This document is meant to prepare you to develop your lesson and unit plans. It contains three sections: 1.

Section I: Interviews with experts form 2. Section II: Project One Overview . Section III: !loom " #ardner $rid %ll three sections are due durin$ the &th wee' of class. (or' on Section I durin$ wee's one and two) wor' on Section II durin$ wee's one and two) and wor' on Section III durin$ wee's three and four. The comments in this document are intended to assist you in completin$ the assi$nment. %fter fillin$ in the appropriate items please delete the comment bubbles and this page and save the document with the proper format: lastname.ProjectOne.EDUC522.date

Section I: eetings !ith e"perts # people you 'now who display traits of each *I. Please use this ta+le to document reflections from your meetin$s with people you have chosen to help you in completin$ each *I row of the $rid +elow. Please note: you will need to create a list of ,uestions to as' each person. -xamples include .a/ what do you enjoy doin$0) .+/ how do you learn +est0) .c/ where do you li'e to study0) .c/ if you could learn somethin$ new this month) what would it +e and how would you learn it0 .d/ other $uidin$ ,uestions to $et to 'now your interviewee1. 2ame of 3eflection 4 why I chose this (hat I learned a+out this expert person Stren$th

%ri 5er+al" 6in$uistic

This $irl is a constant tal'er. She is always tal'in$ a+out what she is learnin$ re$ardless if anyone is listenin$ or not. She learns +est when she is a+le to hear it and tal' it out. It helps her process the information.

8ill Interpersonal

This stren$th really needs to have the a+ility to tal' throu$h any 'ind of new material. So havin$ an assi$nment that incorporates a podcast) +lo$ or a voice thread would +e helpful so that students could tal' throu$h and vocali7e the material. In relation to chan$in$ material) may+e for one of my students learnin$ a new dance) they can tal' it throu$h and explain it with someone instead of 'inesthetically just tryin$ to pic' up the moves. I learned that she learns +est from *ay+e a $ood technolo$y tool tal'in$ it throu$h with others. would +e a +lo$ or a forum +ecause -ven when she is teachin$ others she can tal' throu$h her thou$hts material it helps her to and $et responses from classmates. understand the material +etter. In re$ards to alterin$ an assi$nment) may+e instead of choreo$raphin$ a solo) she could do a duet so that she has someone to discuss ideas with. Or instead of just filmin$ a project) we can film our dances and post for feed+ac' +etween classmates.

;aitlin !odily9 :inesthetic

%s a dancer movement really affects the way I learn material. I have $reat muscle memory and therefore if $iven a movement to do with certain material +ein$ learned) it is definitely a tool that helps me learn.

Throu$h this stren$th I learned that when you are a +odily"'inesthetic learner) that even the act of usin$ a type of technolo$y can help the 'inesthetic learner +ecause there is functions $oin$ on. So may+e a $ame on a computer would +e $ood +ecause it is li'e they are the mover. Or in my class) sometimes we play just dance as a warm up +ut that incorporates technolo$y for the 'inesthetic learner. In re$ards to chan$in$ an assi$nment) majority of my class is 'inesthetic) so may+e somethin$ in a science class would +e instead of sittin$ there discussin$ how somethin$ wor's) to do a la+ or perform the experiment.

<olly Intrapersonal

She told me that she li'es a ,uiet environment to study alone in

(hich shows me she li'es to thin' to herself and $o throu$h the material alone. She li'es to fi$ure thin$s out on her own) and always +e ri$ht. ;reatin$ a project online) or usin$ a flashcard app to study alone. *ay+e instead of as'in$ for ver+al feed+ac' on how students are doin$ in class) what their feelin$s are) how well they are pic'in$ up choreo$raphy) what they thou$ht of their performance) etc. I can have them do an online journal addressin$ these su+ject matters and $ive a chance for self9reflection.

;onn 2aturalist

I chose this person +ecause he enjoys +ein$ outdoors. *aterial that interests him has to do with the environment. <e loves +ein$ outside and +ein$ active outdoors.

(hitney 5isual9 Spatial

She explained to me that she needs to see somethin$ or have somethin$ visual as an example to loo' at to help her understand the material.

This student understands +etter when it is related to the outdoors. I thin' a technolo$y that would +e helpful to use would may+e +e to do some 'ind of camera"photo$raphy project that they can later use to analy7e. =or my class) may+e performin$ a dance outside and filmin$ it at a location would help inspire new movement and a +etter performance. =or example) in my class now I li'e to show students examples of how specific dance techni,ue should loo'. I also) li'e to show videos of different styles to have an awareness of what is out in the dance world. In effort to chan$e an assi$nment) instead of havin$ students move throu$h their different formations) I can have students create formations on somethin$ li'e Photoshop) so they can visuali7e the different formations throu$hout their dance) then they can see it +efore they have to do it. *a'in$ a music video would +e a $reat project for this student. That they can chan$e lyrics of a son$ to ma'e it fit the material they are learnin$) and then they can act it out in ma'in$ a music video. =or my class music is a 'ey component. !ut I could see how in other classes) may+e li'e a history class) I thin' that ma'in$ a music video out of the information they learn a+out ((2 could +e very effective. %nd help remem+er 'ey components of the information.

:ris *usical 3hythmic

She said that it helps her to listen to music while she studies. It also helps to have some sort of rhythm) son$ or rhyme to help remem+er what they are learnin$.

*ichelle 6o$ical *athematical

*ichelle is an -n$ineer. She is always thin'in$ lo$ically and mathematically. She needs order> she is very or$ani7ed and li'es structure.

I learned that it helps if there is a lo$ical se,uence to the material to help in understandin$ for this type of learnin$. It also helps when the classroom is or$ani7ed and there is a specific order to $ettin$ thin$s done. =or a technolo$y to aid this learner havin$ them ma'e an online timeline of the history of dance could help them understand the pro$ression of dance throu$h history.

Section II: Project One O$er$ie!

%eacher name: Caitlin &lipp Unit %itle: ;horeo$raphy Unit Objecti$es: Students will +e a+le to choreo$raph a dance +ased on the techni,ue they have learned in class) while incorporatin$ the different elements of choreo$raphy .shape) space) time) dynamics) rhythm) ener$y/. They will also +e a+le to identify different famous choreo$raphers and choreo$raphed wor's. Common Core Standards 'ddressed ( )ou can *ind the Common Core standards on the Cali*ornia Department o* Education +ebsite ,http:--!!!.cde.ca.go$-re-cc-. De$elopment o* otor S/ills and %echnical E"pertise 1.1 ?emonstrate refined physical coordination when performin$ movement phrases .e.$.) ali$nment) a$ility) +alance) stren$th/. 1.2 *emori7e and perform wor's of dance) demonstratin$ technical accuracy and consistent artistic intent. 1. Perform in multiple dance $enres .e.$.) modern) +allet) ja77) tap) traditional"recreational/. Comprehension and 'nal)sis o* Dance Elements 1.@ ?emonstrate clarity of intent while applyin$ 'inesthetic principles for all dance elements. De$elopment o* Dance 0ocabular) 1.& %pply 'nowled$e of dance voca+ulary to distin$uish how movement loo's physically in space) time) and force"ener$y/. Creation-In$ention o* Dance o$ements 2.1 ;reate a +ody of wor's of dance demonstratin$ ori$inality) unity) and clarity of intent. 'pplication o* Choreographic Principles and Processes to Creating Dance 2.2 Identify and apply +asic music elements .e.$.) rhythm) meter) tempo) tim+re/ to construct and perform dances. 2. ?esi$n a dance that utili7es an esta+lished dance style or $enre. Communication o* eaning in Dance 2.@ Perform ori$inal wor's that employ personal artistic intent and communicate effectively. 2.& Perform wor's +y various dance artists communicatin$ the ori$inal intent of the wor' while employin$ personal artistic intent and interpretation. De$elopment o* Partner and 1roup S/ills 2.A ;olla+orate with peers in the development of choreo$raphy in $roups .e.$.) duets) trios) small ensem+les/. 2.B ?emonstrate ori$inality in usin$ partner or $roup relationships to define spatial patterns and the use of overall performin$ space. Description2 'nal)sis2 and Criticism o* Dance

 @.2 %pply criteria9+ased assessments appropriate to various dance forms .e.$.) concert ja77) street) litur$ical/. @. ?efend personal preferences a+out dance styles and choreo$raphic forms) usin$ criteria9 +ased assessment. Connections and 'pplications 'cross Disciplines &.1 ?emonstrate effective use of technolo$y for recordin$) analy7in$) and creatin$ dances. %echnolog) Standards 'ddressed ( )ou can *ind the technolog) standards on the International Societ) *or %echnolog) in Education ,IS%E. +ebsite ,http:--!!!.iste.org. 1. =acilitate and Inspire Student 6earnin$ and ;reativity Teachers use their 'nowled$e of su+ject matter) teachin$ and learnin$) and technolo$y to facilitate experiences that advance student learnin$) creativity) and innovation in +oth face9to9face and virtual environments. 1. Promote) support) and model creative and innovative thin'in$ and inventiveness . Promote student reflection usin$ colla+orative tools to reveal and clarify studentsC conceptual understandin$ and thin'in$) plannin$) and creative processes @. *odel colla+orative 'nowled$e construction +y en$a$in$ in learnin$ with students) collea$ues) and others in face9to9face and virtual environments 2. ?esi$n and ?evelop ?i$ital %$e 6earnin$ -xperiences and %ssessments Teachers desi$n) develop) and evaluate authentic learnin$ experiences and assessment incorporatin$ contemporary tools and resources to maximi7e content learnin$ in context and to develop the 'nowled$e) s'ills) and attitudes identified in the 2-TSDS. 1. ?esi$n or adapt relevant learnin$ experiences that incorporate di$ital tools and resources to promote student learnin$ and creativity 2. ?evelop technolo$y9enriched learnin$ environments that ena+le all students to pursue their individual curiosities and +ecome active participants in settin$ their own educational $oals) mana$in$ their own learnin$) and assessin$ their own pro$ress . ;ustomi7e and personali7e learnin$ activities to address studentsC diverse learnin$ styles) wor'in$ strate$ies) and a+ilities usin$ di$ital tools and resources @. Provide students with multiple and varied formative and summative assessments ali$ned with content and technolo$y standards and use resultin$ data to inform learnin$ and teachin$ . *odel ?i$ital %$e (or' and 6earnin$ Teachers exhi+it 'nowled$e) s'ills) and wor' processes representative of an innovative professional in a $lo+al and di$ital society. 1. ?emonstrate fluency in technolo$y systems and the transfer of current 'nowled$e to new technolo$ies and situations 2. ;olla+orate with students) peers) parents) and community mem+ers usin$ di$ital tools and resources to support student success and innovation . ;ommunicate relevant information and ideas effectively to students) parents) and peers usin$ a variety of di$ital a$e media and formats @. *odel and facilitate effective use of current and emer$in$ di$ital tools to locate) analy7e) evaluate) and use information resources to support research and learnin$ @. Promote and *odel ?i$ital ;iti7enship and 3esponsi+ility

Teachers understand local and $lo+al societal issues and responsi+ilities in an evolvin$ di$ital culture and exhi+it le$al and ethical +ehavior in their professional practices. 1. %dvocate) model) and teach safe) le$al) and ethical use of di$ital information and technolo$y) includin$ respect for copyri$ht) intellectual property) and the appropriate documentation of sources 2. %ddress the diverse needs of all learners +y usin$ learner9centered strate$ies providin$ e,uita+le access to appropriate di$ital tools and resources . Promote and model di$ital eti,uette and responsi+le social interactions related to the use of technolo$y and information @. ?evelop and model cultural understandin$ and $lo+al awareness +y en$a$in$ with collea$ues and students of other cultures usin$ di$ital a$e communication and colla+oration tools &. -n$a$e in Professional #rowth and 6eadership Teachers continuously improve their professional practice) model lifelon$ learnin$) and exhi+it leadership in their school and professional community +y promotin$ and demonstratin$ the effective use of di$ital tools and resources. 1. Participate in local and $lo+al learnin$ communities to explore creative applications of technolo$y to improve student learnin$ 2. -xhi+it leadership +y demonstratin$ a vision of technolo$y infusion) participatin$ in shared decision ma'in$ and community +uildin$) and developin$ the leadership and technolo$y s'ills of others . -valuate and reflect on current research and professional practice on a re$ular +asis to ma'e effective use of existin$ and emer$in$ di$ital tools and resources in support of student learnin$ @. ;ontri+ute to the effectiveness) vitality) and self9 renewal of the teachin$ profession and of their school and community +h) this subject3 I thin' that choreo$raphin$ is such an important part of dance +ecause its another way for some students to really express their stories) emotions) etc. Some students love to dance +ut have never choreo$raphed> it really challen$es them to thin' in new ways. It is one of my favorite units to do +ecause I $et to see the ama7in$ concepts) moves and choreo$raphy that these students create. It also $ives them a chance to +e in the teacher role) and to see that creatin$ isnCt always the easiest process) +ut its very rewardin$ once you have a finished project. Unit Summar): (ithin this unit students will +e a+le to descri+e and reco$ni7e the different elements involved in choreo$raphin$ a dance. They will learn from learnin$ a+out famous choreo$raphers) watchin$ other choreo$raphed dances) recreatin$ dances with their own spin) teachin$ a one9day class com+o and then ultimately $ettin$ in a small $roup to colla+orate on a full choreo$raphed dance. They will also +e thin'in$ of the +i$$er picture and sharin$ with me why they choreo$raphed this dance) if there is a theme) what type of show this dance would fit in. They would also descri+e the full picture to me) includin$ costume) ma'e9up and li$htin$.

Section III: 4loom - 1ardner 1rid: add acti$ities *or di**erent Is along the 4loom5s continuum. Incorporate technolog) in !a)s that enhance learning. Please color#code this grid. Put 4loom5s ta"onom) terms in green2 technolog) terms in red2 and Is in purple. 4loom 3emem+er Enderstand %pply %naly7e -valuate ;reate 1ardner
5er+al" 6in$uistic Ese the flashcardlet app and define different voca+ words) ,ui7 a partner In small $roups) students will ma'e a pre7i presentation explainin$ the history of the dance style they are $oin$ to choreo$raph for their final project. *a'e a video where you are teachin$ your com+o. .*a'e in the style of So Fou Thin' Fou ;an ?ance with +ehind the scenes foota$e/ Share in class. *a'e a podcast of you tal'in$ and dissectin$ your performance) stren$ths) wea'nesses) what could have +een +etter) etc. as if you were a jud$e on So you Thin' you can dance or ?ancin$ with the stars. On a #oo$le ?oc create a chart with a classmate distin$uishin$ successful vs. non9successful choreo$raphed dances. *a'e a video where you are criti,uin$ and evaluatin$ a performance from So Fou Thin' Fou ;an ?ance or ?ancin$ with the Stars. .Show video as you tal' over it./ Ese a word document) discuss with your choreo$raphy $roups to plan what will +e needed for the final part of choreo$raphy $roups. .!ullet points) for example9 costumes) type0 (here from0 Price0 -tc./ (ith your $roup outline in a (ord ?ocument the type of show your choreo$raphed dance would +e in .would there +e a theme0 (ould it +e only dance0 %ll one style0 -tc./

Interpersonal

Students will wor' to$ether and list all their dance terms in a #oo$le doc with definitions and how9to $uide.

=ind a professional dance FouTu+e video in the style of dance we are learnin$) post it on the class we+site) and identify different steps we have learned within that performance. *ust loo' at at least other students videos and lists.

Students will explain in the online class chat"forum their thou$hts on their projects end result) how it can +e +etter) etc. 3espond to other students.

5ideotape your choreo$raphy projects and watch it as a $roup and assess your performance and how you did.

!odily9 :inesthetic

(ith every voca+ word reco$ni7e and match it to its $iven movement. *a'e a video and post on class we+site.

Ta'e pictures"video and post to the class insta$ram that show the +asic parts of formations) levels and transitions in choreo$raphy Students will individually research on the internet a+out a famous choreo$rapher and post information on a $roup #oo$le

Intrapersonal

Ese www.superteachertools.com"speedmatch " To ma'e your own matchin$ $ame with the voca+ulary and how to perform them"define them.

S'etch in s'etch+oo' pro on your ipad your costume and li$htin$ for your choreo$raphed piece) to create a finished product. Students will individually watch a performance on the internet and interpret the story +ehind it.

-xplain in an audio recordin$ the reason you chose your son$) costume) theme of dance) and how it fits into your show. Post on class we+site. Students will ta'e an online survey I create) to discover their own 'nowled$e of dance) post results on their +lo$.

(hile watchin$ the pro$ression of your recorded choreo$raphy) review and find places of error +y mem+er of the $roup. 3ecord findin$s on a $roup messa$e +oard. Students will evaluate their recorded performances) and post their evaluations on their own +lo$.

;reate your $roup choreo$raphy and videotape it.

Students will find a dance performance video on FouTu+e and modify it to their own style and choreo$raphy

doc.

2aturalist

6ist ways that dance can +e used to represent thin$s happenin$ in the world. Post response on +lo$.

Students will locate where different dance styles have come from around the world usin$ #oo$le maps) they will screen shot the photos and post on their +lo$.

Students will +e $iven different scenarios in the class forum> students will manipulate the scenarios) environment and time and will create a feelin$ for a dance in response. Students will play 8ust ?ance on (ii to discover different dance moves that could +e used in their projects.

In a word document) Students will +e as'ed to compare and contrast the differences and similarities +etween different styles of dances from different re$ions around the world. Students will +e shown a video of movement in the style of a famous choreo$rapher> they have to distin$uish what differentiates one choreo$rapherCs style to another.

%ssess what you have learned so far a+out different choreo$raphers. In your +lo$) explain how this has helped shape you as a choreo$rapher.

5isual9 Spatial

Students will +e $iven a video on FouTu+e to watch.

Students will watch a performance online and draw out all their formation chan$es and movement patterns.

Students will use picture and video within their pre7i presentation to help justify the concepts of the show they would want to create.

Students will +e as'ed to film their choreo$raphed dances in different places to see how they adapt to different environments and audiences. Students will video their performances and reactions. Students will +e $iven a di$ital photo of a dancer) +ased on the picture students will +e expected to create a dance in the style that they thin' that photo would have +een ta'en from.

*usical 3hythmic

(or' with your $roup to or$ani7e and prepare your son$ selection for your dance from iTunes) spotify or FouTu+e.

I am $oin$ to post different +eat com+inations on the class we+site. They will respond with a video of themselves performin$ tap steps that interpret and mimic the num+er of +eats I $ive them.

6o$ical *athematical

Ese *indmeister to state voca+ words with their matchin$ definition and how to as a $raphic or$ani7er.

Ese a word document to chart the distin$uishin$

Students will improv dance to the music and interpret the movement to the music on the spot) this will +e recorded) and they will later $o and watch the foota$e and see if there is any movement that can +e used in their final choreo$raphy projects. Ese *indmeister to or$ani7e the flow of your

Post a video on the +lo$ of how you +rea' down the +eats of the music to the +eats of your tappin$.

I am $oin$ to show video clips of professionals dance videos in mute. I want students to predict the $enre of music that would $o alon$ with each style of dance.

3earran$e the words of a son$ to create a new son$ with the dance terms) record it on a podcast) post in the class forum.

Esin$ a word document) explain how the history of dance

In a word document rate your performance on

Students will use fa'e+oo' to create a choreo$rapher

factors and dance moves for each type of dance.

dance to help illustrate your performance.

has evolved to where it is today.

a student constructed scale

profile that would predict what that choreo$rapher would +e li'e in todayCs world +ased on their history.