Curriculum

Audience: High School Dance

Situation: Public School 

Developmental Stage: Mix of advanced students and students below the average skill set

Transformation: socratic mindfulness - mind body connection, spatial awareness, what feels good and what doesn't & to push yourself out of your comfort zone with movement 

Context: Arts elective classes

Things to do: Do a survey to see what the students want to get out of the class - see what they like and how to make it meaningful for them  

Producing materials:

empathy map

    - feelings: teen angst, hormonal, resistant, rebellious, insecure, prideful

    - thinking: think they are adults but everyone treats them like children, judgmental towards others and themselves

    - seeing: what they should look like and live like - social media, trying to fit in, seek validation, want to be a part of something

    - hearing: grow up, need to go to college, what their future needs to look like

    - saying: tik tok quotes, mean things, inappropriate things, self deprecating things, fears

What to do if it doesn't work: 

If it doesn't work you need to think about how to make it better for the students. They need to feel comfortable to express themselves and feel safe in the environment so you need to fix what is happening that is making them upset so you can make their experience a good one. 

- 3 brain breaks a day

- gratitude journaling with prompts (assignment)

- daily check in (promotes vulnerability and allows you to gage comfort levels) 

Our Class at a Glance

Our diverse class will be a safe place that promotes education through exploration of movement. The students will push their boundaries to compose and choreograph movement.  

Our Rule

Never give up on yourself

Procedures

Beginning the day — Enter the room politely; put away your backpack, lunch, and shoes; sit at your spot and wait for morning announcements.

    - Quiet, polite, and respectful

End of the day — Clean off your area; pick up any trash within three feet of your area; collect your belongings; wait quietly to be dismissed.

    - Patience and cleanliness 

Entering the classroom — Enter quietly and politely; remove your hat if you’re wearing one; don’t interrupt other students; follow the appropriate procedures for each time of day (e.g., morning, after lunch, after a special class).

    - Patience and cleanliness 

Exiting the room — Tell me where you are going; take the correct hall pass; do not run or play in the hallways or restrooms.

    - Self reflection and patience

Taking out/putting away/caring for supplies — Share group supplies; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly.

    - Respect and cleanliness 

Using the school bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).

    - Respect, mindful of others, and cleanliness 

Helping other students — teaching others helps you learn, so if you have an answer to a classmate's question, feel free. 

    - Patience, compassion, and leadership

Participating in group lessons — Be present while in class, be mindful of how you are occupying the space, pay attention and engage in the discussion

    - Interpersonal skills, open-mindedness, and respect

Turning in finished work — gratitude/reflection journals are due at the beginning of class, extensions will be granted on a personal basis and must be requested at least 48 hours in advance of the due date.

    - Punctuality and deadlines

Signals for attention — when I need your attention I will say "excuse me" and will wait for everyone to be quiet and settle down

    - Obedience, respect, and open-mindedness

Trying — Be open to trying new things, you don't have to like it, but you do have to try it at least once, be mindful of how other people may feel about any negative comments you have to make 

    - pushing boundaries and opportunities for growth 

Schedule

First period

8:00-8:30	Get to class and sit in spots
8:30-8:15	Morning Announcements
8:30-9:00	Stretch
9:00-9:40	Plan for the day (combo, technique, learning)
9:40-9:45	Recap

Other periods

Before class	Get to class and sit in spots
First 30 minutes	Stretch
Next 40 minutes	Plan for the day (combo, technique, learning)
Final 5 minutes	Recap

Positive Consequences

Free and Frequent	Intermitent	Strong and Long-term
Smile High-five/fist bump Praise	Notes home Call home Special note Get to choose the music for warm up Lead stretch	Monthly awards Field trip to dance show Class cookie party

Understanding and Correcting Behavior

Level 1: Give the student "the look"

Level 2: Individually speak to student regarding off-task behavior (understand student, provide strategies to help student stay on-task)

Level 3: If the student continues off-task behavior, assign activity that teachers student on why what they are doing is not good, and how to fix it, some kind of video/reading/writing activity, student and teacher sign a contract regarding that specific behavior

Level 4: If behavior continues, teacher advises student that there will be a call home

Level 5: call home and see what is happening 

Crisis Plan 

1: Send student to office with a crisis behavior card

2: Send other students to another teacher's class

3: If possible, help students re-gain self-control 

4: Get students back on on-task behavior 

5: Notify parents of incident 

Outline Mission Statement

What do we want to achieve? promotes education through exploration of movement

Where do we want to go? get the students to the point where they leave the class with a different perspective than which they began 

Why are we doing this? push their boundaries to compose and choreograph movement

Mission Statement

To promote education through exploration of movement in a safe, accepting environment where students are pushed to excel and evolve. 

Vision Statement

To get the High School students to leave the class with a more evolved understanding with which they came. 

Teaching

Teaching technique, how to do things safely, teaching how to prevent injury, how to do things that are respectful for the space, know dance terminology that transcends the genres. 

Coaching 

Providing a good experience, ensuring satisfaction, meeting and fulfilling the goals of the students, feedback on lessons learned and taught, taking individual assessments to give the students the adjustments they need. 

Mentoring 

Goal setting, understanding where they want be and where they see themselves, establishing trustworthy relationships. 

Kinesthetic Link

Lesson Plan

Theme: Winter Wonderland

Goal: Everyone is Unique like a Snowflake 

First period

8:00-8:30	Get to class and sit in spots
8:30-8:15	Morning Announcements
8:30-9:00	Stretch
9:00-9:40	Plan for the day (combo, technique, learning)
9:40-9:45	Recap

- Get to class have winter sounds playing

- Morning Announcements: there is a snow storm 

- Stretch: 

    - Vinyasa flow focusing on breath work 

        - establish mind body connection 

- Plan for the day: 

    - break out groups (tell them they can incorporate movements from warm up)

- Journal how we felt about class and what we learnt

Standards

Standard 5:  Develop and refine artistic technique and work for presentation.

Benchmarks

Component, Objectives, and Competency 

Mini-Lesson

30 Minutes

Warm Up 

a. 8 minutes 

2. Introducing the concept 

a. 1 minutes 

3. Teaching the concept 

a. 10 minutes to teach combo

4. Practicing the concept

Integrated in the 10-11 minutes to teach the combo

5. Assessing if they learned it 

a. 5 minutes to do it in groups

6. Cool Down 

a. 3 minutes 

7. Buffer time 

a. 0 minutes 

Lesson Plan

Title of the lesson
○ Ballet combo

● Grade
○ 3rd grade Students 

● Component
○ Movement Skills of Ballet

● Learning Objective
○ Demonstrates the use of concentration and technique.

● Competency
○ The student can demonstrate the proper sequence of choreography. 

● Materials
○ Your positive attitude

● Warm Up
○ Focus on warming our muscles

● Main Concept
○ Art that was formed to move out bodies. Three examples time, space, and energy.

• Activity
○ Learning a sequence of a ballet dance. 

● Assessment
○ Presentation in small groups

● Cool Down
○ Stretch to make sure no muscles were pulled.