Education and Teaching (Essay Sample)

LESSON PLANNER -
YOUR NAME____________________________Page 1

PART A: LESSON PLAN

Year/Level:

Syllabus topic: DANCE

Lesson Topic: INTRODUCTION TO DANCE

Students’ characteristics: average ability

Duration: (60minutes)

Prior knowledge/skills required
The students should have basic knowledge in dance.
The students should have the interest in dance.

Resources: Projector, Personal Computer, CD ROM and Drive, and White board.
The students shall be provided with handouts describing the history of dance.
Learning materials on the significance of dance shall also be available

Learning environment: The lesson shall take place in the dance laboratory. The laboratory offers a favourable environment for the dance lesson given that it has dancing tools such the relevant costumes. The laboratory has music tools such as the piano, drums, and a computer to simulate the tunes. The dance labs are equipped with sound proof material making it an only class affair, thus preventing distraction.

Context
Role of the student
Develop knowledge, understanding and skills about dance as an art-form through dance performance as a means of developing dance technique and performance quality to communicate ideas.
Develop knowledge, understanding and skills about dance as an art-form through dance composition as a means of creating and structuring movement to express and communicate ideas.
Develop knowledge, understanding and skills about dance as an art-form through dance appreciation as a means of describing and analyzing dance as an expression of ideas within a social, cultural or historical context.
Value and appreciate their engagement in the study of dance as an art-form.
Role of the learners
Describe and analyze dance as the communication of ideas within a context.
Describe the link between their performances and compositions and dance works of art.
Applies understandings and experiences drawn from their own work and dance works of art.

Choice of ICT
The lesson shall employ Dancer Designer software that sends techno-electronic messages. Techno and Electronica is the message transmitted by this superb bundle of libraries. New York Dance supplies the basic materials needed to create music that spans House, Electro, Jungle and more. Futurist Drum 'n' Bass give an individual even more fine beats and synth elements. Techno Club Grooves 1: Funky xtreams I and Vintage Analog Synths: Vortexual Amplitude adds character by giving one access to rare and vintage gear. Processed Drumkits: Zero-Gravity Beats adds something completely unique and original - acoustic drum performances by former Sugarcube Siggi Baldursson, tweaked and processed into pulverizing grooves, made to order for intense dance music.

Assessment of learning:
Assessment is an essential and integrated part of teaching and learning. Assessment:
• reflects a belief that all students can improve
• involves setting learning goals with students
• helps students know and recognize the standards they are aiming for
• involves students in self-assessment and peer assessment
• provides feedback that helps students understand the next steps in learning and plan how
to achieve them
• involves teachers, students and parents in reflecting on assessment data.
As the teacher, I will use both formative and summative assessment.
The formative format encompasses question-answer system during the lesson. The students should be able to answer questions orally in relation to the topic of study. Depending on the ease at which the learners give the answers, the teacher will be able to make a sound assessment of the learning process.
The summative format assessment involves giving the students homework and written assignments. The ability to answer these questions satisfactorily would mean that the learning was effective.

LESSON PLANNER Page 2

Learning outcomes: (number and descriptor from BOSTES or ACARA syllabus)
4.1.1 demonstrates an understanding of safe dance practice and appropriate dance technique in the performance of combinations, sequences and dances
4.1.2 demonstrates aspects of the elements of dance in dance performance
4.1.3 demonstrates an understanding of aspects of performance quality through the performance of locomotor and non-locomotor combinations, sequences and dances
4.2.1 identifies and explores aspects of the elements of dance in response to a range of stimuli
4.2.2 composes dance movement, using the elements of dance, that communicates ideas
4.3.1 describes dance performances through the elements of dance
4.3.2 identifies that dance works of art express ideas
5.1.1 demonstrates an understanding of safe dance practice and appropriate dance technique with increasing skill and complexity in the performance of combinations, sequences and dances
5.1.2 demonstrates enhanced dance technique by manipulating aspects of the elements of dance
5.1.3 demonstrates an understanding and application of aspects of performance quality and interpretation through performance
5.2.1 explores the elements of dance as the basis of the communication of ideas
5.2.2 composes and structures dance movement that communicates an idea
5.3.1 describes and analyses dance as the communication of ideas within a context
5.3.2 identifies and analyses the link between their performances and compositions and dance works of art
5.3.3 Applies understandings and experiences drawn from their own work and dance works of art.

General capability
Literacy

Students learn to:
* Develop knowledge, understanding and skills about dance as an art-form through dance appreciation as a means of describing and analyzing dance as an expression of ideas within a social, cultural or historical context.
* Interpret numbers when they are used for different purposes
* Understand how numbers can be expressed
* Use estimation techniques appropriately to make and check calculations Use a variety of calculation methods
* Choose and use appropriate technology
* Use the language of measurement appropriate to the task
* Choose and use measuring tools and instruments appropriate to the task
* Use estimation techniques
* Use measurement techniques to solve problems
* Recognise that some measures are obtained by combining two or more other measures
* Recognise and describe common shapes

Students learn about:
* Use shapes appropriate to the task
* Choose and use appropriate equipment for a particular purpose
* Recognise and interpret the conventions of visual representation
* Use spatial techniques to solve problems
* Recognise and understand the part chance plays in everyday life
* Recognise and interpret estimates of chance events
* Judge the quality and appropriateness of data collection
* Understand and use common methods of summarising and displaying data
* Make and question judgements based upon data presented
* Make predictions based upon data presented

Timing

Lesson content

Student activity

Teacher activity

5 Minutes

Introduction

Listening, asking questions,
Taking notes, instructions, emails, and Wikis.

Explaining and describing.

30 Minutes

Dance an art form
-Dance as an art form is the overarching philosophy of the syllabus and it defines the students’ artistic, aesthetic and cultural education through dance. -In the study of dance as an artform students develop knowledge, understanding, skills, values and attitudes ‘through’ and ‘about’
the interrelated experiences of performing, composing and appreciating their own dances, the dances of others, and dances as works of art in the public domain. Experience with the
elements of dance and the language of dance (i.e. terminology) enables students to
communicate physically, verbally and in written forms in all aspects of performance, composition and appreciation. Through the practices of performance, composition and appreciation students learn about the distinctive ways in which they can express their own experiences. They also learn about the development of cultural meanings and artistic traditions.

Listening

Explaining

15 Minutes

Elements of Movement
• the dancing body
• the elements of dance (space, time and dynamics)
• Relationships.

Demonstrate dances taught.

Guide the students through the demonstration

10 Minutes

Assessment

Answering the given questions

Taking questions

PART B: Justification

Dance Designer
Name
Institution
Tutor
Course
Date
Dance Designer
Dance Designer is considered powerful software with the ability to allow the choreographer to visualize, integrate, review and document their work. The software supports virtually every discipline of dance including modern, jazz, ballet hip hop, lyrical, figure skating, tap and cheer. In the contemporary dance teaching, the instructor is more than just a teacher but also a choreographer.
To the Dance Designer software allows the instructor to make decisions on creativity of the dance. Therefore, the learners gain the same skills of creativity in their dance lessons. A dance teacher or rather instructor is charged with the responsibility of training choreographers. The learners in this case are the choreographers. The Dance Designer software is the best tool for a dance lesson since it allows for pure choreography. According to Churchill et.al (2013), choreography is the practice of dance composition with the human body’s movement. Therefore, this software tool...