: Students will be assessed on their progress over the term and will be given a mark that assesses will be the students in class behaviour, commitment, effort, focus, musicality and the ability to work both independently and as a part of a group. Student will also be assessed on their ability to demonstrate a coordinated and skilled application of technical dance skills including tumbles, stunts, motions and cheer dance. There will be a strong focus on student safety during this unit and a student’s ability to apply safe dance practices.

Final performance: Dance Night (20%)Task 3 Assessment

The Cheerleading dance will be performed at Dance Night Term 3 (Task 3). Students will be assessed on their performance.

Students will be reminded about performance qualities closer to the performance date:- The starting and finishing of positions- Entrances and exits (stage shape/wings)- Concentration- both inward and outward. - Memory- Facial expressions- Strength and accuracy of movement.

Skills and Techniques: Dance skills that further develop and refine technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, placement, balance, coordination, articulation and endurance (ACADAM022)




Week 5Task 1AProgress

Assessment

Week 7Task 1B

Final Assessment

Task 3Dance Night

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- Dancing in synch with one another. The dance will be finished and adjusted where needed. Students will continue to work

on their technique throughout the dance as well as their performance quality in preparation for their performance in front of an audience.

ContemporaryTerm 3

Term 3Weeks 1-8

Weeks 1-8Contemporary Technique: Task 2

Task 2 outline and marking key handed out and spoken through. Teacher will give a brief history of Contemporary dance and an explanation of what it

is/it’s function. The teacher will show 2-3 videos of contemporary dance being performed, one of

which will be a music video clip. - Students will provide feedback about which clips they liked and why. Students will

describe what they saw and make notes on what contemporary dance looks like/what is involved amend how it is different to other styles.

- Teacher will ask students where they have seen contemporary dance being performed.

The teacher will explain how a contemporary class runs and what the students will be being assessed on.

AIMS At the end of this unit students will be able to an extended contemporary dance which

will be assessed. (Technique/Performance/Alignment/Musicality) Movements taught will include (but is not exclusive to)

- Leg swings- Backward rolls- Focus on using hands to stand or sit up. - Information about ‘constructive rest’ position.

Arm swing or torso movements, focusing on;- Spinal rolls- Plank





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- Looseness of knees. - Looseness but control of arms. - Gestural arm movements.- Parallel position

Leg kicks focusing on;- Pointed toes- Extension in legs both supporting and elevated leg. - Strong arms to accompany the legs. - Brushing through the floor on the way up.- Strength and flexibility in legs. - Falling and catching of weight. - Parallel position

Week 7: Contemporary Technique (Task 2) ASSESSMENT Students will be assessed on their Contemporary technique today which will include a

warm up and extended dance sequence learnt in class as well as demonstrating an understanding of contemporary terminology.

Students were given a task outline and the marking keys for this assessment during the first Contemporary lesson of the year so should have a clear understanding of what they are being assessed on.

Final performance: Dance Night (20%)Task 3 Assessment

This dance will be made as collaboration between the teacher and students. The teacher will create movement and teach it to the students and students may be asked to manipulate the known movement using techniques learnt in Year 8 and Year 9 Choreography classes during Semester 1. They may also be asked to create small movement phrases but will always be given a stimulus, idea or structure to facilitate this.

Students will be assessed on their performance at Dance Night (Task 3). Students will learn movement choreographed by the teacher, however; will also be

given the opportunity to contribute to the performance piece through individual and/or group task-based activities.

The dance will be between 2 and 3 minutes in length. Students will be reminded about performance qualities closer to the performance date:

- The starting and finishing of positions- Entrances and exits (stage shape/wings)

Week 7Task 2

Contemporary Technique

Week 10Task 3

Dance Night

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- Concentration- both inward and outward. - Memory- Facial expressions- Strength and accuracy of movement. - Dancing in synch with one another.

The dance will be finished and adjusted where needed. Students will continue to work on their technique throughout the dance as well as their performance quality in preparation for their performance in front of an audience.

Weeks 9-10 Rehearsals for Dance Night PerformanceTask 3 AssessmentDance Night (20%)

Performance qualities applied: The starting and finishing of positions Entrances and exits (stage shape/wings) Concentration- both inward and outward. Memory Facial expressions Strength and accuracy of movement. Dancing in synch with one another.





Task 3Dance Night

Term 4

Week 1 Week 1 Dance reflecting and analysing:

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Dance Night reflection

Students will watch their dance night performance and answer short reflection questions, specifically for students to critique their performances as individuals and a group.

Reflective writing, using dance terminology, on their own and others’ work, evaluating the effectiveness of choices made in dance making (ACADAR025)

Weeks 1-5 Week 2Task 7 introduced: Critical Analysis of a dance work and evolution of dance.

Students are to complete a scaffolded worksheet that helps them to analyse a dance piece and understand aspects of the evolution of dance including an investigation into the influence of Australian dance artists, companies and practices.

Students are asked to interpret, using dance terminology, how the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the meaning of a dance work.

They must complete a final copy which should be in the form of a report, using subheadings.

Students will view the show over 2 lessons and take notes.

Week 3Task 7: Critical Analysis

As a class we will talk through the scaffolded worksheet and come up with examples of design elements and choreographic elements that support the theme- demonstrated throughout the work, as a class.

Students will be reminded of the correct way to paragraph which includes a topic sentence, an example, an explanation of the examples and a linking sentence.

Students will also be reminded of how to write a correct introduction (who/what/where/when/why), as well as a short description of the show’s themes and what design elements were used.

Students will also be reminded of the correct way to write a conclusion.

Week 5Task 6 Due

SEQTA Upload

Dance reflecting and analysing: Reflective writing, using dance terminology, on their own and others’ work, evaluating the effectiveness of choices made in dance making (ACADAR025)

Interpretation using dance terminology, of how the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) contribute to the meaning of a dance work (ACADAR025)

Dance in Context: Evolution of various dance genres/styles (ACADAR026)

Week 5Task 6

Critical Analysis

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Weeks 6-7 Choreographic WorkshopsDuring Weeks 6-7 students will participate in a variety of improvisation and choreographic workshops.

These classes will focus on building student confidence whilst improvising, choreographing and performing for one another. It will also give students skills to create movement with, including the Choreographic elements of B.E.S.T. and devices such as cannon, accumulation, motif and choreographic structure such as binary and ternary form.

Students will participate in group improvisations as well as solo improvisations. They will watch their peers improvise and provide their peers with feedback. Students will also participate in choreographic workshops where they can apply their knowledge and create short solo, duo and group phrases.

*** PLEASE NOTE: During Week 6 the Year 9 Rite Journey Camp will be held and all students will be off campus.

Improvisation/choreography

Students are introduced to the idea of improvisation as “making up movement at you go.” A process of spontaneously creating movement, without any preconceived choreography.

Students are encouraged to- Be in the movement. - Don’t laugh or giggle.- Be aware of what is going on around them for safety concerns. - Don’t critique themselves.- Don’t compare to others. - Copying is okay! - Don’t be afraid to make eye contact.- Be brave. - Take the task seriously.

At the end of each exercise give students feedback and encourage creativity- if any students stand out, ask them if they will show the class what they created and point out what was good about the movement.

***Students will never be ‘forced’ to improvise one at a time in front of the class.







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Example improvisation exercises:

Exercise 1: (SHAPE EX) Students all stand in a circle with one student in the middle. One at a time, students go into the middle of the circle and make a shape that

connects to one of the people in the middle. They are trying to fill the ‘negative space’ as well as connect to a peer.

Once all members of the group are connected, students must leave the shape in the reverse order.

Repeat exercise.

Exercise 2- Students spread out in the space facing any direction. - They must choose a body part. - Students need to spell out their name using this body part. After a few practices

students should show their movement to a partner. - Repeat using another body part.

Exercise 3: Students start on one side of the room, 6(is) students at a time cross the room but

must move as though they are weaving through traffic. The second time they should cross the floor as if they are ice skating. The third time they should move as if their feet keep getting stuck in mud or

quicksand.

Once students have experimented with these ques, the rules or themes become a bit more difficult.

Next, they must only move at a low level whilst crossing. Then they can only move backwards. Slow motion. Lastly, students must have 3 points of contact with the floor at all times as they

cross.

Exercise 4: Students stand in a circle and on the board is written:

Jump

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Drop Roll Circle Arm only Leg only Head only

One students start, by demonstrating a jump, the next student does a drop (of any kind) the next a roll- and so on. Students can interpret these words however they want. Students must come up with new movements and cannot copy one already done. Each student is adding onto the phrase so they must demonstrate all the movements already made and then add theirs on. When you get to the end of the list start again from ‘jump.’ Continue until all students have added a step.

Exercise 5: “LOOK DOWN” Students stand in a circle looking at the floor. Count to 3- on ‘3’ students must look up and stare at a peer. If they lock eyes with

someone else, they are both out. Students who are looking at someone that isn’t looking at them are still in the game.

Exercise 6:- Students stand spread out in the room and choose an ‘in-between’ step that they can

come back to and repeat at length. - One at a time the teacher will call out a student name and everyone in the class must

stop what they are doing and copy that person (like follow the leader). - Students can do any dance movements they like and are not restricted to any style. - When the teacher says “break” students go back to their ‘in-between’ step. - The teacher can also yell ‘freeze’ and ‘unfreeze’ at any time where students will stand

still and then ‘unfreeze’ when directed. - Once students have had a sufficient amount of time for this exercise, split the class in

half and have an audience and performers. - As the audience for feedback in regard to what they enjoyed seeing, what was

interesting etc.

Exercise 6:Charades to encourage confidence and improvisation.

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Year 9 Study skills for successThe following strategies can help you understand the strengths and weaknesses of your study skills, and how you can get the most out of you study time.

1. Use Dropbox as a tool for practical rehearsal

2. Use planner to record homework each week and to plan your time wisely.

3. Use a specific ‘dance folder’ to organise hand outs and assessment.

4. Ask for feedback from your teacher and peers

5. Get Started

Ask yourself: Am I the type who dives right in, or is getting started the most difficult part of any task? An effective way of beginning an assignment is to break it into smaller parts. For example, if you have four chapters to read, start with only one or two chapters in the first session.Once you've broken the assignment down this way, your first task is more manageable, and you'll find it easier to begin. After that, schedule as many sessions as necessary to complete the entire assignment. Knowing that part of the assignment is already completed will make it easier for you overall.

6. Time Management

Do you use your time well? The key to time management is planning. Map out study sessions in writing, so that you can see how much needs to be accomplished in an allotted study time.To manage your time successfully, you need to see the study plan – much like a builder needs to see the blueprints for a building. Using a calendar or a day planner can be helpful for this purpose. In addition, schedule study sessions in time slots that fit your study habits; for example, every day after school, or every evening after dinner.

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7. Organize Assignments

Are you the organized type? If not, you could try using a color-coded folder for each area to be studied (e.g., a red folder for English, a green folder for social studies, etc.). All loose notes and materials related to that subject area should be placed in the folder regularly, so that when it's time to study, you'll be prepared.

8. Take Notes

Do you have trouble taking notes? Trying to write down a teacher's speech word-for-word is nearly impossible and infinitely frustrating. Instead, pick out key words and phrases; this will help you learn to summarize your thoughts. Think of each note-taking session as if you are creating the skeleton or the frame of the area covered. The skeleton still needs to be "fleshed out", however, in order to provide a full picture. You can do this by going back and adding more details to your notes after each session.

9. Review material

Do you avoid reviewing material until right before the test? This is a bad idea. No other study skills more important than reviewing, which you should do at least three times before a test.First, review as soon as possible after your first contact with the subject matter – immediately after class or after school, for example. This session will reinforce the material that is still fresh in your mind. At regular intervals afterward – weekly, monthly, or whenever your schedule permits – review the material again. Then, immediately before a test, review the material once more. Repeated contact with the material will help you know it inside and out.

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€¦ · web viewshape exercise: one at a time, each student enters the space (within their...

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