This assignment is for groups of 4 or 6 that in pairs have been assigned a class to teach at either Braefoot or Lake Hill elementary schools.  Using a backward planning process each groups has been assigned a class to teach and an range of possible classroom topic/themes that the school teacher is working on in February and March. 

The intent is that as a teaching pair students select and adapt a dance from the Carline (2011) text or develop their own based on the process of developing a dance demonstrated in the text. Below are resources to be used for developing the dance from the music, the dance analysis to the task progression that then is taught over a series of four lesson plans.  The block plan records what was taught in a lesson that may or may not correspond to what was planned.

Assessment ideas are created to track the progress of the students over the four lessons.  A register of the students names will be used to create form for recording student progress and develop a way of getting self--assessment insights from the students.

In this link to the Googledrive folder the music associated with the dance analyses listed in the Carline text can be played and downloaded.  Use these files to connect the drawing of the music emphasis to the music.  Action words used in any dances can be changed to reflect any changes in dance imagery and story.

The first Youtube playlist is from an extension assignment developed in 2014 that showed the dances performed at Braefoot Elementary schools.  Note the camera views from the stage and from the gym floor.  The Googledrive folder has clips of dance performances from previous classes in 2013, 2015 or 2016.

The first set of resources are for planning the content of the dance.  Copy, adapt or create the dance analysis for a dance from the book drawing the music emphasis using either google draw or by hand and scan.  Then complete the dance analysis with action words, and movement concept analysis.  Play particular attention to the imagery and age of student to be taught. 

Task progression then needs to be developed from the dance analysis noting the sequence of action words, combination of actions, using of music and combination with a partner used to develop the dance.

Lesson plan template can be adapted as long as the key components are present.  Key is to make sure there are three phases to the lesson , introductory activity, main body concept/action development and culminating activity.  Lesson plans should indicate how the learning domains are addressed (CAPS) that links to the curriculum and core competencies. Gym diagrams can be used to locate students and use of space. The block plan is an outline of how the four lessons we developed which is revised as the actual tasks of the lesson plan are taught. Planning prepares you to teach students, but you teach the students not the lesson plan.