FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:     | 1 || 3 |

«Creative Teaching Strategies for Movement Austin ISD Professional Development - Teacher Handout Wednesday, August 20, 2014 Elementary ...»

-- [ Page 2 ] --

Do these lines in the poem tell us anything about direction or level (like at high, low or medium level)? Let’s do the movement _____________ (in that direction or on that level).

There would be rabbits Leaping in the sun, Their white tails Does that feel fast or slow? Let’s do our movement for leaping __________ (either fast or slow based on the group’s decision).

Do these lines in the poem tell us anything about direction or level (like at high, low or medium level)? Let’s do the movement _____________ (in that direction or on that level).

–  –  –

Does that feel fast or slow? Let’s do our movement for built __________ (either fast or slow based on the group’s decision).

Practice the movement phrase with the choices made above, several times as needed for students to create the sequence.

built... river... leaping… streak… Read poem and perform each movement with appropriate lines of poetry.

“Let’s begin in ‘neutral.’ Show me your ready with your feet together and your hands by your side.” If I Built a Village by Kazue Mizumura If I built a village Upon the hill Along the river In the woods, There would be rabbits Leaping in the sun, Their white tails A streak and a flash Against the wind

Reflection: Describe, Analyze, Relate (for discussion or pair/share):

● What movements or words grabbed your attention that someone else did? Why?

● SEL: How did you know other people were listening to you and watching your movement?

● Are there other words in the poem we could make movement for?

● Do you have new ideas about the poem that you didn’t have before?

–  –  –

The BASTE elements we used in this strategy are BODY PARTS and SPEED in the category of TIME and LEVELS in the category of SPACE.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

6. Relationship in Space CLASSROOM MANAGEMENT TOOL: RHYTHM CALL & RESPONSE “Repeat after me.” Leader claps rhythm Group repeats rhythm Continue several repetitions of the call and response pattern with clapping, stomping and quiet movement in rhythm to finish.

TEKS Second Grade Science

2.8A: measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;

Students will know:

● Weather occurs locally over a short time.

● Thermometers measure temperature (heat energy.) ● Weather changes are caused by changes are caused by changes in air pressure systems.

Students will be able to:

● Measure and record daily weather and changes in weather over time submerge (temperature, precipitation, wind conditions, and cloud coverage).

● Graph recorded weather data and identify patterns.

2.8D: observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

Student will know:

● Patterns occur in the cycle of the seasons, tides, shadows, and the observable appearance of the Moon.

Student will be able to:

● Observe and record patterns in the seasons, shadows, position of the sun in the sky, and moon.

● Describe the patterns they observe and record both orally and in pictorial/written form.

Now, instead of making sequences that stay primarily in one spot, we will move in and around the space.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

Demonstrate and model 1 to 10 with a volunteer/partner:

“I make a body shape with my body then hold still and say, ‘One.’ Then, my partner looks at my choice and makes a body shape that relates to it in some way. She or he freezes and says, ‘Two.’ When I feel that my partner is still, I consider their body shape and I make another shape and say ‘Three,’ then my partner takes a turn and says… ‘Four.’ This process continues between the partners until together you count to ten.” “Find a partner and together let’s try it a few times.” Start everyone together at the same time and cue them to hold their final body shapes and wait quietly and watch others until everyone finishes.

“Stay still in your final body shape when you finish.” When all groups finish: “Try to hold your shape while you look around to see all the different groups in the room.”

Change rules:

“We can add rules or parameters to this basic structure.” Each new rule can change how we move or how we are still. BASTE elements are a source for changing the rules. Let’s try a variation with the BASTE element of LOCOMOTOR ACTION.

“This time when you are doing 1 - 10 with your partner, move around the room in some way (skip, slide, roll, walk fast) before settling into a body shape. This will result in longer transitions between stillnesses.” Partners do this together to practice.


Then observe half the group. Half of the group watches while the other half moves, then switch roles.

“Let’s watch everyone on this half of the room. Everyone else, come have a seat. While you’re observing, think about this question: Does anything in this version of 1 - 10 remind you of weather in different seasons? Why? What is it about the movement that gives us ideas about weather in fall, winter, spring or summer? ” After the group demonstrates, talk together about their observations.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014


“If we want to make it even more about the seasons or the patterns in the seasons, what can we do? How can we revise the rules to give us a different outcome?” Group discussion. Follow the line of discussion and debate. Let that guide revisions. Decide on rule changes and try 1 to 10 with those rules in mind. Reinforce effective imagery or ideas that are mentioned in discussion (only be one or two things). Repeat this discussion/revision cycle as needed.

“We have many good ideas here. Let’s choose one (or two) as rule changes. We will ____________ (rule change). Let’s watch the second group apply these rules.” Partners demonstrate 1 to 10 with one to two rule changes.

“In the classroom, you can repeat this discussion and revision cycle as needed. We could do it again and again with additional rule changes and revisions. Let’s keep working with this strategy with a more specific prompt. ” SPECIFIC PROMPT For example: Cirrus and cumulus clouds and wind conditions (breeze or strong wind or storm) Ask students to define what they know about the different types of clouds or show pictures and ask them to tell you about the clouds that they see.

“How can you make a body shape that demonstrates the idea of a cirrus cloud? (Look for and encourage long, reaching body shapes that might give an image of a wispy cirrus cloud) What about a cumulus cloud?” (look for and encourage rounded, curved, more clumping body shape that might create an image of a cumulus cloud).

“Let’s use this idea to do 1 to 10 again with your partner. Whenever you make a body shape, make the shape of a cirrus or cumulus cloud. You get to choose which one. Decide who in your group will go first and let’s all begin together.” Partners do 1 to 10 with specific body shape idea.

“Now, this time we do it, when you are moving between the shapes, imagine the wind is moving your cloud. Will it be a gentle breeze or a strong, gusty wind?” Observe and discuss how the movement might relate to the seasons.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014

Reflection: Describe, Analyze, Relate (for discussion or pair/share):

● What movements reminded you of different seasons? Why?

● SEL: How did you know other people were listening to you and watching your movement?

● How would you move if we were focused on the weather today? What body shapes would you make for the clouds? What seasonal elements would move the clouds?”

–  –  –

The BASTE elements used in this strategy are BODY: SHAPE and ENERGY.

If you would like to do this strategy in a shorter amount of time, you can do just one part of it.

You can do the part that has students self- directing and the class creates the rules, or the part with a more specific prompt that still guides creative choices.

If you have a group that needs more structure, the leader can call out the numbers rather than having individuals say their own number.

For a group that may not maintain focus for the full duration of 1 to 10, it can be done by taking fewer turns, by doing 1 to 4 or 1 to 6.

Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 7. Application If we think of the strategies as recipes, this is a chance to change the curriculum ingredients and BASTE them with different movement tools. The BASTE chart is a tool that describes the fundamental concepts and vocabulary of movement – these are the elements of dance: Body, Action, Space, Time and Energy. Take a look at the words on this chart. We’ve been using them throughout this workshop. As you glance at it, which ones can you imagine using in your classroom This is the vocabulary that will help students make creative choices. It is also a tool for you to observe and assess movement. Use this language to direct movement, give verbal feedback to students, redirect their movement and guide discussion. It is most effective to use one or two of these concepts at a time. As you and your class have more practice with the movement strategies, you can begin to combine elements from different categories. The bolded words are a good place to start.

SMALL GROUP ASSIGNMENT 1. Choose the curriculum topic and movement strategy. Use the BASTE and strategy charts as a guide, for example, if your curriculum topic involves working with an abstract concept, try Idea and Movement. For sequences, patterns or cycles, use Movement Phrase. For spatial concepts work with Relationship in Space.

2. Consider what you will say to get the group moving.

3. Practice it together a couple times.

4. Try it.

When creating your own application of movement strategies:

● Review Strategy Charts, and/or ● Ask “What vocabulary is important in the curriculum topic?”, and/or ● BASTE it!

○ BODY: Direct movement with a body part? Can you draw some part of it?

○ ACTION: Is there an action that applies to the idea?

○ SPACE: Does it have an inherent use of space? Is high or low?

○ TIME: What is the speed? Does it move fast or slow?

○ ENERGY: Is there a quality or energy related to the image? heavy/light or smooth/sharp

Check in with this criteria:

● Are movers inventing movement? sharing their own ideas?

● Are you applying a curriculum topic?

● Using a BASTE element?

● Give a verbal description of the movement they are observing. “I see … someone on a low level. I see… very slow movement.” Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 8. Resources

There are several resources available for you in supporting movement in your classroom:

Materials from this workshop will be posted on the Creative Learning Initiative website and there is more information on the back side of the BASTE handout that you have.

The Creative Learning Initiative includes Creative Learning Coaches Noah Martin, Sloan McClain and Ruthie Fisher and Creative Learning Specialists in Dance: Holly Schmidt and Melissa Watt.

See your Creative Learning Guidebook for community arts partners contact information.

Partnerships with local dance organizations include: Forklift Danceworks, Ballet Austin, Creative Learning Initiative, AISD Dance Specialists, and The University of Texas College of Fine Arts.

Online resources include:

Liz Lerman Dance Exchange Toolbox: http://danceexchange.org/toolbox/browse.html National Core Arts Standards: http://www.nationalartsstandards.org ArtsEdge: http://artsedge.kennedy- center.org/educators.aspx DBI Network: www.utexas.edu/cofa/dbi MindPOP: www.mindpop.org Developed by Forklift Danceworks for Austin ISD and MindPOP’s Creative Learning Initiative, August 2014 Tips for Facilitating and Classroom Management

Pages:     | 1 || 3 |

Similar works:

«Development of Teacher Calling in Higher Education Edited by Gabriella Pusztai, Ágnes Engler and Ibolya Revák Markóczi MEGHÍVÓ © Danuta Al-Khamisy, Katinka Bacskai, Júlia Csánó, Ildikó Csépes, Ágnes Engler, Marzanna Farnicka, Gábor Flóra, Irén Gábrity-Molnár, Miroslav Gejdoš, Gertruda Gwodz-Lukawska, Ján Gunčaga, Dana Hanesova, Robert Janiga, a TÁMOP-4.1.2.B.2-13/1-2013-0009 azonosító számú,   Orsolya Kereszty, Hanna Liberska, Edina      Malmos,    Tünde...»

«Adam J. Kruse School of Music Phone University of Illinois at Urbana–Champaign 1114 W. Nevada St. Email Urbana, IL 61801 akruse@illinois.edu CURRICULUM VITAE EDUCATION Doctor of Philosophy in Music Education 2014 Michigan State University – College of Music East Lansing, Michigan Cognate: Ethnomusicology Dissertation Advisor: Dr. Mitchell Robinson Dissertation Title: “They Wasn’t Makin’ My Kinda Music”: Hip-Hop, Schooling, and Music Education Master of Arts in Secondary Education...»

«ABSTRACT Title of Document: AN EXPERIMENTAL EVALUATION OF THE EFFECT OF INSTRUCTIONAL CONSULTATION TEAMS ON TEACHER EFFICACY: A MULTIVARIATE, MULTILEVEL EXAMINATION Jessica Robyn Koehler, Doctor of Philosophy, 2010 Directed By: Professor Gary Gottfredson Counseling and Personnel Services Teacher efficacy, the extent to which teachers feel they can influence student learning (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977), has been repeatedly linked to important student and teacher outcomes...»

«When nature and art meet Student project in pre-school teacher training, HiA, Dømmesmoen, Grimstad 2005 2 Introduction The conclusion drawn by the Intergovernmental Panel on Climate Change – that climate changes are mainly caused by human beings – has challenged great numbers of individuals, politicians and teachers around the world. This environmental issue has been vigorously supported and convincingly asserted by former American vice president Al Gore. In 2007 Al Gore and the IPCC were...»

«NORTHWESTERN UNIVERSTIY Echoes from the field: An ethnographic investigation of outdoor science field trips A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY Field of Education and Social Policy – Learning Sciences By Jonathan Zvi Boxerman EVANSTON, ILLINOIS March 2013 ©Copyright by Jonathan Zvi Boxerman 2013 All Rights Reserved Abstract Echoes from the field: An ethnographic investigation of outdoor science field...»

«List of References Adler S. (1991). The reflective practitioner and the curriculum of teacher education, Journal of Education for Teaching, 17, 139-150. Alderman, L. (1998). Student support services and their impact on persistence of first year students at a rural community college. Dissertation Abstracts International, 58 (11A), 4201. (University Microfilms No. AAM98-17088) Alpert, F. (1993). Large-scale simulation in marketing education. Journal of Marketing Education, 15(2), 30-35. Arnold,...»

«CAMP COUNSELING & TEACHING SELF-EFFICACY The Influence of Pre-Service Camp Counseling Experience on the Self-Efficacy Beliefs of Teachers By Patrick Alton A research paper submitted in conformity with the requirements For the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs CC BY-NC-ND Copyright by Patrick Alton,...»

«Strengthening Partnerships: Community School Assessment Checklist STRENGTHENING PARTNERSHIPS: COMMUNITY SCHOOL ASSESSMENT CHECKLIST In many communities, partnerships between schools and other community organizations and agencies are helping to create supports that enable children and youth to learn and succeed and help families and communities to thrive. These partnerships bring together diverse individuals and groups, including principals, teachers, school superintendents, school boards,...»

«Student Performance Q&A: 2014 AP® Art History Free-Response Questions The following comments on the 2014 free-response questions for AP® Art History were written by the Chief Reader, Robert Nauman of the University of Colorado in Boulder, Colo., and the Chief Reader Designate, Heather Madar of Humboldt State University in Arcata, Calif. They give an overview of each free-response question and of how students performed on the question, including typical student errors. General comments...»

«JAERI-Conf 2005-001 JP0550165 2*7 Physics teachers9 nuclear In-service training in Hungary Sandor Ujvari Cornelius Lanczos Gymnasium, Szekesfehervar, Hungary When I was a child, at school we had to make pictures or school compositions with the title,,What will the year 2000 be like? We had futuristic ideas: many people will live in Mars, our cars will fly, there will be eternal peace on the Earth, the cancer wont dangerous any more, we'll be able to produce pure unlimited energy, all the...»

«Open Spaces as Learning Places POND UNIT Open Spaces as Learning Places 1 Pond Unit THE “OPEN SPACES AS LEARNING PLACES” PROGRAM PROGRAM STRUCTURE The Open Spaces as Learning Places program teaches environmental science through six curriculum units focused New Haven open spaces. The program takes place over 9 weeks in both the spring and fall semesters. Each year, we teach approximately 27 hours of science education to 200 New Haven 6th grade students. In addition, through teacher training...»

«UNDERSTANDING AND ADDRESSING HEALTH INEQUITIES IN THE US PUBH /MHCH 756 SPRING 2014 Tuesday and Thursday Time: 2:00 – 3:15 Location: 1304 McGavran Greenberg (Select classes will take place in Mayes Telecommunication Center, 2 nd floor Rosenau/McGavran) INSTRUCTORS: Diane L. Rowley, MD, MPH Professor of the Practice of Public Health Dept. of Maternal and Child Health drowley@email.unc.edu Vijaya K. Hogan, MPH, DrPH Clinical Associate Professor Dept. of Maternal and Child Health...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.