Pre Assessment Of Student Interest

Dance is a unique sport because it combines the grit and sweat of sporting events, such as track and field, with the style and extravagance of a fashion show (D.Fowler, 2000).

Students will gain an understanding of how form in dance and music relate. They will increase their knowledge of movement vocabulary by applying it through choreography. Weekly exposure to new movements

Of all the values that dancing instilled within me, I believe I learned the greatest lesson when I forfeited my first love. In my mind, I rationalized that school’s importance outweighed my devotion to dance. In my eighth grade year, my studio encouraged me to join their dance company, while my school implemented an academic plan for me that met my educational needs, which included placing me in ninth grade honors courses. Faced with the truth of the difficulty of balancing schoolwork with a demanding practice schedule, I reluctantly withdrew from my dance

Being committed to competitive dance for 15 years has immensely impacted my life, as I have not only progressed technically and performance-wise, but I have been given numerous opportunities for self growth and development. Dancing has shaped me into a well-rounded, confident individual who is able to prioritize responsibilities, cooperate and collaborate with others, and exhibit strong leadership skills. Involvement in any extra curricular can aid one in developing a true passion, and through dance, I have been fortunate to find my passion.

The artifact I have chosen to attach to the discussion board was CE230 unit nine project. What I learned based on that assignment was how to develop creative activities for young children from the age of five and seven. After completing the different activities with the students in this project we had to show what were the student’s objective and what leaning experience where you trying to achieve and was it accomplished with this activity. Example after completing the activity you would indicated if the student was able to follow directions. You would observe if the child was able to correctly solve the problems and it the students showed interest in the game. I recalled when I was in grade school we played Math Bingo it was fun and educational.

We will have a quick aerobic workout for our warm up, we all will stand in big circle and each child will take turns of suggesting a new move. Then we will start our daily activity, which will be dancing. The students will move to stimuli such as rhythm, beat, music, and words. Different movement patterns that resemble

The Rube Goldberg Project, assigned by my science teacher to instigate creativity and out of the box thinking, brought out the ingenuity in all of us. Our task was to create a Rube Goldberg Machine that was capable of ringing a desk bell. Individually or in groups, we had to build the machine and present it to the class. This task seemed moderately simple, but in truth, it was much more complicated than any of us had realized. Specific requirements needed to be met that further hardened the project.

Ch. 1 – What are my classroom assessment responsibilities as a teacher and how can I fulfill them in ways that maximize the success of my students? This chapter speaks to the nature of what sound assessment is, and the importance of really involving students in this process. Assessment is, of course, FOR the students. The idea that assessment is used by the students, and that teachers should “demystify” assessment and the meaning of success in their classroom is a very simple one, but one that is often forgotten in the context of high-stakes test-ridden classrooms, and schools that view letter grades as the only evidence of learning.

Institutions such as schools, community groups, sporting clubs, and religious groups are able to help shape positive attitudes to sport and physical activity athletes (Hede et al, 2010, pg. 300). An additional reason as to why I have not danced except for in school arranged programs is due to the lack of facilities and know ballroom dance studio within the Redlands. This is evident as unlike Tennis where there is five Tennis Centre’s within the Redlands there is only two ballroom dance studios. Due to my failure to succeed in dance this affected my self-esteem need and made it hard to enjoy it. Participating in dance was also made difficult to partake in at school, as Carmel only has one classroom with the suitable wooden floor and numerous classes needing to use it makes it inequitable. Trips to a local studio were needed where we were able to have the use of professional dance teachers making it advantageous. Having the professional advice and help made it easier to choreographed our own dance routine. Carmel is also a school that does not succeed highly in dance and therefore does not invest as much time and money into dance compared to other sports like Touch, Rugby 7’s or Netball. Analyses of an ABS statistic shows that the most popular sport for males was outdoor soccer, with 309,700 participants and a participation rate of 22%.

For example, dynamic duo was one of the themes during that week. Instead of following ordinary ideas of dynamic duo, students think out of the box so they will be able to come up with an idea others might not think of. Another example is that students create their own costumes as well, like making their own tie dye shirt for retro day or decorating their own shirt the way they want to.

We came up with ideas for our week, by going through schools that had done things similar to this and complied them into a list, the list follows;

According to Reichert-Montiel (2015), an average of five hundred pre-school to six –grade students are involved in the Chance to Dance Program each year. Furthermore, students exhibiting behavioral difficulties and students with special needs have been successful in this program as well (Reichert-Montiel, 2015).

While more well-known, specialized schools have had their own annual take on “The Festival of Nations,” RFK’s extracurricular activities focus more on basic sport and common clubs such as Yearbook, Habitat for Humanity, etc. Although the high school does not have a dance team or dance club, a few junior level students decided to create their own dance show similar to that of Townsend Harris. However, even though it wasn’t a formal, well-established production, the students formed their own grassroots type club from the ground up in order to showcase various modern day dance from around the world.

Large Group Activity: Students will create a song of how a good citizen Johnny apple seed was (using the chart). Also, students will choose what beat (music) will go to their song.

The first reason why teachers should integrate dance into education is that dance increases students’ attention and reaches students of different learning types. One study was done to determine whether lessons that incorporate movement were effective at generating student’s situational interest. They compared the outcomes of movement and non movement lessons in second and third grade reading and math classes. The teachers provided one week of lessons that included movement and one week of lessons that did not. Students were asked to use their bodies to illustrate specific concepts they were taught. At the end of the study, the teachers rated students’ interest levels, and they found that students were more excited by and engaged in the lessons that integrated movement than those that did not. Surprisingly, they also found that the dancing did not hinder the amount of content learned during the lesson (Lindt and Miller). Dance could be a