B.A., Ed.M.
DANIELSON FRAMEWORK
Domain 1: Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
TEXTBOOKS AND STANDARDS
Above are some of the dance content and pedagogy books that I regularly use in instruction. Along with the National Core Arts and State Standards, these books have deepened my understanding of dance content and instructional strategies that best meet the needs of my students. I continue to refer to the above books and standards as I develop new units and lessons. Furthermore, I am committed to seeking out new resources to learn more about dance as new content becomes available!
1b. Demonstrating Knowledge of Students
FIRST DAY SURVEY
I always give my students a survey on the first day of class to get to know them better! Through this survey, students tell me about their interests, prior experiences with dance, what they expect from me, and more. I find that this survey provides important information I can use to plan lessons, connect with students, and provide the support needed. The Start of Year survey provides a space for students to speak candidly and confidentially about any important needs or concerns they may have about dance class.
PRE-ASSESSMENT DATA
When embarking on a new unit, I use pre-assessment evaluations to determine what my students know, are confused about, and what topics need more focused instruction.
(ABOVE) Pre-assessment brainstorm for the 1st Grade Unit, Dance and Social Justice: Creating Community Through Dance. Full unit plan can be found on the Sample Lesson and Unit Plans Page.
(LEFT) Pre-assessment quiz for an intermediate high school dance class. This quiz was give prior to the "Oh the Places We'll Go!" unit.
1e. Designing Coherent Instruction
SPECTRUM OF TEACHING STYLES and MULTIPLE INTELLIGENCES
In order to design coherent instruction, I use both Elizabeth Gibbons’ Spectrum of Styles and Howard Gardner’s Multiple Intelligences in order to develop learning activities that reach diverse learners.
In this lesson, you will find Spectrum of Styles listed in GREEN in the lesson details. As the lesson progresses, teacher control and decision-making decreases and student autonomy increases. Students gain more responsibility as the class progresses and they create their own unique choreography and evaluate their peers’ work. You will also find Gardner’s Multiple Intelligences listed in PURPLE in the lesson plan details. The Multiple Intelligences were incorporated to diversify the learning activities in order to reach the diverse needs of individual learners within the class.
For more sample lessons, please visit the Sample Lesson and Unit Plans Page!
1f. Designing Student Assessments
DEVELOPING STUDENT-CENTERED ASSESSMENT CRITERIA
Pictured here is an example of a process for co-creating assessment criteria with students. The co-created rubric (see below) uses student identified language and examples to pinpoint artistic criteria and quality of student work. Students were supported through this process as they were introduced to assignment requirements, analyzed professional masterwork exemplars, and reflected on their own experiences creating and viewing dance.
(RIGHT) Students analyzed the choreographic choices of two blended movement style professional masterworks to determine elements of the choreography that effectively or ineffectively communicated the artistic intent.
(LEFT) Students then reflected on their observations and personal experiences to generate criteria for evaluation on post it notes. Students worked together to sort, categorize, and refine criteria that ultimately became the rubric criteria for their final solo performance.
