Lesson 13: Teacher: Caitlin Klipp Unit: Choreography Lesson: Final choreography day Objective: Students will continue

e to create their Prezi and Choreographed dance Content Standards: 1.1 Demonstrate highly developed physical coordination and control when performing complex locomotor and axial movement phrases from a variety of genres (e.g., refined body articulation, agility, balance, strength). 1.2 Perform in multiple dance genres, integrating an advanced level of technical skill and clear intent. 1.3 Memorize and perform complicated works of dance at a level of professionalism (i.e., a high level of refinement). Comprehension and Analysis of Dance Elements 1.4 Apply a wide range of kinesthetic communication, demonstrating clarity of intent and stylistic nuance. Development of Dance Vocabulary 1.5 Select specific dance vocabulary to describe movement and dance elements in great detail. Creation/Invention of Dance Movements 2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement. Application of Choreographic Principles and Processes to Creating Dance 2.2 Use dance structures, musical forms, theatrical elements, and technology to create original works. 2.3 Notate dances, using a variety of systems (e.g., labanotation, motif writing, personal systems). 2.5 Collaborate with peers in the development of complex choreography in diverse groupings (e.g., all male, all female, people standing with people sitting). 2.6 Teach to peers a variety of complex movement patterns and phrases. 3.4 Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods. 4.5 Evaluate how aesthetic principles apply to choreography designed for technological media (e.g., film, video, TV, computer imaging). 5.1 Demonstrate effective knowledge and skills in using audiovisual equipment and technology creating, recording, and producing dance. 5.2 Compare the study and practice of dance techniques to motion, time, and physical principles from scientific disciplines (e.g., muscle and bone identification and usage; awareness of matter, space, time, and energy/force).

ISTE Standards: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 1. Promote, support, and model creative and innovative thinking and inventiveness 3. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes 1. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. 1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress 3. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources 4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations 2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 4. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources 3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information 4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. 1. Participate in local and global learning communities to explore creative applications of technology to improve student learning 2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others 3. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning 4. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community Materials: Computer YouTube Canvas Prezi Itunes Spotify Recording device Instructional directions: The teacher will greet the class Review the expectations of the Prezi presentation and choreographed dance. Remind students to keep a clear organization of their planned lighting, choreography, costumes, setting and script. Tomorrow is a filming day

Students will use this day to finish any choreography and work in their choreography groups putting the final touches to their dances and prezi presentations.

Product/Assessment: Teacher will walk around the room to check for understanding Students will be assessed on their participation Choreography Prezi Presentation:
CATEGORY Clarity and Neatness 4 Storyboard is easy to read and all elements are so clearly labeled, or drawn that another student could create the presentation if necessary. Worked cooperatively with partner/group all the time with no need for adult intervention. Storyboard included all required elements as well as a few additional elements. All content is in the students\' own words and is accurate. 3 Storyboard is easy to read and most elements are clearly labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. Worked cooperatively with partner/group most of time but had a few problems that the team resolved themselves. Storyboard included all required elements and one additional element. Almost all content is in the students\' own words and is accurate. 2 Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. Worked cooperatively with partner/group most of the time but had one problem that required adult intervention. Storyboard included all required elements. At least half of the content is in the students\' own words and is accurate. 1 Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. Worked cooperatively with partners some of the time but had several problems that required adult intervention. One or more required elements were missing from the storyboard. Less than half of the content is in the students\' own words and/or is accurate.

Cooperation

Required Elements

Content

Final Video project Presentation CATEGORY 4 Students meet Students meet Teamwork and discuss and discuss regularly. All regularly. Most students students contribute to the contribute to the discussion and discussion and all are listened are listened to to respectfully. respectfully. All

3 2 1 A couple of Meetings are team meetings not held are held. Most AND/OR some students team members contribute to do not the discussion contribute a fair and are listened share of the to respectfully. work.

All team members contribute a fair share of the work. Concept

team members contribute a fair share of the work.

All team members contribute a fair share of the work.

Elements of Choreography

Behind the scenes

Costumes/lighting/scenery

Team has a Team has a Team has Team has spent clear picture of fairly clear brainstormed little effort on what they are picture of what their concept, brainstorming trying to they are trying but no clear and refining a achieve. Each to achieve. Each focus has concept. Team member can member can emerged for members are describe what he describe what the team. Team unclear on the or she are trying they are trying members may goals and how to do and to do overall but describe the their generally how has trouble goals/final contributions his/her work describing how product will help them will contribute his/her work differently. reach the goal. to the final will contribute product. to the final product. All elements of Missing 1 Missing 2 Missing more choreography element elements than 2 elements are addressed in the choreography Every member Not all the Students did No footage or talks about what people in the not talk about discussion. they thought of group talked the footage, this project. about the just put in There is a clear project. There is behind the understanding an scenes clips. of what it took understanding of to make this what this video video and the is about. thought process behind it. All three of Only two of Only one of None of these these elements these elements these elements elements were were clearly were thought was used and used and in the thought about about and used in the video. video. and used in the in the video. video.