EDUC 526 Portfolio Proposal Student Information: Caitlin Klipp Ventura Regional Center Course: EDUC 526 Capstone

one Experience in Digital Teaching and Learning Professor: Jennifer Courduff Caitlin Klipp Portfolio 11-18-13 Type of Project This project explains the curriculum set up for a choreography project in a dance class in high school. It utilizes a lot of different technology to help students grow and understand how to choreograph and about different choreographers. Students will have a broader understanding of how to choreograph after going through this curriculum. This unit supports all types of learners throughout the different projects presented in class. This unit covers the common core standards for dance as well as the technology standards. Goal(s) of the Portfolio The overall purpose and reason for this portfolio is to provide students with the knowledge of the components of choreography, learning from different choreographers, and utilizing technology to enhance student learning. The lessons within this unit will hit all of the common core standards for dance. Common Core standards:

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance. Development of Motor Skills and Technical Expertise 1.1 Demonstrate highly developed physical coordination and control when performing complex locomotor and axial movement phrases from a variety of genres (e.g., refined body articulation, agility, balance, strength). 1.2 Perform in multiple dance genres,

integrating an advanced level of technical skill and clear intent. 1.3 Memorize and perform complicated works of dance at a level of professionalism (i.e., a high level of refinement). Comprehension and Analysis of Dance Elements 1.4 Apply a wide range of kinesthetic communication, demonstrating clarity of intent and stylistic nuance. Development of Dance Vocabulary 1.5 Select specific dance vocabulary to describe movement and dance elements in great detail. 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance. Creation/Invention of Dance Movements 2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement. Application of Choreographic Principles and Processes to Creating Dance 2.2 Use dance structures, musical forms, theatrical elements, and technology to create original works. 2.3 Notate dances, using a variety of systems (e.g., labanotation, motif writing, personal systems). Communication of Meaning in Dance 2.4 Perform a diverse range of works by various dance artists, maintaining the integrity of the work while applying personal artistic expression. Development of Partner and Group Skills 2.5 Collaborate with peers in the development of complex choreography in diverse groupings (e.g., all male, all female, people standing with people sitting). 2.6 Teach to peers a variety of complex movement patterns and phrases. 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Dance Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. Development of Dance 3.1 Identify, analyze, and perform folk/traditional, social, and theatrical dances with technically and appropriate stylistic nuances. 3.2 Analyze the role dancers and choreographers play in the interpretation of dances in various

historical and cultural settings. History and Function of Dance 3.3 Compare and contrast universal themes and sociopolitical issues in a variety of dances from different cultural contexts and time periods. Diversity of Dance 3.4 Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works of Dance Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities. Description, Analysis, and Criticism of Dance 4.1 Critique dance works to improve choreographic structure and artistic presence. 4.2 Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical). 4.3 Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices. Meaning and Impact of Dance 4.4 Research and assess how specific dance works change because of the impact of historic and cultural influences on their interpretations (e.g., because of the loss of lives in war, Fancy Dancing, once performed only by men, is now also performed by women). 4.5 Evaluate how aesthetic principles apply to choreography designed for technological media (e.g., film, video, TV, computer imaging). 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance. Connections and Applications Across Disciplines 5.1 Demonstrate effective knowledge and skills in using audiovisual equipment and technology creating, recording, and producing dance. 5.2 Compare the study and practice of dance techniques to motion, time, and physical principles from scientific disciplines (e.g., muscle and bone identification and usage; awareness of matter, space, time, and energy/force). Development of Life Skills and Career Competencies 5.3

Synthesize information from a variety of health-related resources to maintain physical and emotional health. 5.4 Determine the appropriate training, experience, and education needed to pursue a variety of dance and dance-related careers. This unit will also address all the technology standards Technology standards: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 1. Promote, support, and model creative and innovative thinking and inventiveness 3. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes 1. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. 1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress 3. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources 4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations 2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

4. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources 3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information 4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. 1. Participate in local and global learning communities to explore creative applications of technology to improve student learning 2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others 3. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning 4. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community Student Learning Outcomes of the Portfolio At the end of this unit I expect students to be able to successfully recognize different choreography elements, know about new choreographers, be able to critic a dance performance, to choreograph their own dance piece. I will use Computer, projector, ipad, flashcardlet app, Prezi, Recording device (video camera, phone, etc.), podcast, Word Processor, Google Doc, YouTube, Canvas (online forum/journal), cell phone/instagram, sketchbook pro app, Internet, Just dance for Wii, Google maps, iTunes, spotify, Mindmeister, fakebook, imovie to help student learning. Outline

Day 1: (A Day 45 min) 1. Turn on the computer and projector, open up the Prezi link for the choreography presentation. Students will watch a prezi presentation on the different parts of choreography. (10 minutes) 2. Tell students to get into groups of 3 or 4. Students will need a recording device of some sort (i.e. phone, flip cam, etc.). You will give them instructions: they are going to make a how-to video that displays the different components of choreography. They will need to define the term and show examples of how they can display it within the video, remind them to use music to help demonstrate timing and musicality. Each video should have each member of the group participating in it. Walk around to check if for understanding. (30 minutes) 3. When it is complete, tell each group to post it on the class website. (5 minutes) 4. Given time, ask students to open up their blogs. Have the students begin to brainstorm ideas for their final choreography project. Remind them of the different elements of choreography, also that they can post any song, choreography, story, setting, and costume ideas on their blog. (5 minutes) 5. For homework, students will be asked to watch each group video to see if they did their movements and definitions correct. If they did not students will need to comment on the video to correct mistakes. Day 2: (B Day 45 min) Students will work in groups creating either flashcards using the flashcardlet app, or a Google doc that gives definitions and a how-to guide for each choreographic element. The teacher is going to give some examples of how dance is used worldwide, and show examples of how dance styles are different throughout the world. Students will then be asked to post on their blog, listing different dance styles they know, and where they come from snapshot pictures from Google maps of the different countries. As a bonus, I will ask students to think of ways that dance can be used to show things happening in the world. Ask students to pick their choreography groups, and start brainstorming the style of dance they would like to represent in their choreography project. Day 3: (D Day 45 min) The teacher will show a quick video on YouTube highlighting different choreographers works, while showcasing the different choreographic principles.

Students will then be asked to pick their own choreographer to research on the Internet. They will make a fakebook for that choreographer and share the link on the class page in Canvas. They will also need to find one video on YouTube that showcases their choreography, and the students must identify the different choreographic elements used. Student will be asked to respond to at least 3 other students choreographers.

Day 4: (F Day 45 min) Students will be shown a dance video on YouTube and asked to sketch the formations on sketchbook pro app and post in their online journal, or type out an explanation of the formation changes on their online journal or make an audio recording explaining the formations. The teacher will then chat with the class that dances/dancers produce and evoke emotions or tell stories. The students will then be shown different digital pictures or videos and students will guess the story, and or type of dance that is being performed based on movement alone. Students will then get into their choreography groups. They are going to pick one of the videos/pictures that was looked at in class, and use it as inspiration and try to interpret the story to create a mini choreographed piece, needs to be at least 4, 8 counts.

Day 5: (A Day 45 min) In Google docs, I will have created a chart, one side being success vs. nonsuccess. Students will be asked to fill in the charts as a class identifying successful choreographed dances versus non-successful dances (will be expected to incorporate the choreographic elements in the discussion). Students will then split up into their choreography groups to begin discussion of storyline/song choice. They will put their ideas into a mindmeister flow chart, to show how their dance will flow. Students will use iTunes, spotify or YouTube to determine the song for their project. Students will start choreography once they have their song picked. Day 6: (B Day 45 min) The teacher will share more works from famous choreographers. Students will then go to their online journal (canvas) and discuss (either written or audio recording) what all they have learned about choreographers so far, who is their favorite, why? And how have learning about these choreographers shaped themselves as choreographers? Etc. Then students will get in their choreography groups. They will either audio record themselves talking about their ideas for their own choreography project or post a written response in the class forum. They will need to respond to other groups, to give/get feedback on their ideas.

Students will then play Just Dance on Wii to practice some basic movements that they could be inspired from or later maybe use some of the moves in their dance.

Day 7: (D Day 45 min) I am going to show a prezi presentation as if I had a dance to create, and go through the history of the style of dance, what inspired me, what type of dance I choreographed, what is the theme of my piece, what I am going to wear for a costume, etc. Then I am going to explain how sometimes looking at the bigger pictures helps formulate ideas for your dance or vice versus looking at the dance you choreographed what type of theme do you want to create. Students will then get into their choreography groups to work on their own prezi incorporating the same elements as my class example. At the end of class, last 10 minutes, I am going to have the students improv to music. I will videotape it and post it on our class forum. This will be a helpful tool if they get stuck on moves when they start their choreography, they can watch themselves move for inspiration. Day 8 (F Day 45 min) Students will watch video clips from dancing with the stars and so you think you can dance. They will set up in a panel as if they were the judges on the show, and give their critiques to the class. Students will then get in their groups to continue to work on their choreography projects and their correlated prezi presentation. Day 9(A Day 45 min) The teacher is going to explain the importance of lighting in a dance piece. She will show video and picture examples. Share how it can completely change how the audience feels towards a piece, and how it can enhance it. Students will get into their choreography groups and using their sketchbook pro app, creating the lighting for their piece. They will post on the class forum, and respond to other groups to give/get feedback. Students will then continue to work on choreography and correlated prezi presentation. Day 10 (B Day 45 min) The teacher is going to explain the importance of costuming in a dance piece. She will show video and picture examples. Share how it can completely change how the audience feels towards a piece and how it can enhance it. Students will get on the Internet and find digital images of the costume they would like to go with their dance. They will post on the class forum, and respond to other groups to give/get feedback. Students will then continue to work on choreography and correlated prezi presentation.

Day 11 (D Day 45 min) The teacher is going to explain the importance of setting. They will show different music videos, and performance videos that take place in different locations. Students will get into their choreography groups and discuss possible locations for their dance video, post their ideas on the class forum. Provide feedback to other groups. Students will then continue to work on choreography and correlated prezi presentation. Day 12 (F Day 45 min) The teacher is going to explain the importance of camera angles, and show different performance videos that show how to best utilize different angles and shots to best show your story. Students will then continue to work on choreography and correlated prezi presentation. Students will start recording behind the scenes work like a SYTYCD video package, to show the pre-work to their performance. They will talk over the video clips saying what it has been like going through this project. They will also set music to the piece.

Day 13 (A Day 45 min) Students will use this day to finish any choreography and work in their choreography groups putting the final touches to their dances and prezi presentations. Day 14 (B Day 45 min) Students will record their dances in their set locations with their costumes, and utilizing the different video angles they learned about. Students will also be expected to take some behind the scene pictures to post to the class instagram, as a teaser. Day 15 (D Day 45 min) Students will be given a quick iMovie tutorial. Then, students will edit their videos in iMovie, SYTYCD style, with their behind the scenes work: music and explanation of how they thought the project was going and what their dance is about and then also put in their choreographed piece after. Day 16 (F Day 45 min) Let students present their prezi presentations with the history and explanation of their dance, then show their video project of their choreography.

Students will respond to each project on the online class forum. Students will grade themselves and their partners on how they think they did using the rubric for the project. For homework, they will explain the reasoning for their grade given to themselves and their partners in their online journal. They will also evaluate the project as a whole, what did they like about it? What could be better? What did they learn? Etc.

Resources 1. Computer 2. Projector 3. Ipad 4. flashcardlet app (https://itunes.apple.com/us/app/flashcards*/id403199818?mt=8) 5. Prezi (www.prezi.com) 6. Recording device (video camera, phone, etc.) 7. Voice recorder 8. Google Doc (docs.google.com) 9. YouTube (www.youtube.com) 10. Canvas (online forum/journal) (https://oakschristian.instructure.com/login) 11. Cell phone/instagram (http://instagram.com) 12. Sketchbook pro app (https://itunes.apple.com/us/app/sketchbook-pro-foripad/id364253478) 13. Internet 14. Just dance for Wii (accessed through www.youtube.com) 15. Google maps (https://maps.google.com) 16. Itunes/spotify (http://www.apple.com/itunes/) (https://www.spotify.com/us/) 17. Mindmeister (http://www.mindmeister.com) 18. Fakebook (http://www.classtools.net/FB/home-page) 19. iMovie (http://www.apple.com/mac/imovie/)