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PRE-ASSESSMENT: I will begin the lesson by turning on classical music and…
PRE-ASSESSMENT: I will begin the lesson by turning on classical music and letting them move freely to the music. After a few minutes, I will begin to informally introduce different ballet positions and movements, seeing who can easily execute certain movements and who might be struggling. I would keep track of the findings on a piece of paper, being sure to maintain the “play” while also recording the data on student knowledge. This pre-assessment will not only help me to see who knows the particular terminology but also who can demonstrate proper technique when executing the movements.
INTERMEDIATE GROUP:The 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order skills.
TECHNIQUE DEVELOPMENT PROJECT: Intermediate students will work together to review the ballet positions and movements used in the pre-assessment. Students will then choose partners (6 groups of 2). Each group will pick two basic movements from the pre-assessment and research the proper techniques used to execute the movement (maintaining turnout, principles of posture, keeping the toes pointed, weight distribution, etc). Partner pairs will then create video tutorials (5 minutes in length) detailing the proper techniques used when executing the movements. These tutorial videos should be uploaded to Youtube and will be used as a teaching tool for the rest of the class during the Ballet Workshop.
ASSESSMENT OF PROJECT: Students will have 2 weeks to create their tutorial videos and be prepared to share with the rest of the class during the Ballet Workshop. Intermediate students will be assessed on:
(1) Their ability to research the proper techniques used when executing their chosen ballet movements.
(2) Producing a quality tutorial video of between 3-5 minutes of length which makes the ballet movement accessible to ballet dancers at any skill level.
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BEGINNER GROUP: The 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
BARRE WARM-UP PROJECT: Beginner students will work together to create a basic barre warm-up for the Ballet Workshop which makes use of all five feet positions and basic stationary ballet movements that were introduced in the pre-assessment (plié, relevé, tendu, etc). Since dance transcends language, students with different language abilities should not have much difficulty putting this together.
The barre warm-up that they create will be used during the Ballet Workshop.
ASSESSMENT OF PROJECT: Students will have 2 weeks to create their barre warm-up and be prepared to lead the rest of the class in their warm-up during the Ballet Workshop. Beginner students will be assessed on:
(1) Their ability to understand and implement the five basic ballet feet positions into their barre warm-up.
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(3) Their ability to display confidence in demonstrating their barre warm-up exercises with the class, even if they show the movements physically without the use of language.
ADVANCED GROUP: The 5 students who answered most, including the most difficult, of the pre-assessment questions correctly.
CHOREOGRAPHY PROJECT: Advanced students will use what they already know about ballet to craft their own dance combinations using positions and movements reviewed in the pre-assessment. A list of these positions and movements will be given to them. They will also be given three additional advanced movements (ballotté, cabriole, etc) that they will be required to research, learn, and incorporate into their dance combinations. They will then prepare to perform this for the class during the Ballet Workshop, breaking down the three advanced movements for the other students.
ASSESSMENT OF PROJECT: Students will have 2 weeks to create their dance combination and be prepared to share with the rest of the class during the Ballet Workshop. Advanced students will be assessed on:
(1) Their ability to link familiar dance positions and movements into a cohesive choreographic expression.
(2) Their ability to research, learn, and execute three completely new and unfamiliar movements within their choreography.
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(5) Their ability to break down their choreography into smaller sections in order to teach the combination to the other students in the class.
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