Course Profile
Dance, Grade 9 open, Public
Unit 4: Focus On Self & Community
Activity 1 | Activity 2
| Activity 3
Unit Developer: Ursula Nahatchewitz, Dufferin-Peel Catholic District School Board
Development Date: May 1999
In this unit, students demonstrate basic library research skills using available information technologies. They describe how dance contributes to their physical and social well-being, and define good hygiene and healthy habits. They explain the historical and cultural significance of the dance form(s) being studied and how skills developed in dance can be applied in a variety of careers.
Strand(s): Theory, Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X, .05X.
Specific Expectations: TT1.01X, TT2.04X, .06X, TA1.04X, TA2.01X, .02X, TA3.01X, .04X.
|
Activity 1 |
Exploring the World of Dance |
300 minutes |
|
Activity 2 |
Facilitating the Research and Group Work |
180 minutes |
|
Activity 3 |
Sharing, Presenting, and Discussing Research Projects |
180 minutes |
General:
Teachers are encouraged to intersperse the four lessons outlined in Activity 1 throughout the earlier units in order to provide students with the opportunity to link their previous learning to this unit.
The teacher may choose to plan time for Activity 2 within Unit 3 to give students adequate independent time to conduct their research and begin their written and visual presentations.
The sharing of individual work from Activity 3 may take place at or near the end of Unit 3 with the final group presentations completing Unit 4.
Activity 1:
· Teacher selects and prepares material from Appendix O - Suggested Project Topics and Instructional Approaches.
· Teacher prepares handouts for individual research projects and group presentations.
· Teacher applies for artists’ grants, and books guests and/or field trips.
Activity 2:
· Teacher prepares scale for evaluation of individual research projects.
· Teacher prepares observation and anecdotal checklists for group work.
· Teacher books library and plans in-class research/work time.
· Teacher collaborates with librarian to prepare for resources in topic groupings.
· Teacher prepares and/or sets up appropriate materials, Internet links, centres.
Activity 3:
· Teacher plans in-class time for group work.
· Teacher obtains TV, VCR, and related materials as appropriate to topic groupings and students’ needs for group presentations.
Students may have some general background knowledge from Units 1, 2, and 3 if the teacher has interspersed some of the activities. A diagnostic assessment must be conducted to determine the depth of knowledge and understanding so that appropriate material is presented.
Formative assessment in this unit consists primarily of teacher observation with the aid of checklists/rubrics for task completion.
Throughout the unit the students engage in teacher interviews and conferences to assess their individual and group progress.
Assessment/evaluation strategies suggested in this unit:
1. Checklists may be devised for the diagnostic assessments which should take place prior to beginning Unit 4.
1. Checklists and anecdotal forms may be devised for teacher observations of individual and group work.
2. Understanding and knowledge of theory and concepts are assessed through a scale for the individualized research projects in Activity 3.
3. Understanding and knowledge of theory and concepts are assessed through a rubric for the group work in Activity 3.
See also resources cited in Units 1, 2, and 3. Teachers need to adapt material to suit the students’ needs.
1. Adshead, Janet and June Layson. Dance History. London Dance Books Ltd., 1994. ISBN 0415090296
2. Anderson, Carol, ed. This Passion for the Love of Dance. Toronto: Dance Collection Danse Press/es, 1998. ISBN 0929003373
3. Carty, Hilary. Folk Dances of Jamaica An Insight. Princeton NJ: Princeton Books, 1991.
4. Chmelar, Robon and Sally Fitt. Dancing At Your Peak Diet. A Complete Guide to Nutrition and Weight Control. New York: Dance Horizons, 1989.
5. Chmelar, D. Robin and Sally Fitt. Diet. A Complete Guide to Nutrition and Weight Control. Volume I, Dancing at Your Peak Series. Princeton Books, 1990.
6. Clarkson, Priscilla and Margaret Skrinar. Science of Dance Training. Champaign, Il: Human Kinetics, 1988. ISBN 0873221222
7. Cohen, Selma Jeanne, ed. Dance as a Theatre Art: Source Readings in Dance History from 1581 to the Present. 2nd ed. Princeton Books, 1992. ISBN 0871271737
8. DeMille, Agnes. The Book of Dance. New York: Golden Press, Inc., 1963.
9. Emery, Lynne Fauley. Black Dance:From 1619 to Today, 2nd ed. Princeton Books, 1988. ISBN 916622630
10. Fitt, Sally. Dance Kineseology. New York: Schirmer Books, 1996. ISBN 0028645073
11. Frank, Rusty E. Tap--The Greatest Dance Stars and Their Stories 1900 - 1955. New York: William Morrow and Co. Inc., 1990. ISBN 0688089496
12. Guilmette, Pierre. Bibliograpie de la danse théatrale au Canada. National Library of Canada. reprint. Toronto: Dance Collection Danse Electronic Pub., 1991.
13. Jonkowsky, Anatol M. The Teaching of Ethnic Dance. New York: J. Lowell Pratt and Co., 1965. ISBN 0836992962
14. Just off stage #1, #2: Selected stories of Canadian dance history. Toronto: Dance Collection Danse Electronic Pub., 1990. ISBN 1183-384X
15. Kislan, Richard. Hoofing on Broadway: A History of Show Dancing. New York: Prentice-Hall Press, 1987. ISBN 0138094845
16. Knaster, Mirka. Discovering The Body’s Wisdom. Toronto: Bantam Books, 1996. ISBN 0553373277
17. Lane, Christy. Multicultural Folk Dance Treasure Chest. Champaign Il: Human Kinetics, 1998. (This package includes 2 teaching guides, 2 videos and 2 audio cassettes)
18. Lansdown, John. The Computer in Choreography", Computer, August, 1978.
19. Lavender, Larry. Dancers Talking Dance. Champaign Il: Human Kinetics, 1996. ISBN 0873226674
20. Malone, Jacqui. Steppin’ on the Blues: The Visible Rhythms of African American Dance. Urbana: Univ. of Illinois Press, 1996. ISBN 0252022114
21. Nagrin, Daniel. How to Dance Forever. New York, Wiliam Marrow and Company, Inc. 1988. ISBN 0688077994
22. Odom, Selma and Mary Jane Warner, eds. Canadian Dance Studies, Vol. 2. Graduate Programme in Dance, York University, 1997.
23. Officer, Jill. Encyclopedia of Theatre Dance in Canada. Toronto:Dance Collection Danse Electronic Pub., 1990. ISBN 0929003047
24. Rist, Rachel-Anne. The Injured Dancer. Bristol, England: John Wright, 1986.
25. Sidimus, Joysanne. Exchanges: Life after dance. Toronto: Press of Terpsichore, 1987. ISBN 0920251013
26. Snowden, James. The Folk Dress of Europe. New York: Mayflower Books, 1979. ISBN 0831734221
27. Sorell, Walter. Looking Back in Wonder -- Diary of a Dance Critic. New York: Columbia University Press, 1986. ISBN 0231062788
28. Steinberg, Corbett. The Dance Anthology. N.Y.: New American Library, 1980. ISBN 0452252334
29. Stephenson, R. and J Iaccarino. The Complete Book of Ballroom Dancing. N.Y.: Doubleday Pub., 1980. ISBN 0385145535
30. Tembeck, Iro. Dancing in Montreal: Seeds of a Choreographic History. Studies in Dance History. Vol. 5 No. 2 (Fall) 1994.
31. Thomas, Tony. That's Dancing. New York: Harry N. Abrams, Inc., 1984. ISBN 0810916827
32. Vartoogian, Jack and Linda Vartoogian. The Living World of Dance:Artistry In Motion. Rowayton, Connecticut: Saraband Inc., 1997.
33. Vincent, L. The Dancers Book of Health. New Jersey: Princeton Books, 1988. ISBN 0836224019
34. Voyer, Simonne. La Danse Traditionnelle dans l'est du Canada. Quebec:Université Laval, 1986. ISBN 2763770010
35. Warner, Mary Jane. Toronto Dance Teachers:1825-1925. Toronto:Dance Collection Danse Press, 1995. ISBN 092900325X
36. Wright, Judy Patterson. Social Dance Instruction. Champaign, Il: Human Kinetics, 1996. (This and the above book are used in conjunction, plus there is a Social Dance Music Set of 5 cassettes.) ISBN 0873228308
Dancing. Los Angeles: Thirteen/WNT Productions and RM Arts, 1993. Programs 1-8, 58 min.
· Program 1: The Power of Dance.
· Program 2: Lord of the Dance.
· Program 3: Sex and Social Dance.
· Program 4: Dance at Court.
· Program 5: New Worlds, New Forms.
· Program 6: Dance Centrestage.
· Program 7: The Individual and Tradition.
· Program 8: Dancing in One World.
Slim Hopes. Mississauga: Regional Department of Health, 1994. 57 min.
http:/lcweb.loc.gov/cgi-bin/browse.pl
http:/members.home.net/4drama/
http://www.culturent.ca
http:/www.culturenet.ca/chrc/youth/guideline.htm
http:/www.dancecollectiondanse.on.ca/dancecol
Tel: (800) 665-5320
http:/www.icomm.ca/danceon
Tel: (800) 363-6087
http:/www.stpt.com/search.asp
http://www.something-fishy.com/ed.htm
http:/www.theatrebooks.com
Appendix O - Suggested Project Topics and Instructional Approaches
Appendix P - Scale for Evaluation of Individual Research Project
Appendix Q - Rubric for Evaluation of Group Work
Time: 300 minutes
Students are introduced to four broad topic areas in order to add to their understanding of how dance can contribute to their physical and social well-being: Healthy Dancing, Dance History and Culture, Careers and Lifelong Learning in Dance, and Contemporary Dance and Culture. They are also provided with instructions for work to be assessed within this unit.
Strand(s): Theory and Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X, .05X.
Specific Expectations: TT1.01X, TT2.06X, TA1.04X, TA3.04X.
4. Select and prepare materials from each of the four topic groupings.
5. Prepare a handout for students’ individual research projects outlining particulars required for the written report and visual display.
6. Prepare a handout explaining expectations for group presentations.
7. Collaborate/link with other discipline teachers (e.g., computers, guidance, co-op) and create a school-based web site in which students’ work becomes part of the site.
8. Apply for artist grants, and book guests or field trips well in advance.
I Explaining the structure of the unit to the students
· Teacher introduces each of the four general topic groupings.
· Teacher provides students with the project outline.
Example of general assignment directions for the Individual Research Project Assignment (excerpt only):
|
1 |
Select a topic from the list provided. |
|
2 |
Research your topic. Use a minimum of three different sources. Keep track of the resources you use in a bibliography. |
|
3 |
Prepare a two-page report on your topic. |
|
4 |
Create an interesting visual display (e.g., Bristol board pictures and text, scrapbook, photo album, collage, display, musical composition, etc.) highlighting the key pieces of information of your topic. |
· Teacher provides students with the expectations for the group presentation.
Example of expectations for the Group Presentation assignment (excerpt):
|
Topic Grouping 1 Topic Grouping 2 Topic Grouping 3 Topic Grouping 4 |
Healthy Dancing Careers and Lifelong Learning in Dance Dance History and Culture of Dance Form(s) Contemporary Dance and Culture |
|
Step 1 |
Individuals from each of the topic groupings are gathered together by the teacher. Each of the groups is responsible for a 15-minute presentation to the rest of the class and a 15-minute discussion/question period afterwards. |
|
Step 2 |
To create the 15-minute presentation, students must select the significant information from each person’s project and find an interesting way to link that information into a unified presentation. |
|
Step 3 |
Groups organize the presentations. |
|
Step 4 |
Individual groups create a one-page summary to hand out to the class. (Note: The one-page summary may be used by students as notes for further study. The teacher may use the summary as content for a quiz, review, etc.). |
· Teacher informs students that they will be choosing their topics after the first four introductory classes.
· Teacher conducts diagnostic assessment to determine students’ knowledge of the four topic groupings, report writing, and research skills.
The teacher may also wish to involve other teachers and the students to collaborate and work on the design of a web site. Long-range planning may involve other dance classes and other discipline areas. These, in turn, could be linked to other dance-related sites in the future.
II Four Introductory Lessons
· Teacher teaches each of the four introductory lessons.
· Teacher may need to teach students how to write a report and define the criteria within each research topic.
· Teacher may need to prepare a guide sheet for students to assist them through the research process.
9. These classes are preparation for assessment/evaluation in Activities 2 and 3.
10. Teacher assesses students understanding and knowledge of the content of the four topic grouping lessons as appropriate to each topic (e.g., test, anecdotal notes, journal reflection, checklist, participation, etc.).
See Resources for all units.
Appendix O - Suggested Project Topics and Instructional Approaches
Time: 180 minutes
Students choose one topic from within the four broader topic groupings. Students are introduced to a wide range of resources from which to research their individual topics. Students demonstrate basic library research skills using available technologies.
Strand(s): Theory and Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X, .05X.
Specific Expectations: TT1.01X, TT2.06X, TA1.04X, TA2.01X, 02X, TA3.01X, .04X.
11. Prepare a scale for the evaluation of individual research projects (Appendix P) and a rubric for the evaluation of the group work (Appendix Q).
12. Book library and plan research time throughout Activities 1 and 2.
13. Collaborate with a librarian to teach library research skills.
14. Prepare and/or set up appropriate material, Internet links, centres, etc.
Knowledge and understanding of content from Activity 1
I Facilitating Student Research
· Teacher provides students with a list of topics and groupings (Appendix O) and facilitates students in selection of topic. Teacher may want to ensure a balance of the number of topics covered within each grouping and the number of students assigned to each topic within the grouping.
· Teacher presents students with a guide sheet for the research process and introduces lessons on how to prepare a report.
· Teacher presents criteria for individual project evaluation (Appendix P - Scale for Evaluation of Individual Research Project).
· Teacher provides in-class and library time to assist students in beginning the process and establishes guidelines for independent out-of-class work expectations.
· Teacher presents criteria for group presentation. (Appendix Q - Rubric for Evaluation of Group Work).
· Teacher facilitates student ideas and opportunities for students to present in a variety of ways, (e.g., music, bulletin board displays, compositions, poetry, etc.) and plans time appropriately.
· Teacher facilitates the selection of research project topics (Appendix O - Suggested Project Topics and Instructional Approaches).
II Facilitating Research
· Teacher assists students in research.
· Teacher presents the following as resources to broaden students’ range of learning opportunities. Students are to use a minimum of three different resources:
· professional dance studios, companies, and associations;
· community, provincial, and national arts councils;
· college and university fine arts departments;
· school library/resource centre and public libraries;
· dance teacher associations;
· cultural associations;
· community and recreation centres;
· arts periodicals and publications;
· arts broadcasting (radio, television);
· continuing education programs;
· cultural festivals;
· Internet web sites for dance topics/links.
· The teacher should choose a variety of opportunities to assist students in the research process (e.g., taking the students to the library/resource centre, bringing resources into the classroom, setting up a computer Internet station in the studio/classroom/library).
· Teacher assists students with organization skills and methods of planning for research projects.
· Teacher intersperses a number of research classes throughout earlier units in order to provide students with sufficient time for research, individual conferencing, and interviews.
III Facilitating Group Work
· Teacher facilitates group work and meeting times and creates a planning calendar for students’ use.
· Students work in topic groups. Each member in the group shares individual projects. The group selects key information, links each individual project into group presentation, and plans and organizes a 15-minute presentation.
· Teacher assists and facilitates groups providing appropriate instruction, guidance, and feedback of group dynamics and skills development.
· Groups prepare for presentations.
15. Teacher assesses the research process of students as they work on their individual projects utilizing a checklist and observation notes taken during individual interviews and conferences.
16. Teacher assesses group progress utilizing a process checklist and observation notes taken during group interviews and conferences held during the research process.
See Resources for all units.
Appendix O - Suggested Project Topics and Instructional Approaches
Appendix P - Scale for Evaluation of Individual Research Project
Appendix Q - Rubric for Evaluation of Group Work
Time: 180 minutes
Students have the opportunity to incorporate their independent research projects into a group presentation. Students share and discuss each group’s findings and participate in an interactive fashion.
Strand(s): Theory, Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X, .05X.
Specific Expectations: TT1.01X, TT2.04X, .06X, TA1.04X, TA3.01X, .04X.
17. Plan appropriate length of in-class time for group work.
18. Obtain TV, VCR, and other related material to assist students in their group presentations.
19. Prepare evaluation of students’ group work in progress utilizing an observation/anecdotal checklist.
Knowledge and understanding of Activities 1 and 2
I Student Group Work
· Teacher provides appropriate length of time in class for students to organize themselves and their presentation materials.
· Teacher sets aside a whole class or parts of several classes in order to allow students to work in their groups.
· Teacher observes and monitors students’ progress frequently to ensure and guide students’ learning as appropriate to the individual groups.
· Students divide work amongst the group members, report to teacher and work independently.
II Preparing to Present
· Teacher assists in establishing the order of presentation.
· Teacher provides opportunities for students to rehearse, amend, and polish their 15-minute presentations in class, providing feedback from observational notes. The teacher may choose to establish a collaboratively constructed self-observation sheet and/or reflective journal.
III Active Presentations
· Students actively participate in observing each group’s presentation. This may entail taking notes and preparing questions in advance for post-presentation question and answer sessions.
· Groups share their one-page summary with the class.
20. Teacher and students observe students’ efforts and assess individual contributions to the group work utilizing a group evaluation rubric (Appendix Q - Rubric for Evaluation of Group Work).
21. Teacher evaluates the individual research projects utilizing a scale (Appendix P - Scale for Evaluation of Individual Research Project).
See Resources for all units.
22. ESL students may be partnered for this activity.
23. Extra time and other appropriate modifications may be allocated for students with learning exceptionalities.
24. Students with writing difficulties may submit a cassette tape of the information they have discovered and/or be partnered with someone who may do the scribing for them.
Appendix P - Scale for Evaluation of Individual Research Project
Appendix Q - Rubric for Evaluation of Group Presentations
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