After School Elementary Dance Program

  Mini-Lesson Plan Shortest Run Time: 27 minutes Longest Run Time: 30 minutes Warm-up 5-8 minutes Introducing the concept  2-3 minutes Teaching the concept 10-11 minutes to teach the activity  Practicing the concept  Integrated in the 10-11 minutes of teaching the combination Assessing if the class learned 6 minutes to expand on activity in small groups  Cool-down 3 minutes Buffer time 1-3 minutes Lesson Plan Title of the Lesson Introduction to Dance for Kindergartners: Focusing on Dance Making Grade Kindergarten (After-School Students)  Component Movement Skills and Underlying Principles  Learning Objectives 1. Recognizes ways of moving various body parts. 2. Explores aspect of shape with the body 3. Demonstrates moving in personal space, using large and small kinesphere 4. Demonstrates traveling through general space, straight and curved pathways, while in their own personal space. (DA.A.1.1.2) 5. Explores the three levels of space: low, middle, and ...

Classroom Information: Cafeteria or School Gym Subject: Modern Dance Arts  Grade Level: Kindergarten - 3rd Grade (After School Program) Unit summary: We will be teaching the history of modern dance and the fundamentals, in addition to improvisation and individualism through locomotive and non-locomotive movements Standard 7:  Perceive and analyze artistic work Benchmarks    Performs a range of simple, repeated, intentional movements and gestures.   Uses space and resources creatively.   Chooses and explores ways of moving rhythmically, expressively, and playfully.   Participates in dance that is taught and/or creative movement invented by peers.   Shows an understanding that dance consists of combined movements and gestures, usually performed with music or a beat.   Shares their responses to stimuli through movement with, for example, peers or practitioners.   Shares thoughts and feelings in response to dance experiences, either a...

 

Topic: Interpretation and Improvisation 3:30 - 3:45 - Journal and Introductions (introduce yourself using a sequence of movements that represents your name) 3:45 - 4:00 - Full Warm-up 4:00 - 4:15 - Discussion (talking about what we'll be doing during the class, video and real-life examples of creative movement) 4:15 - 4:40 - Across the Floor and Center Improvisation (based on prompts i.e. animals and levels) 4:40 - 5:05 - Shape and Letter Interpretation (put kids into groups and tell them to make a shape or letter using their bodies but all interpretations have to be different from each other) 5:05 - 5:15 - Brain Break (freeze dance) 5:15 - 5:30 - Cool Down (mindfulness meditation)

Teaching: As dance teachers, we're teaching them the basics and background of modern dance in order to provide them with more knowledge about movement and not necessarily make them into professional dancers. We're allowing our students to make mistakes and learn from them, communicating through our examples, and aiming to make them more well-rounded. Coaching: As dance coaches, we're looking at our students on a more individual level in order to identify their needs and help them learn how to respond to any potential problems. We want to equip them with the tools and knowledge they need to move beyond this class whether they continue their dance career or not. We're identifying these students with potential as dancers and coaching them toward their goals in the dance field. Mentoring: As dance mentors, we start off by creating a comfortable space where all students can trust us and where we can identify dance potential in our students. Like our duties as dance coaches,...

 Convergent Versus Divergent Thinking Convergent thinking focuses on finding one well-defined solution to a problem. It's best to use convergent thinking in situations where logic is more important than creativity. It allows teams to waste less time thinking about solutions and more time doing what really matters. Convergent thinking is related to low levels of dopamine. This type of thinking leaves no room for uncertainty. Divergent thinking is the opposite of convergent thinking and involves more creativity. Divergent thinking allows us to generate new and original solutions to problems.  Therefore, divergent thinking is best for the classroom, in my opinion. Divergent thinking opens possibilities of innovative ways to solve more complex problems, overcoming the tendency of many learners to only work within the confinements that teachers may place. Divergent thinking can be achieved when dopamine levels are increased, as it allows for feelings of stress and anxiety to d...

My goal as a dance teacher is to create learning opportunities that reinvigorate the excitement for movement for my students and myself during every class. I wish to allow dance to shape who my students are, how they relate to others, and how they perceive the world around them. In order to achieve this, I hope to create a comfortable environment for my students to express themselves freely.  Why I Teach: - I hope to serve as a mentor and coach, encourage lifelong learning, and show that creativty and fun are parts of learning. What I Teach: - I hope to teach my students responsibility and accountability, critical and creative thinking, and the importance of communication. How I Teach: - I hope to actively engage students by using multiple instructional strategies. How I Measure My Effectiveness: - I measure my teaching effectiveness by seeking the advice and feedback by communicating with students and parents.