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Project Title:

“Entertain Dance Moves On Live”

Duration: 15 weeks

(September 2^nd to December 12^th, 2015)

Learning Objectives

The student will:

·      Increase body awareness, coordination, strength, flexibility and balance.

·      Develop ability to physicalize ideas of Body, Effort, Shape, Space, and Relationship.

·      Experience and practice creative dance-making, posing questions, and problem solving.

·      Develop skills in improvisation through responding spontaneously to assigned material.

·      Generate authentic movement material.

·      Discuss and analyze creative dance making in our class in relation to other dance styles.

·      Interact, share responsibility, collaborate with others, and create and nurture a sense of community.

·      Observe, discuss, and evaluate the aesthetic principles of dance as an art form.

Project Introduction:

Project based learning is a great schoolwork project for students to explore real-world problems and understand the challenges they will experience while pursuing their careers in the real world. Students can research and provide ideas or answers to complex questions, problem or challenges about completing the projects for schools.

Solina (2014) stated “Science and New Media’ at University of Ljubljana. For the fineart students the main benefit of this collaboration is to get hands-on experience with the latest new IT and the technical support of computer science students to build technically sophisticated websites and art installations that they themselves envisioned. On the other hand, for the computer science students, it is important to get experience in negotiating, designing, building and managing small but self-contained projects for customers who are in this case fine-art students. The experience of working in teams is for both kinds of students very important since it is the norm in real life but rarely practiced during the university education” (p. 118).

The purpose of this paper is to develop a project based lesson plan by creating a new lesson plan using the project-based approach. This paper will also cover seven components of successful Evidence Ba Based Practice (EBT) included in the Edutopia’s link included in the assignment resources. At the end a reflection on the learning expected by students from the plan you developed,  and your understanding for how  project based lesson will improve student learning in general.

Project Type and Idea:

Commercial Dance Video Project

Students will learn how to perform dance on video in commercial, instructional and performance styles. They will pretend they are audition for performing dances on videos with the real-life stars for the MTV company show. This project will help students to prepare to perform culture dances, videos, internet, DVDs and YouTube.com. It is to challenge students to be able to perform dance on video with strong confidence. Other challenges include having motivated students to complete the project.

Subject/Course

And Description:

DANC 201 Commercial Dance

This course introduce students commercial dance as a form of dance that consisted of dance choreographies performed and seen in musicals, movies, music videos, televisions or industrials shows. Students will also learn commercial contemporary, creative, hip hop and jazz funk dance styles, concepts, techniques, which will be included in commercial dance choreographies. After completing this course, students will perform commercial dances on videos for school project each semester. These video performances will be posted on televisions, school websites, video websites, such as YouTube.com.

Teacher(s):

Miss Joy Timmons

Grade Level (s):

9^th to 12^th Grade

Deadline

Saturday, December 12^th, 2015 by 9:00pm

Project Presentation Time

Commercial dance video project starts at 9:00am. Commercial dance video project ends at 9:00pm. Commercial dance video presentation are 2:30 minute long

Materials and Equipment

Music, Lesson plans in notebooks, Video equipments, such as camera, Music equipments, Set Design Materials, Make up products, Hair products, Costumes and DVDs

Other subjects

Art, commercial, design, music, theatre and video subject area

Content and Standards

Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education

Standard 2.0 Historical, Cultural, and Social Context

Standard 3.0 Creative Expression and Production

Standard 4.0 Aesthetics and Criticism

At the successful completion of the course, each student should be able to:

·      Analyze aesthetic components of dance composition.

·      Interact with a group to create movement compositions.

·      Incorporate the elements of body (shape), energy, space, and time in the creation of dance compositions.

·      Purposefully use improvisation as a means of movement invention.

·      Demonstrate intention and theme in dance compositions.

·      Compose and perform dance studies either group, duet or solo forms.

·      Collaborate with peers and instructor during physical, verbal, and written activities in a mature and respectful manner.

·      Observe, discuss, and write in English and motif notation about choreography as an art form using established dance vocabulary.

Provide constructive verbal feedback to others

·      Demonstrate professional, respectful behavior within an art-making community.

Noll (2013) stated, “Students educated in conventional schools for the majority of their lives rep- resent one of the biggest challenges to democratic education. Because soliciting student voice and choice in the classroom lies so far outside the educational norm in our society, democratic education practices may be met, initially, by considerable student resistance. Most students are accustomed to being told what to do and to acting passively in the classroom; they are viewed, and may view themselves, as safe-deposit boxes waiting for deposits of knowledge to fill them (p. 95).

Context

Maintaining good health and wellness is very important for everyone and it is the job that everyone maintains good health during their busy lives. When students do a project on dance in dance programs schools, they will not be bored in classes because dancing involve lots of movements, understanding dance concepts and techniques, learn and perform dance choreographies in classes, events and performances. It also helps students to prepare for dance careers in the dance world. A good dance projects students can do is design a dance videos. Commercial dance is the best dance course to offer students in public schools because this dance course provides students opportunity to learn how to perform different dances, such as hip hop and jazz dances on videos in classes and community events.  Commercial dance videos can present to the entire schools on televisions, school websites and Youtube.com for the audience in public and online communities. In fact, it will also help increase awareness and have parents to sign their child or children to school to take commercial dance classes besides other classes and learn commercial dances in classes. Everyone will learn what does it take to design a commercial dance and perform commercial dances on video. Commercial dance not only has dancing part, but also graphics, such as music, texts, images, animations and video presentation formats.

Slatter and France (2011) believed, “educational experiences within a socio-cultural context has encouraged teachers to provide authentic contextual learning experiences for their students. Johnson (1997) commented that ‘a rich learning environment filled with authentic problems and real situations is critical for developing intellectual skills’ (p. 170). In technology education students are encouraged to learn the norms of participation and success (Petrina et al. 2008). In addition it is hoped that they also learn the business and processes of technology by participating in the design process (Hmelo et al. 2000) as they develop an appreciation of the wider dimensions of technology (Foster and Wright 2001). An expression of socio-cultural learning ideals expressed within New Zealand technology education is that there is a strong focus on using the expertise from the community where technology is practised. Consequently teachers are encouraged to identify resources from appropriate Communities of Practice (CoP) so that students can provide technological outcomes that are ‘fit for purpose’ rather than the result of an educational exercise” (p. 217-218).

Possible Problems

The problem is not many public schools that do not offer dance classes in these organizations. If the students are going to do dance projects, such as dance video projects for the schools, the teachers and supportive staffs will have requested approval from the school administrators and other administration staffs to permit these projects in schools.

Potential Solutions

Once the schools approved of teachers offering dance programs, then students can sign up for the dance classes in public schools. During the dance classes, the teacher can provide syllabus with requirements on attendance, passing dance courses, assignments or projects involved in dance courses

Calibrate Your Project

Using the solutions from Step Four, check to make sure that the knowledge and skills generated by the most viable solution match the intended knowledge and skills from Step One. For instance, you might create a chart comparing the intended knowledge and skills with those necessary to solve the problem. To better match intended content with students' level, add or remove problem conditions. To make a problem easier, focus learners' attention on the target knowledge. To make a problem harder, focus learners' attention on peripheral knowledge. To make the problem more realistic, add time, budget, or location constraints that might occur in an authentic professional situation.

Tasks

Divide into teams to complete the task successfully.           

Assessments

Performance-Based Assessment

Harrison and Rouse (2015) pointed out, “Three important aspects of feedback are readily apparent from this description. First, the content of the feedback—the “discussion sessions of initial ideas”—is focused on the prototypes. Second, the feedback meetings were a “team effort” where “input” seems to emerge from both feedback providers and creative workers. Third, as the creative process unfolded, feedback evolved from an “input” that influenced “sketching,” “clean drawings,” and “quick-and-dirty prototypes” to a “discussion” and “talking” that “facilitated tinkering,” and, ultimately, formed a “well-designed product.” These transitions intimate that feedback might work differently at different stages in the creative process promoting distinct outcomes” (p. 377).

Reflection on Learning

As a upcoming an educational leader and teacher, students will do and complete the project-based learning that focus on students learning how to design a project, which allows students will collaborate with the teacher, other students and other staffs involved in this project. Also, as an educational leader and teacher, students will do a project in the fine arts subjects, such as dance because doing a project in dance provide several benefits for students health, social and wellness like physical education programs.