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

Figure 37: Assessment 1 Coversheet Final Reflection As part of the Creative Arts: Dance Australian curriculum, students develop an understanding of dance knowledge and skills as they explore their bodies in movement (ACARA, 2019). Investigating a range of dance techniques, styles and cultures to reflect and inform their dance making (ACARA, 2019), students control their movement to communicate emotion and creative expression (ACARA, 2019). In developing a passion for dance in the primary classroom, success criteria and learning intentions need to allow differentiation and modification to support inclusivity for all student abilities, wellbeing and needs. In promoting trust and confidence in the dance learning environment, teachers need to be actively involved in modeling and making dance with students. Finally, dance is and always should be FUN.  Figure 38: Dance is fun (Medina; QuoteHD.com, 2019) References ACARA. (2019). Retrieved from Australian Curriculu

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

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

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