My Dance Philosophy Blog

DAN 385 - Lesson Plan Lesson Plan  Title: Ballet I - 9th Grade  Theme: Teaching ballet basics to 9th grade students, or any high school student with no ballet experience. The specific topic of this lesson is “Ballet Arms”. Art Discipline: Creative Dance Grade Level: Grade 9 Teacher's Name: Ashley Fincheltub Date: April 22, 2024 Component Component : Movement Skills and Underlying Principles  Objective  Objective : Learn about the importance of ballet arms and their role in ballet; learn the 6 basic positions of ballet arms (for beginners) Essential for understanding the foundations of a ballerina’s strongest feature! Competency Competency : The student can list correctly terms used for ballet (AKA the six different arm positions: preparation, first, second, third, fourth, fifth) Standard (Competency): Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Plan Introduction  Powerpoint Overview of ...

Why are these music props important for dance teachers? - The music props are important for dance teachers because it allows for student engagement and helps teach students and allows them to work on stuff like rythm and counting.  Which are the possible scenarios in which you would use recorded songs like this one? - The song used in this video uses clear steps and directions to teahc the kids ehat steps to use. So, when using a recored song like this one, it is probably done to teach the students how to follow directions and learn different steps. a scenario that would use a song like this is likely if the teacher is either not feeling well, or is lookign to see how quickly the students can pick up audiorty directions.  strategy 1: community circle dance understanding group activites and working on a shared goal. strategy 2: mirroring understanding non-verbal cues and spontaniety. strategy 3: space improvisation  understadning improvisationa and play. strategy 4: energy...

lesson plan:  - Title, what am I teaching?, Objective, activity, assessment Types of Assessment: a) Diagnostic : It takes place at the beginning of the unit. b) Formative: It evaluates the process. It does not grade. c) Summative: This evaluation depends on the part of the unit where it is required based on the achievement criteria.  Types of Assessment: VIDEO - informal: - summative (ex. chat with instructor) and formative (ex. "any questions?") - formal: - summative (ex. exam) and formative (ex. immediate quiz) MINI lesson plan: Who am I teaching?: 9-12 grade high school dance elective students Class demographics: 25-30 students of all ages, races, and backgrounds  Elements of dance focused on: Relationships and Body Title: Ethnic Dance Subtitle/Unit: Cuban Salsa Component: Movement Principles and Underlying Concepts Objectives: Recognizes and demonstrates the role of concentration and artistic expression in movement and performance experiences.  Competency: The st...

Standards: Standard 1: mastering the foundational contemporary dance techniques. Emphasis on body awareness, flexibility, and strength. Standard 2: applying creative processes to choreograph short dance pieces. This will allow students to demonstrate originality and effective use of space, time, and energy. Standard 3: performance. Students will perform contemporary dance routines. Standard 4: critique — Students will provide feedback on their own and others' performances and compositions. This is meant to foster a constructive feedback culture. Unit: contemporary dance Scaffold: Week 1: Introduction to Contemporary Dance Lesson 1.1: Overview of Contemporary Dance (1 Day) History of contemporary dance. (Key figures in contemporary dance and their contributions.) Lesson 1.2: Fundamental Techniques (2 Days) Basic body conditioning and warm-up. Intro to floor work and center work. Week 2: Deepening Technical Skills Lesson 2.1: Flexibility and Strength Training (2 Days) Exercises; focu...

Warm-up (10 minutes):     •    Start a class discussion on the role of metaphors in artistic expression, specifically dance.     •    Practice a visualization exercise, asking students to visualize themselves as the different elements of nature (e.g., wind, water, fire), encouraging them to embody these elements through free-flowing, creative movement. Creation of Personal Metaphorical Dances (25 minutes):     •    Ask students to write down words or phrases representing significant emotions, experiences, or concepts that they identify with.     •    Encourage students to choose one of their words or phrases and develop a movement metaphor to emulate it.     •    Guide students in exploring their chosen metaphor through improvised movement, offering feedback and guidance as necessary.     •    Instruct students to craft a 1 minute solo dance inspired by their chosen me...

- Utilizing kinesthetics as a creative methodology to teach grades 9-12 is super important in fostering holistic learning experiences that cater to diverse learning styles and promote deeper understanding. Incorporating movement into lessons not only engages students physically but also enhances thinking which makes learning more dynamic, easy to memorize, and fun. By integrating physical movement and the emotional art of dance, we are encouraging students to follow a form of learning that stimulates multiple senses simultaneously. This approach is essential to learning crucial life skills like teamwork, problem-solving, and creativity. Moreover, incorporating kinesthetic activities fosters a positive classroom environment where students feel empowered to actively participate on their own, ultimately leading to better academic performance and a more positive outlook towards learning. Activity: Angle Dance (30 minutes):     •    Divide students into small groups. ...

1. What is the main difference between teaching, coaching and mentoring?  - Teaching focuses on imparting basic concepts and practices in a controlled environment, emphasizing the learning of key points and skills necessary for a specific task. - Coaching is action-oriented, happening in real-world situations where the coach guides the individual in applying learned concepts, making adjustments based on unique challenges to improve performance. - Mentoring concentrates on the individual's personal growth and future goals, offering guidance on broader life and career aspirations rather than specific skills or tasks. 2. Why is important to  know the difference between these terms? - Recognizing the differences between teaching, coaching, and mentoring is essential because each approach requires a distinct method and serves different purposes in an individual's development. Understanding these distinctions allows for the appropriate application of each method based on the specifi...

The following is an outline of my "ideal" studio: Creative and Comfortable Environment Examples: Natural Light and Lighting, Sound System, Interior Design (including spacious changing rooms) multiple studios/ rooms, separated by the styles of dance (ex. hip-hip, jazz, ballet, etc...) also basics like: Flooring, Mirrors, Ventilation Inclusive and Encouraging Atmosphere Reception and Community Area, Accessibility, Feedback and Growth Convergent thinking = Convergent thinking is when someone tries to find the one right answer to a problem. It means using clear steps and rules to figure things out, make choices, and reach answers. It's different from divergent thinking, which is about coming up with many different ideas or solutions for a problem. Three things about Intelligence (from video): 1. It's diverse (visual, kinestetic, auditory, etc...) 2. Dynamic 3. The process of having original ideas that have value

Action Plan My belief: every student should have a positive learning experience and should above all feel confident and comfortable every time they enter the classroom. class at a glance: My kids will learn to express themsleves, develop discipline, and represent themseleves and their creative ideas.  Mock schedule: 8:00 - 8:30 = breakfast Prep studio for first class 8:30 - 9:15 = teaching 5th graders a stretching and technqiue class Prep studio for next class 9:30 - 10:15 = teaching 1st graders hip-hop Prep studio for next class 10:30 - 11:15 = teaching Pre-K students Jazz 11:30 - 12:00 = Lunch Prep studio for next class 12:15 - 1:00 = teaching 4th graders a stretching and technqiue class Prep studio for next class 1:15 - 2:00 = teaching 3rd graders ballet class/ mixed with technique class Prep studio for next class 2:15 - 3:00 = teaching 2nd graders hip-hop (more advanced, than grade 1)  END OF DAY Classroom Procedures:  Entering the classroom — Enter quietly and polite...

Notes from the class/ lecture: Post-pandemic students are experiencing an increased risk in mental health issues, disorders, and symptoms 55% rise in eating disorders 33% rise in anxiety disorders 38% rise in depression