Student Self Evaluation of Dance Workshop

Dance Workshop

DVD Clip of Professional Dance Works

Stomp the Yard Final Battle Clip on You Tube:

http://www.youtube.com/watch?v=gLduQWn4Ea4

LESSON PLANNING FORM

Teacher:    GEW	Subject: Dance Workshop	Class/Band:  13Y
Date: TBC	No. of Boys:  6	No. of Girls:  7
No. SEN:          0	No. of G & T: 2	Range of Attainment: A-C

Class background: AEN, G&T, range of prior attainment, class rotation etc. Students are timetabled for Dance five times over a two weekly timetable with HS while GEW is on maternity leave. There is a mix of ability within the class with some students showing a strong ability within the group. Students have learnt about health and safety in dance, warm up and stretching and basic dance technique. This term they are exploring the Jazz Dance Unit (theme of street dance). Studying Dance Appreciation through using professional dance works such as Step up/Street dance 3, Dance Battle scenes. This is week 3 the 6 week scheme of work lesson Scheme of Work and each student’s progress will be assessed. To ensure inclusive learning a number of teaching tools will be used, including technology (DVD clips for visual observation, Discussion, peer assessment and video feedback for self reflection/evaluation). Practical tasks are also differentiated through outcome with mixed ability groupings (with gifted and talented dance students for additional support).

Lesson background: context, topic, and progression.  Learning styles, Key Skills, home study linked to this lesson or previous / later lesson. Over the term students have developed a basic understanding of what a dance battle is, and will observe some professional dance works (DVD clips as stimuli for movement ideas/style). Students have been consolidating street dance steps, learnt some new dance steps and gained knowledge of key words, demonstrating how to use these at least three different choreographic devises. All students will work in groups to create a routine. Most students will perform their group routine in a dance battle competition against another group. Some students will show high technical dance ability in their own performance. The dance battle will be filmed for reflection purposes (video feedback) and students will self evaluate their own performances. Learning aim/learning question How can I improve my group routine in order to achieve a higher grade in an assessment? Key Words: Group work / Solo Skills Self Reflection (identify own strengths and weaknesses) Target setting (Set areas for improvement)

Phase – a lesson could go through these phases more than once during an hour. Each phase has a series of prompts to aid planning.			Learning Activities with time line & resources Remember to plan for: PACE CHALLENGE ASSESSMENT
Phase 1 – LESSON START Link lesson to previous learning Provide overview Describe outcomes Introduce key learning aim/s Stimulate curiosity			Starter Activity 5-10 mins: Students to stand in a space in the studio in neutral position ready learn a short street dance warm up sequence GEW to demonstrate. Differentiation: G+T students (Jess and Taylor-Ann) at front of class to lead. GEW to choose individual students (Kane and James) to demonstrate/add a solo skill movement at the end of the routine.
Phase 2 – PROCESS / LEARNING Students make sense of the information through: Activities to develop understanding Opportunities to process information in preferred style – (visual / kinaesthetic)			Main Activity Using Technology (DVD clip) 5 Mins: Students to sit in front of the television ready to observe a DVD clip of a Street dance battle (Stomp the Yard). Students to observe dance clip. Students will be asked to select the most appropriate movement skills for class discussion. (if time permits complete word cards?)
Phase 3 - PROCESS / LEARNING Students demonstrate understanding of learning aim Activities to develop understanding Opportunities to process information in preferred style – VAK. Assessment for learning			Main Activity 10 Mins: Students into mixed ability groups for a Group choreography task. Students are to continue rehearsing the street dance routine but are to add on some additional movements, inspired by the DVD clip observed or from their own knowledge/experience/skills developed.  Creating their dance routine (through structured improvisation). Differentiation: GEW will move between the groups to offer help and support. G+T students as dance captains. Main Activity  Using Technology 5-10 Mins: Students are to sit down, GEW to choose two groups to Perform their routines s a dance battle. Students are to observe and give peer feedback and complete a Peer-Evaluation worksheet. Hannah (TA) to film the performances ICT for reflection purposes. Main Activity Using Technology 10 Mins: GEW to get students to observe their own dance performance as a visual aid and a form of reflection (to help students to identify their own strengths and weaknesses and to set new targets for further improvement) Video Feedback. Students are to complete a Self-Evaluation form, recognising their own strengths and weaknesses and to set own targets to improve. Main Activity 5-10 Mins: Students are to rehearse the dance routine in order to develop a more polished performance, applying their targets, to strive to achieve a higher level in their final assessment/performance.
Phase 4 - REVIEW Students reflect on learning Recap and review. Set individual targets for next term.			Plenary 5 mins: Q+AWhat are your strengths and weaknesses and how can you further improve your grade? Homework in planners: Complete dance Evaluation. Complete ICT survey on-line “survey monkey”.
PROMPTS:
Class List	/	Seating Plan			Literacy	/	Numeracy	/
ICT	/	Health & Safety		/	WRL		Citizenship
Home Study		Differentiation		/	Support	/	Extension	/

Dance Workshop Intervention

I taught a dance workshop to a group of my students in order to evaluate and analyse the effectiveness of using technology in a dance lesson. I choose to use DVD clips of professional dance works and Video Feedback, as these were the tools identified as most useful in my recent survey.

The Intervention proved to help my students make outstanding progress. Showing a DVD clip was a good use of time management as my students could observe and analyse professional dance works fairly prompt and then take this as inspiration to create their own version of a dance battle.

Through use of video feedback my students were able to observe and critically reflect on their own work. They made individual and group improvements to their choreography. All students made outstanding progress to meet the criteria for higher grade of achievement in their assessment.

I did however run out of time at the end of the workshop. In future I plan to show the students their work side by side with the Professional dance work clip for comparison. I could do this by using the "Dart fish" programme recommended by Lee Webb during one of my interviews. I would preferably re-record students work again in a later rehearsal, also for comparison and further self reflection.

Other visual aids such as a picture and Power Point Presentation can be effective if used appropriately and for the right reasons (relevant to the task).

Harvard Referencing

Harvard Referencing

Harvard referencing is a method for citing other people’s work from literature and research. This can then be used as evidence to help support an argument. By using quotations and referencing sources you are avoiding plagiarism and ensuring that the author receives appropriate credit for their work. Harvard referencing also enables the reader to further research the topic by looking into your resources used.

All sources referenced should be included in a bibliography at the end of your assignment. When referencing literature from a book this should be listed as the Author’s name, year in brackets, book title, edition and place of publication. If it is another source you write the author, year in brackets, title of the article, title of the journal/newspaper etc., volume number, pages used.

“1. Citations are written in the text of your assignment by citing the author’s family/surname followed by the date of the source in brackets i.e. Brown (2010).

2. A complete list of all the citations used in your text will need to be provided at the end of your assignment. This is called your reference list or bibliography and needs to be presented in alphabetical author/originator order”.

(Academic Skills Tutors/Librarians, Information Services (March 2013), Harvard Quick Referencing Guide, page 1)

The bibliography should be listed in alphabetical order.

Here is a link to give you an example:

http://www.brunel.ac.uk/__data/assets/pdf_file/0020/161471/Harvard-Guide.pdf