Brianne Pottorf

29-672-9116
Junior High Dance Class
Dance Education Major
February April 2015
Brigham Young University

Table of Contents

Contextual Factors.....................................................................................................................2
Learning Goal and Objectives .4
Assessment Plan.................6
Design for Instruction................8
Instructional Decision-Making...10
Report of Student Learning....................................................................................................12
Reflection and Self-Evaluation...............16
FED...........................................................................................................................Appendix A
Lesson Plans.Appendix B

Contextual Factors

Community, School, Classroom Factors

CLASSROOM 33 students

Instructional Implications
Use map activity to find out students ancestry, culture and

White 25

background. Observe how the population of students born in

Asian 2

certain areas of the world. Mention how it might feel to be

African 1

the only one standing in their country. Bring students

Pacific Islander 0

attention to the diversity in the class and what we can do to

Middle Eastern 1

be confident in our self-image, but not closed off to cultural

Hispanic 3

experiences.

Native American Indian 1

While introducing new subjects it is critical I follow the

national standards as a baseline measurement and for all my

School Evergreen Jr High School

students to achieve them using multiple perspectives of

learning.

7th Grade - 27

Music should include various selections appealing to

8th Grade - 2

multiple cultures in the class. Use the drum to invite live

9th Grade 3

accompaniment and driving energy to encourage

participation and motivation from reluctant students. Use

Community socioeconomic status

drums, ITunes, Spotify, Pictures, YouTube, and props to

Middle Class, immigrants,

encourage creativity and motivation strategies. Music will be

Level of Guardian involvement 100%

moral and value the context. The music will also introduce

Attendance rate at school 98%

different styles to the students repertoire. Include modern,

Studio factors Floors are slippery when wearing

classical, African rhythms, and Chinese classical

socks. The lighting is good and bright. The loud

accompaniment.

music could be distracting to other classes when

The students will need daily feedback. Find a balance

the studio door is ajar. The temperature of the

between verbal, tactile, reflective, and written feedback. I

room can be changed by the instructor and is kept

must make sure I do not constantly spend more time with

comfortable. The mirrors are cleaned and

one student over another. How I give feedback to the class

respected.

could be an individual or collective process. Introducing

There are two concert critiques due by the end of

guest Choreographers can change the dynamic of the

the term. The class will meet two or three times a

classroom. The students may favor a new approach or have a

week.

difficult time adapting to a different style.

The student needs to be challenged. Giving them room to
2

Rules: No gum, hair pulled back and out if the

improve will help them reach the highest level they can be

face. Sit in roll call at the beginning of class. Daily

by the end of the class.

goals are written on the white board.

Use improvisation will ensure humility. Strengthening their

inner will and technique will be easier if they stay
submissive, but focused and engaged. The class costs 10
dollars which goes towards the costumes and lighting
designer. And if they miss multiple days they can make up
the work and still pass the class.
The class is set to be 65 min long which provides enough
time to have the students practice in class. Using recording
devices when testing and creating movement will ensure
focus, which leads to phones in class. Students will come in
and set their phone in the basket on my desk until they are
required for and activity.

Student Characteristics
Most beginning dance students have a wide range

1) Be consistent in terminology. Use clear imagery for

of dance experience. A high percentage of females

students who perceive dance differently.

account for the enrollment in the dance program.

2) Students must focus on not what they should do, but

In the department there are only two male

what it is they want to do.

students. In this class:

3) Remind Student C to focus on her breath as she

1) Student A consistently asks for clarification

completes sequences. This will help her keep tempo. 4)

after class each day.

Allow Student D water break to compose herself outside

2) 5 students are reluctant to participate fully.

of class and come in refreshed and ready to move.

3) Student C wears hearing aids

Remind her to ask questions in class. Praise her when

4) Student D comes to class always with a frown

she engages herself.

and is consistently folding her arms. She has an

5) Ask students when appropriate, if they are being

emotional disorder.

challenged enough. Push Student E to find dynamics to

5) Student E has ADHD.

help her see the contrasting qualities of dance.

6) 50% of the students are members of a dance

6) pair these students with the reluctant dancers.

studio.

7) In the assessments give it orally, and do not expect

7) 2 Students are English Language Learners. One

them to spell anything perfectly on tests.

is Hispanic and one is Asian

8) Encourage the pregnant student to be aware of her

8) 2 Students are consistently absent because of

surroundings, and hold both students accountable for

legal court appointments and one is 7 months

missing class.
3

pregnant.
Other characteristics to consider:

Develop reciprocity and cooperation among students.

A high percentage of the class, have had previous

Use active learning techniques. Give prompt feedback to

experience in ballet. Five or six students have no

each student as much as possible, especially to those

experience. Level of technique on average is

beginners. Allow those with experience to partner up with

moderate; The beginners - uncoordinated, unaware

the beginners. Communicate high expectations. Respect

of their feet placement, have trouble with weight

diverse talents and ways of learning.

shifts, traveling on one leg is difficult, changing

Use ballet terminology, to be clear to those who know it. But

directions and traveling backwards is a challenge,

do not require it for assessment for those who have never

but sharing observations is welcoming if they do it

taken ballet. Use the mirror and all facings to help the

in writing.

students rely on how their body feels when moving instead

Also: technical issues include; working through

of how it looks. The learning environment is important.

the feet high energy, smooth transitions, breath,

Students learn best in a friendly, socially interactive and

core distal alignment, head tail connection, body

diverse environment. Keep questions and answer sessions.

half awareness, and keeping tempo.

Bring in different genres especially when teaching energy

qualities. Bring learning environments that support the selfesteem and respect of the individual student.

Learning Goal and Objectives

Unit Learning Outcome: By the end of a 2 week, 5 day unit, Dance 1 students will be able to
develop technique to warm up the body promoting flexibility and strength, discover elements of
motion through locomotion and axial movement, and identify and label anatomical terms of the
body while demonstrating correct body placement.
a. Pre-Test and Body Part Isolations

c. Axial Movement

spelling their name.

d. Combine Axial and Locomotor step.

b. Locomotor Steps

f. Post-Test

B) Learning Outcomes

C) Standards

D) Types/Levels of Objectives

By the end of a 70 minute class,

Dance 1 students will be able to
recognize correct alignment, define
body part isolations by naming body
parts anatomically, experimenting
moving across the floor leading with
different body parts, and dancing a
technique sequence. They will take a
pre-assessment on anatomy, and other
particular questions.
By the end of a 70 min class, Dance 1
students will be able to recall
sequences, match anatomical words
with the correct body part, cluster
body part relationships in a sequence,
by comparing body parts and their full
range of motion engaging the torso.

Standard 4:
Select,
analyze, and
interpret
artistic work
for
presentation.

Level 1: Knowledge
The students must recall from
memory how to isolate body parts that
we reviewed using anatomical
vocabulary.
Level 3: Application
They demonstrated what they knew
by what they did.

Standard 1:
Generate and
conceptualiz
e artistic
ideas and
work.

Level 1: Knowledge
Recall skeleton terms and how they
move in their joints.
Level 4: Analysis
Students will categorize parts of the
body that use more space than others
in movement.
Students will compare and contrast
movement demonstrated by their
peers.
Level 1: Knowledge
Recall the basic steps and use Level
2: Comprehension, to describe the
steps using weight shifts and air
moments.
Level 3: Application used to sequence
their own steps.
Level 6: Evaluation
Understanding that some axial
movements have multiple names to
them, the students demonstrate their
favorite and least favorite. The
students critique each others
choreography and the taught sequence
talk about what they liked and what
they can improve.
Level 5: Synthesis
Combining the movements and
demonstrating them completes level
3: Application.
Also Level 1: identify body parts, and
recall how to describe an axial
movement by focus, force, and

By the end of a 70 minute dance class,

Dance 1 students will be able to
identify locomotor movements by
demonstrating an across the floor
sequence including gallops and rolls.

Standard 6:
Convey
meaning
through the
presentation
of artistic
work.
By the end of a 70 minute dance class, Standard 4:
Dance 1 students will be able to
Select,
identify axial movements through
analyze, and
improvisation and a taught center
interpret
sequence.
artistic work
for
presentation.

By the end of a 70 minute dance class,

Dance 1 students will be able to
combine axial and locomotor
movement in their own
choreographed across the floor
sequence, and demonstrate their
knowledge of anatomy and

Standard 1:
Generate and
conceptualiz
e artistic
ideas and
work.

explanations of axial movements in a

post quiz.

weight.

Assessment Plan
Assessment

Scoring

Performance Criteria

Lesson 1

1. No Score given less weight

1. Completion 100%. 38%

Pre assessment/Summative
Written Task: Label anatomy terms,
Define dancing while being grounded.
Performance Task: Record your time for
wall sits and planks. Perform a basic plie
sequence.

on the class.

Participation in discussion. There

Rationale: It is for the teacher to

are no pass requirements. This

observe pelvic alignment and

assessment is to be used to inform

introduce the importance of the

the teacher how students

body being able to resist gravity.

articulate and participate in class.

Assessed are the students answers

Students may have to catch up to

to what being grounded means.

record their times. But we will

Sought after answers are for being

review the terms next class so

grounded:

they will label those then. 3 or 4

a) Lower to the ground

b) Bend knees over toes
c) The use of a correct pelvis

students should comment. 100%

alignment
d) Weighted or feeling heavy

sequence demonstrating 50%

should participate in the plie

accuracy in pelvic alignment. If

not then I will prompt them again
to watch and feel for more
Lesson 2
1. Formative Performance Task: In
warm up students will warm knees,
legs, feet, core isolating called out
body parts then finding a dancer to
connect at such called body part.
2. Formative Performance Task:

1. No Score Given Less weight

on the class.

specific images during their plies.

1. Completion - 100% This is for
Student A, B, C and D to befriend

2. Score Given by (+/-) on roll

other students and prepare the
sheet
to assess understanding of clear
class for future movement in
isolations of the body in space.
No weight on grade. Just for me
upcoming sequences.
To see where the class is at.
2. Completion - 100% should
Rationale: To see if the students are
progressing and are ready to be move
complete 90% of the name dance.
on to the across the floor activity.

Students write their name using

different body parts that they select
for each letter. They will create a
name dance.
3. Formative Performance Task:

3. No Score Given - Assessment

completed by teacher
observation as students are
working in assigned
Partnerships.
Rationale: Results will be used to

This will be added to next class,

so the dance should be clear and
usable.
3. 65% should be able to

adjust instruction for lesson or unit

demonstrate sequence without

Students will demonstrate leading

and to keep a record of student

hesitating most of the time around

with different body parts across the

participation. Also to determine if

partners. Pair high level dancers

floor with partners calling out the

students are ready to compose with

with lower level.

anatomy terms that they must lead

this leading technique adding it to

with.
Lesson 3
1. Written Observation Post

their name dances.

1. Written assignment will be

1. Completion - 100% should be

scored with a check or no check

able to receive a check for writing

Assessment: Students will write a

of completion. I remark on their

a page. If students do not turn in

list of ways to travel on foot. Walk,

interesting ideas.

paper they do not get credit for

Skip, Jump, etc. And as a class we

write down the definition of each.
2. Pre-assessment Performance Task:

Rationale: So I know how they

perceive traveling more than

participation. If they were absent

they can put it in their journals.
2. Completion 100% should try to

walking.
Improve dancing for 15 minutes
various locomotor steps fast and
slow then discuss.
3. Formative performance task:
Students will accurately perform
locomotor steps on given counts in a
taught sequence.

roll and crawl and leap

2. No Score Given- Assessment
completed by teacher observation
as students are participating
individually.
Rationale: So the students see how
peers perceive locomotion through
space and encouraging them to use
levels playfully.
3. No Score given - Assessment
completed by teacher observation.
Rationale: So I know they are ready

improving. Make sure students

are landing toe ball heel and not
getting frustrated when they
accelerate the tempo. Praise those
that challenge the use of space.
Students should share their

to add axial movements to the

favorite way to travel on their
across the floor sequence.
paper.
3. 75% of the class performs each
roll, hop, and jump accurately.
Those who dont will receive

additional coaching and be paired

with those who can perform the
Lesson 4

Assessment: Students will take notes

1. No Score Given- Assessment

1.
completed by teacher observation
as students are participating
individually.
Rationale: So the students can identify
an axial movement by dissecting the
contents of it.
2. Written assignment scored with
a check or no check of
completion. I remark on their
interesting comments.
Rationale: So I know the ESL

for each axial movement discussed

students are receiving the

1. Performance task: Students will

demonstrate three categories of an
axial movement. The force, energy,
and focus in a taught warm up.
2. Written Observation Post

phrase with clear accuracy

Completion 100% should
demonstrate clearly each category
of an axial movement. Make sure
students are not copying each
other. Praise those that challenge
the use of space. Students should
share their opinions on combining

labeling the focus, energy, and force

for each.
3. Performance Task: Students will
clearly create 16 counts of

information from multiple

the focus, force, and energy.

2. Completion - 100% should be

perspectives.

able to receive a check for writing

3. No Score given - Assessment

completed by teacher observation.
Rationale: So I know they are ready

a page of notes. If students do not

to combine axial movements with

credit for participation. If they

locomotor steps.

were absent they can put it in

turn in paper they do not get

movement with a partner that

includes axial movements and
shapes.
their journals.
3. 75% of the class performs their
partner dances. Those who dont
will not be able to present.
Students will be paired with those
Lesson 4

1. A) Score will be roughly

who are similar in height.

1. 90% should get more than 80%

Post Assessments:

around 20pts (Mastery,

accuracy of sequence. If a student

1. Summative Performance Tasks:

a) Demonstrated an across the floor

Proficiency, Improving)
B) The times will be recorded

has an excused absence they may

take it the following week. If the

sequence combining locomotor and

but not part of their grade.

student does not, they cannot

axial movements.
b) Students demonstrate planks, wall

Rationale: So I may see the

progression of strength and

make it up.
2. Completion 75% should get

sits, and stretches.

2. Summative Written Task: Students
will label anatomy terms, define
what locomotor, axial, and being
grounded means. They will list the

choreographic skills from students.

90% of test correct. The other

2. Score Given out of 56pts

Written test
Rationale: This is to show me their
knowledge of the body, their
understanding of motion and quality
of movement while in motion.

10% should get at least 70% of

the test correct.

performance task in order. They will

also identify the force, focus, and
energy of four axial movements.

Design for Instruction

Pre-Assessment Graph for anatomy:

Pre-assessment
8

Anatomy Pre

6
4
2
0
1 2 3 4 5 6 7 8 9 1011 1213 14151617181920212223242526272829

From this graph you can see my 29 students had little to no knowledge of anatomy. The highest
amount of body parts labeled was 6 out of 21 body parts. This suggests that they have lots of
room to improve and that anatomy is not taught in depth in middle school. I decided to focus on
helping them get a better understanding of how what makes up their beautiful bodies.
A. Learning Outcomes
By the end of a 70 minute class, Dance 1
students will be able to recognize correct
alignment, define body part isolations by
naming body parts anatomically,
experimenting moving across the floor
leading with different body parts, and
dancing a technique sequence.

B. Instructional Strategies
"Teach anatomy words
Warmup- Walking and rolling
each body part called out.
Foot articulations, Body
Isolations, Alignment in
lunges.
"Across the floor sequencewalking toes first, running
with focus on pelvis; forwards

C. Use of
Technology
ITunes
Power Point
Drum
Internet
Projector

D. Adaptations
for Learners
Write on the
board
Recall using
images
Explain to the
person next to
you what this
means.
Demonstrate for
9

By the end of a 70 min class, Dance 1

students will be able to recall sequences,
match anatomical words with the correct
body part, cluster body part relationships
in a sequence, by comparing body parts
and their full range of motion engaging the
torso.

and backwards, define and

teach releve and eleves,
prances, rolls
ATF- Practice rolling on their
gluteus and on their stomach,
practice slides and leaps.
Matching anatomy activity:
Partners walk away from each
other than when music stops
they attach at the anatomical
term called out.

half the class.

Work with a
partner

ITunes
Power Point
Drum
Internet
Projector

Separate students
Ask them to
repeat what the
task is.
Use tactile
feedback
Learn about their
background.

By the end of a 70 minute dance class,

Dance 1 students will be able to identify
locomotor movements by demonstrating
an across the floor sequence including
gallops and rolls.

Teach walk, skip, jug, skitter,

and roll sequence. Across the
floor sequence- prances, and
slides with a hop. walk, skip,
chug, skitter, roll, and slide.
Battement on the floor with
floor plies.

ITunes
Power Point
Drum
Internet
Projector

Watch videos of
examples
Have students
demonstrate

By the end of a 70 minute dance class,

Dance 1 students will be able to identify
axial movements through improvisation
and a taught center sequence.

Introduce axial movement

using images and call and
response to practice each
word.
Teach a center sequence about
axial movement. Express what
full Range of Motion includes
meaning engaging the torso
including Kinespheres.

ITunes
Power Point
Drum
Internet
Projector

By the end of a 70 minute dance class,

Dance 1 students will be able to combine
axial and locomotor movement in their
own choreographed across the floor
sequence, and demonstrate their
knowledge of anatomy and explanations of
axial movements in a post quiz.

ATF - leaps and sequence.

Center - Combine axial and
locomotor steps. Then
manipulate ATF sequence by
adding axial movement.

ITunes
Power Point
Drum
Internet
Projector

Identify on the
white board and
on a separate
piece of paper the
three elements of
an axial
movement. Force,
focus, and energy.
Improv with
images on the
projector.
Start with a
foundation of
steps. Give them
a skeleton to
build on. Step 1)
Pick locomotor
steps. Step 2)
Pick axial
movements that
combining with
10

the locomotor
steps.

Instructional Decision-Making
Incident #1: Low Scores from the post assessments
Modifications Based on Analysis of Student Learning

Sound Professional Practice

I would accompany the students using my drum. The

Changing the cueing to a more qualitative approach

students did not verbally react to my live

gives the students an image and kinesthetic

accompaniment. I began teaching a warm up first giving

awareness of their body that they have not been

quantitative cues. Then I would transition leading the

introduced to until now. It is easier to lead students

warm up sequence cueing them with my drum. Then I

using counts and calling out steps. But the extent of

would transition into using music from ITunes. At first,

student improvement is short and will never help

the students were timid in the beginning of the unit, so I

their technique. Using rich language that paints a

let their hesitancy linger for a couple of days. By the

picture or creates an illusion of sorts motivated the

third day of this routine, I saw no change in technique

students to experience the sequence differently.

improvement. So instead, I used more qualitative cueing,

Students are more engaged mentally and physically.

focusing on making meaning for the students. For

The image gives them something tangible to focus

example, Length through your toes, focus on your

on instead of their cluttered nonsense they bring in

exhale here, be ready to push with your toes off the

to class that has no relevance to the material being

ground, lengthen out the top of your head. Next instead

performed. They retain the sequence faster and

of using my drum I turned on the music and was able to

learn how to later analyze movement using the

walk around as they demonstrated the sequence. If there

same vocabulary used to cue them in. The students

was time, I would then use my drum conveniently to

technique improved and my management of the

review specific moments of the sequence repeating

class increased to 100% student participation. Once

sections as much as they needed. These modifications

they had the sequence down to where they stopped

helped me give more tactile feedback one on one helping

looking at me for accurate movement, I could play

students feel accurate movement.

the music from ITunes giving me for flexibility to

move around the room and give tactile feedback.
11

The sense of touch is a powerful teaching tool. The

students all of a sudden perked up as I placed their
legs, feet, and torso in alignment. This might be the
first time they are demonstrating such a skill, so
tactile is very important.
Incident #2 Change in Accompaniment
Modifications Based on Analysis of Student Learning

Sound Professional Practice

The incident involves 3 students. Student A & B are from

I gave them a blank piece of paper and asked them

Nigeria, and have not been participating enough to show

to write down their goals. They never brought it

improvement in their dancing. Students A&B talk during

back, and I never followed up with them, but they

class in transitions and when they do move they are

never came to school late, they participated more.

barely trying to learn the steps. I tried pulling them aside

They focused when I walked by them. The only

after I saw them come in late; totally ignore me when I

thing that I couldnt get them to do on their own is

asked a question. I discussed the incident and their

to separate. They would always stand next to each

response was, We do not like that you call our names

other. I noticed the dancers and watched who would

out all the time. We see other dancers doing the same

stand next to each other. Most often it was the same

thing and you do not call on them. I responded, I asked

dancer every time. So now I figured my reasoning

you a question and you ignored me. You talk to each

was that when they are together in groups they do

other and disrupt the class and distract me. I have a

not work well with the other dancers. I had to work

difficult time getting you to participate fully with your

extra time with the groups they were in. I had to

complete attention. What can I do to help you be more

threaten to separate them if they would not stay on

fully invested and participate with the other students?

task. It only took one reminder then they would get

They had no response. I suggested an expectation of

some work done.

being on time or they would go to the office, if they do

When I separate them they migrate to each other

not invest their time in class by trying their best I will use and start talking about the task, in their own
close proximity and give them a sign. I take away

conversation. The result I anticipated was for them

participation points if I have to separate them when

to improve their dancing and raise their hand and

picking groups.

engage themselves in the tasks. But instead they

slowly are working with others if I can make it
seem like I randomly pick partners and groups.
If Student A is absent Student B gives me no
12

problem and vice versa. This is not the result I

anticipated. I would however, accept it as an
improvement.

Report of Student Learning Rubric

Learning goal: By the end of five 70 minute dance classes, Dance 1 students will be able to
increase in strength, flexibility, and knowledge of the body.
Whole Class Objectives: Anatomy, Strength, and Flexibility

Summary: This graph shows each student lined up from worst to best score. It helps us see how
few students "passed the bar" of 20 out of 25. This graph made me re-evaluate how much time
we spend focusing on anatomy. You also notice a strange cluster of three students in the bottom
left. This cluster turned out to be students who struggle with English and I decided to work with
the ESL department more closely to help them achieve more in my class. Suggestions were to
give the test orally, or add a word list.

13

Summary: Notice how there are two, possibly three groups forming -- the less successful who
only improved 3 seconds... the medium group who improved 10-12 seconds and the over
achievers who improved 27-28 seconds. After seeing this data and knowing there is such groups
I would look at my lesson plans modifying it so students would have more choices to challenge
their technique at different levels. Maybe they have a push up down, and can try clapping in
between. Or maybe they have are ready to focus more on core work and try getting in to a stall,
or handstand. Giving the students opportunities to choose options makes the lesson more student
oriented.

14

Summary: Although this is a very small sample size for statistical analysis -- plotting two
factors against each other helps me see as a teacher which individual students are strong points
that sit far away from the rest of the group called outliers. In this instance, we see how one
student improved her plank DRAMATICALLY but had no improvement at all on her anatomy.
After looking into this further I saw how she shows faster muscle development than most of the
students in class. I know pressure helps motivate her. So giving my students especially the
outliers more physical demanding assessments will be appropriate for them. So we see how
analysis can help direct my teaching and lesson plans for the entire class -- but it can also help
me become aware of hidden struggling or outstanding students and then individualize
instruction.

Subgroup

15

Rationale: Students that labeled 15 terms or higher in the anatomy section.

12
10
8
6

Anatomy Post

4
2
0
0

10

12

Summary: In the beginning of the unit I expected 70% of students to get higher than 70% on the
anatomy section. The first graph shows only 3% or 8 students received 71% or higher on the
Post-Assessment anatomy section. This shows that I did not prepare the class to be successful on
this test. Variables I would comment that lead to this response was the lack of preparation and
time ahead to plan on their schedules that the test was being passed out. I assumed the students
would remember the anatomy terms. This subgroup group did review right before the test was
passed out. They were fully engaged in repetitious memorizing, trying to their best to make a
quick dance to remember the terms. This group is actually the highest technically trained dancers
in the class.
Two Individuals:
16

Rationale: Student 1&2 began the unit knowing none to one term. Student only labeled 1/21
anatomy terms correctly, Student 2 labeled 21/21 of the anatomy terms correctly.
25
20
15
10
5
0
1

Summary:
Student 1 is an ESL student whose foreign language is Chinese. She cannot spell in English, and
she lacks skills in retaining information. She is always grouped with Student 2 so that she does
not fall behind. Student 2 received the highest score out of the whole class. She has the best
technique and the very friendly towards her peers. She comes in to class early and I teach her the
combination ahead of time so that she can help me demonstrate it in front of the class. Student 1
needed to have the test given orally. Student 2 worked really well under pressure. A modification
I would have made is to add a word list or multiple choice questions.

17

Reflection and Self-Evaluation

As an educator I encourage my students to take an intentional, positive attitude about
interacting with each other. To bring out the best in themselves, each other, the school and, when
necessary, their environment including all involved. There were multiple reasons why students
were successful and not successful in capturing this vision. In the beginning of the unit I gave out
a pretest including a labeling section. I gave it, not so much to measure their knowledge, but to
introduce the concept of what anatomy is and why they needed to understand the terms. Only a
few students could label more than 5 body parts out of 21. I expected that. Which I believe now
was a wrong expectation. The pre-test should not include material I expect they have never heard
of. My poor students only suffered embarrassment and confusion for 5 minutes starring at large
amounts of unanswered questions.
My second activity involved isolating body parts and writing in the air letters of their
name, first or last. I thought that if I helped them for 15 minutes learn how to move one body
part at a time, they would feel comfortable enough to create their own sequence of movements
isolating body parts. I was wrong. I didnt go to the next level of asking my students to use what
they learn to better relate to each other and the movement task. I did not go to the next level of
facilitating relationships between my students developing greater tolerance for modern dance and
increasing mutual respect for one another right at the beginning. Timid, shy and scared students
filled the room as I suggested they move on impulse. Improving was going to have to be
explained thoroughly before I attempted leading them through it.
Teaching choreography was much easier and managing the class came a lot smoother.
Students felt less pressure to compare each others technical skill. Because everyone was
learning new movement, the level of application was equal. The anticipation of what I was going
to add next kept them engaged. Those reluctant to move were easy to spot, and invited to move
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to the front or stand next to a friendly and inviting dancer. Every time those more reluctant
improved and their energy level increased.
When I taught warm ups, they had to be set choreography, or very detailed steps. When I
reviewed anatomy with them the most successful activity was attaching at the parts of the body I
called out. It turned into a fun high energy competition for some, and other students it was too
difficult. If I do that warm up again, I would begin by personal touch, then touching that body
part to the floor or some part of a wall, then I would transition in to partnering. That way,
students build confidence and I can assess their progress before they interact with physical
contact. If I had a male student in this class I would make sure there was a built respect in and
combinations of body parts touching were appropriate.
Students who were very successful in the post test were fully engaged in class every day.
In their subjects they attend the honors class. Some students would be asking questions for
clarification. One student particularly that starts off reluctant did really well on the post test
because I ask her to demonstrate for me specific movements. That teaching tool helped the
students as well. These students seem to work well under pressure. So the day I handed out the
post-assessment, these students were rushing through their notes all the way until the very last
minute. They valued success. Those students, who did poorly, could not remember so many
terms all at once. A modification I would add is a word list, and for my two ESL students I would
give that section orally and instead of writing down the word, they would point to their body
part.
This particular activity was the most successful in motivating students to choreograph.
They had to pick favorite locomotor steps and combine them with favorite axial movements. The
problem solving and time it took them to figure this out was so fun to observe. Those reluctant to
begin were paired with another dancer, and at once every student was moving and challenging
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their boundaries. This activity gave me time practice side coaching which the students need more
of, when they are on their own. Side coaching improved any of my activity modifications and
student learning, because I gave more personal and specific praise. You are moving with such
control. There is a lot of space your arms can take up if you just extend through your torso
more. If keep dancing like that your feet will be stronger than mine. I also was able to write
down comments on their list of choreography as I watched them perform. After looking at my
comments I saw their confidence increase, and their respect for modern dance seemed to develop
overnight. My favorite non-pedal locomotor step to teach was rolling because of the familiarity
and memories flooding back of being young and childlike laughing and getting a little dizzy.
Dance is evolving through generations. To stay up to date and professionally competent, I
have decided to subscribe in various dance journals. I am planning on taking a summer
intensives workshop with RDT. My husband will still be a student for the next year and a half, so
I have access to the Herald B. lee Library and the Dance textbooks in circulation. My vision is to
reach a level of specialty researching and teaching curriculum and dance integration. This will
help me create a profile of myself on my resume as well as with various networking relationships
in Utah school districts. Integration is my number one motivation to be a dance teacher. The
creative skill level accompanied by the notion that one can teach math through dance or science
and dance, stirs something strong with in me. I struggle with new material, so integration is
perfect for filling a well of numerous lesson plans and new activities. Other subjects bring so
many different perspectives which will make me well-rounded while staying balanced in other
elements of my life including spiritually and emotionally.
The pre-assessment given is not exactly the same as the post-assessment. I did not know
ahead of time what I exactly wanted to collect data for this project when I made the preassessment. As you will see from the appendix the anatomy section is the only thing that stayed
20

the same. All the other questions except defining being grounded were different. This
happened because of my initial body unit combined with my motion unit changing the post
assessment to include elements of motion. Instead of measuring their technique in strength and
agility, the class was successful being assessed in exploration of body isolations, locomotor, and
axial movement through set choreography. Exploration by improvisation was not successful.
Often if asked to move on impulse, they would stand in one spot insecure and intimidated.
Reasons for such a response resulted because of unclear cues from instructor, reluctant students
grouping together, lack of meaning making and weak relations between students.
However, when taught set choreography, the students stay engaged and focus on the task of
copying as much as they can with what is set before them. The most participation I received from
this class was during an across the floor sequence involving locomotor steps.
Modern dance was entirely off their radar until this class. I would make sure next time I teach
this unit; I will build a strong foundation of what Modern dance is and where its origins. As
anxious as they were, some were more reluctant to step out of their comfort zone than others.
Usually I have a set plan for these students. I greet all of them with a smile and look them in the
eye as I call their name in roll call. This forward presence made it easier for me to create a strong
respectful relationship. Although we created a respectful relationship, this technique did not
encourage forward thinking and meaning making. I reluctantly took too long to introduce the
students to each other. Now the class is almost over and I have to remind them to find different
partners and introduce themselves.

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FIELD EXPERIENCE DEMOGRAPHICS FORM WORKSHEET

SECTION 1: SCHOOL-WIDE DATA

School/District 1. Evergreen Jr. High/Granite District

Enrollment Breakdown

School 1
Total Students Enrolled
833

# African American Students

31

# American Indian Students

16

# Asian Students
62

26

# Hispanic Students
86

# Undeclared Students
6

# Pacific Islander Students

11

# White Students
621

# English Language Learners

97

# Socio-Economic Status

(Free/Reduced Lunch)

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319

# Students with Disabilities

65

Student Summary Information

School 1
Average Daily Attendance
.97

School Mobility Rate

.09

School Information

School 1
Title I School
Yes

No
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SECTION 2: YOUR INDIVIDUAL CLASSROOM DATA

Cooperating Teacher Ginger Gunn

Ethnicity - White

School 1Classroom(s) Breakdown

School 1
Total Number of Students in Your Class(es)
33
#African American Students in Your Class(es)
1
#American Indian Students in Your Class(es)
1
#Asian Students in Your Class(es)
2
#Hispanic Students in Your Class(es)
3
# Undeclared Students in Your Class(es)
1
#Pacific Islander Students in Your Class(es)
0
#White Students in Your Class(es)
25
#English Language Learners in Your Class(es)
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2
#Students with Disabilities in Your Class(es)
2
(Special Ed. students with active IEPs, Students with physical/mental/emotional

handicaps with 504 status)

#Students in Accelerated Programs in Your Class(es)

8
(Gifted and Talented, Honors, Advanced Placement)

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