Nov 10 - Week 13 - Meeting 23 / Teaching: I am not a Dancer / Mini-Lessons

 

I 


Unit: Teaching

Theme: I am not a Dancer

 

Introduction

Today's class introduces a dancer who states she is not a dancer. It a play of words to say that she is not the stereotypical dancer; she does not think of dance in traditional terms.

 

II 

Learning Objectives 

 

  • Understand the different layers of the word dancer
  • Explain the importance of using the term in a more inclusive and creative way
  • Gain an awareness of the variety of dancers there are
  • Discuss these ideas with other members of the class 

 

III

Main Lesson

 

1

Mini-lessons

 

 

2

Read 

 Kinesthesia and Visual Self-Reflection in Contemporary Dance

 

https://www.google.com/books/edition/Kinaesthesia_and_Visual_Self_Reflection/FhQ-EAAAQBAJ?hl=en&gbpv=1&dq=dancers+who+do+not+consider+themselves+dancers+per+se&pg=PA125&printsec=frontcover


 Open the link and read the information. Answer the questions bellow.

Question 1

What is the difference between the way ballet dancers describe dance compared to the way in which contemporary dancers do?

 

3

 
To Dance is a Radical Act
 
 https://www.psychologytoday.com/us/blog/what-body-knows/201111/dance-is-radical-act

 
 
 Question 2
 
What are the main points addressed in this article about why dance is a radical act?
 
 
 
 
IV
 
 A Note to Remember
 
 "Dance first. Think later. It's the natural order," says Samuel Beckett, one of many popular quotes about the art of dance.

 
 
 Question 3

What is the advantage of dancing before one thinks? 

 

V

Case Study





Question 4
 
Based on Elena Lambrinos' presentation, why is the inclusion / exclusion dichotomy such an important aspect to think about in dance education?



 

VI

Journaling

 

VII

Glossary

 

VIII

Sources

 

IX 

Students' Work

 

 

 

 

  

Comments

Post a Comment

Popular posts from this blog

Sep 24 - Week 6 - Meeting 12 / Self - Assessment: Mid-Term Quiz

Image
   I  Unit: Self - Assessment  Theme: Mid-Term Quiz   Introduction Every semester I assess your understanding of the content covered so far. Just right before the progress report's dead line, you test your own abilities to retain some of the themes we have learned and experienced together.   Today's quiz evaluates how efficient I have been in communicating ideas about Methodology of Teaching Dance based on your responses to the questions below.   II Objectives Understand the nature of self-assessment Make sense of the various concepts explored in class Gather an awareness of assessment that is conducive to further learning Experience what is like to put into practice the content learned in class   III   Main Lesson   VOCABULARY 1. Teaching Philosophy Statement: Your teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. ... It develops these ideas with specific, concrete examples of w...
Read more

Dec 1 - Week 16 - Meeting 28 / Final Reflection

Image
      1    Proud and  Excited About Teaching   Isabella Racanelli       This semester really opened my eyes to what it actually means to teach dance, especially in a K–12 setting. When we first started working on our unit plans, I realized how much thought goes into planning for a whole class, not just one lesson. Creating my class profile made me think deeply about the different types of students I might have, beginners, experienced dancers, and students with special needs. I had to consider how to make sure everyone felt included, comfortable, and confident enough to try new movements. I also learned how important the learning environment is. Thinking about teaching in a studio, on the beach, and in other indoor spaces made me see how the setting affects creativity, safety, engagement, and even how students behave. This part of the course helped m...
Read more

Aug 27 - Week 2 - Meeting 4: Curriculum Design

Image
   I  Unit: Curriculum Theme: Curriculum Design Introduction     Allow me to introduce you to Doug Neill, a curriculum designer who has decided to share publicly his creative process when designing a curriculum. He emphasizes defining and understanding his audience in order to create an empathy map in order to build something useful for them. Based on this, the course material will be not only more meaningful to students, but transforming, consistent and relevant.   II   Learning Objectives  III   Main Lesson     1 Based on the ending statements of video " The American Curriculum (Part 2), In the 1970s, the implementation of the SATs resulted in going back to the basics.     The Curriculum Wars by Tom Loveless  https://www.hoover.org/research/curriculum-wars   2 Curriculum Design Part 1: The High-Level Planning (9:17) Part 1 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series....
Read more