Developing a Desire to Dance in my Primary Classroom

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BLOG POST #6 - How to Assess Dance in my Primary Classroom?

September 18, 2019

Responding Statement Figure 31: Dancing is and should be fun (Pinterest) Key components to 'good' assessment in dance include: Identifying and sharing learning intentions Clarifying learning objectives and outcomes Providing students with clear success criteria and an opportunity for self-reflection and feedback that is relevant, meaningful and positive, encourages quality and successful learning in dance. Figure 32 provides an example of clear success criteria that students can interact with and refer to during learning. Figure 32: Assessment Rubric Student effort and achievement in dance can be assessed as: Assessment of Assessment for Assessment as Although all assessment forms can be covered within the creative arts: dance Australian curriculum, an 'assessment as' is proven to be most effective as an authentic assessment process. The 'assessment as' model uses verbal, regular, consistent and interactive feedback from teache

BLOG POST #5 - How do I Plan for and Program Dance?

September 10, 2019

Responding Statement Figure 21: Dance like nobody's watching - Dance is a Joy (CityMax.com) Teachers need to maintain movement curiosity in students by planning dance that is engaging and achievable for all. Dance programs need to support the learning needs of students, evaluate and apply a variety of teaching strategies, connect content and learning, and consider cultural and religious backgrounds within the classroom. Learning should progress and build on from previous experiences. Planning and programming challenging learning tasks will guide students to practice and progress dance skills and knowledge. Dance can be planned and programmed one of three ways: Stand Alone ; sometimes facilitated by a dance specialist, where the KLA is compartmentalised and content descriptors of the lesson are explicitly creative arts: dance. The dance experience often does not integrate learning from the classroom. Fully Integrated ; usually facilitated by the classroom teac

BLOG POST #4 - How can dance be connected through the curriculum?

September 03, 2019

Responding Statement As teacher's, it is our responsibility to 'know our students and how they learn' (AITSL, 2017), this includes learning styles and preferences, student personalities and their likes and dislikes. To support bodily movement or kinesthetic intelligences (Gardner, 1993-1999), movement or dance integration is a medium that could support student learning across the Key Learning Areas (KLA's) of the Australian curriculum. An example of integration of the KLA's; year 4 English and Dance. Content descriptors: ACELT1603 Discuss literary experiences with others, sharing responses and expressing a point of view ACADAM007 Performs dances using expressive skills to communicate ideas, including telling cultural or community stories (ACARA, 2019) Students read part or all of a text. To demonstrate an understanding of comprehension and perspective, students summarise and predict events of the text with movement and the expression of dance

BLOG POST #3 - What are the key components of dance and their role in the curriculum?

August 27, 2019

Responding Statement Referring to ACARA's Creative Arts: Dance curriculum documents, key components of dance include: >>> The elements of dance : body, energy, action, space, and time, to exercise and perform fundamental movement and technical skills in dance sequences and choreography. >>> Exploring styles or types of dance strengthens student ability to improvise and structure dance movements that communicate and express ideas, including cultural, religious or community stories and meaning. Understanding, implementing and appreciating dance knowledge and skills, supports student learning in dance, developing body control, accuracy, alignment, strength, balance, and coordination. (ACARA, 2019; Page, 2019) Learning in Dance Students must explore and experience key components of dance in order to express effective creative movement. TYPES of DANCE As per the Australian curriculum of The Arts: Dance, students must experience a variety of da

BLOG POST #2 - What Value do Students get from Participating in Dance?

August 22, 2019

Responding Statement Dance is the skill and knowledge of exploring movement to express and communicate ideas, emotions, and/or traditions. Student participation of the 'social language', that is dance, supports the overall development of the child. Facilitating dance in a safe and trusting classroom environment allows students to grow with confidence as they explore their awareness of body movement. Dance and movement in the classroom develop student flexibility , not only restricted to the physical and core strength of the individual but inclusive of the classroom culture, as we endeavor into flexible learning spaces to enhance student learning with movement and differentiation. Student expression is valued, as dance facilitates an outlet for students to communicate their unconscious feelings and troubles. The action of movement encourages students to exercise , to maintain or refine physical fitness or burn off excess energy, hyperactivity, in order to focus or concentrat

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Developing a Desire to Dance in my Primary Classroom - Amber Henderson