Part 4 Design for Instruction

Instructional Schedule Lesson 1: Sustain/Percussive A. Objective(s) [Learning Outcomes] By the end of this 50-minute lesson, beginning dance students will be able to demonstrate cognitive understanding and physical application of energy qualities and the difference between sustained and percussive movement by making clear and relevant choices while improvising movement and in shaping personal movement motifs based on imagery. They will also demonstrate this through analysis and oral response. B. Instructional Strategies Pre-Assessment quiz on energy qualities Physical demonstration and verbal calling during technique Rotate lines during technique; Face different directions Peer feedback Guided improvisational experience on sustained and percussive within groups Peer analysis and feedback during motif performance at end of class C. Use of Technology D. Adaptations for Learners Add terms to the word wall for visual aid Use visual images to solidify concepts and appeal to all learners Assign students in groups to show in order to avoid cliques and to allow for a less duress on the shy students Allow specific students the extra time they need to take a written quiz Allow journals to be taken

Lesson 2: Suspend/Collapse

By the end of this 50-minute lesson, beginning dance

Journal writing based on the relevance of energy

students will be able to demonstrate cognitive understanding and physical application of new concepts of suspend and collapse movement qualities. Students will also demonstrate understanding through analysis and discussion, as well as through developing their personal movement studies.

qualities introduced in class; Group discussion Move among students watching and giving feedback during composition time Peer analysis and feedback on personal compositions Group discussion at end of class

Lesson 3: Swing/Vibratory

By the end of this 50-minute class, beginning dance students will demonstrate an

Physical demonstration and verbal cueing during technique sequence

home if students dont finish in class and need more time use group discussion as well as journal entry to gauge participation Use visual prompts to solidify concepts and appeal to all learners Utilize chance partnering (for showings) techniques like drawing colored sticks to avoid cliques Make special partnering assignments as needed Use qualitative and quantitative

Lesson 4: Work Day

understanding of the swing and vibratory qualities by clearly and accurately performing given movement and engaging in relevant verbal discussion, as well as making clear choices during guided improvisation and personal motif development. By the end of this 50-minute class, beginning dance students will demonstrate an understanding of the differences among all six qualities by clearly and accurately performing given movement, as well as in making clear choices during continued movement solo development.

exploring varied energy qualities Cue for different focuses throughout technique; Oral response on experience Guided improvisation exploring images for qualities Review of technique sequences Rotate groups for technique Peer feedback on technique Show film of dance with applicable energy concepts; discuss Move among students during choreographic work time Group discussion of applicable choreographic principles Allow for group performance and peer feedback Allow last-minute review time at beginning of class Formal assessment on technique sequences Show film of dance with particular attention to the energy qualities (Megawatt by Pilobolus); projector, speakers, and screen

cueing to reach different learners

Allow partner review of techniques if needed Spend time with individual students if they need more help depending on situations

Lesson 5: Assessment Day

By the end of this 50-minute class students will demonstrate understanding of Energy through

Allow extra time for review if needed If needed, some

expressively performing given movement and personal choreography as well as creatively and articulately using the concepts of sustain, percussive, suspend, collapse, vibratory, and swing.

performed in groups and filmed Students show movement studies Written Post-test quiz on energy qualities

students could be allowed to perform only for teacher if performing for peers is too inhibiting Allow specific students the extra time they need to take a written quiz