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CREATIVE PROCESS CARDS
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch
Copy and cut out three or four sets of cards, each in a different colour, depending on the number of groups of eight needed for the class size.
Challenging
and
Inspiring
Imagining
and
Generating
Planning
and
Focusing
Exploring
and
Experimenting
Producing
Preliminary
Work
Revising
and
Refi ning
Presenting,
Performing
and
Sharing
Refl ecting
and
Evaluating
1.
4TTAPPENDIX A Communicating through Dance Grades 7 or 8 Arts: Dance
Complete this chart by placing the terms below into the correct phase box.
Word Bank: Challenging and Inspiring Planning and Focusing Refl ecting and Evaluating Presenting, Performing and Sharing Revising and Refi ning Imagining and Generating Producing Preliminary Work Exploring and Experimenting
CREATIVE PROCESS GRAPHIC ORGANIZER Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 2.
APPENDIX B Communicating through Dance Grades 7 or 8 Arts: Dance
Phase Eight: Phase One:
Phase Five: Phase Four:
Phase Six:
Phase Seven:
Phase Three:
Phase Two:
Task: Create a dance composition that conveys an environmental message or idea.
Non-negotiable TaskYour group must:• Use at least one movement from each group member• Sequence movements to effectively convey the selected environmental message or idea• Use transitions that effectively convey the selected environmental message or idea• Use at least two elements of dance to clearly convey your message about the environment• Log your use of the Creative Process (each student is responsible for his/her own log)• Revise choreography based on the feedback of others• Be able to explain why you chose to use the movements you did
Negotiable TaskGroup ChoicesYour group may choose: • The environmental stimulus you use • The environmental message or idea that you want your dance to convey • The length of your piece
Individual ChoiceYou may choose:• The verbs you would like to demonstrate through dance
Optional TaskYour group may wish to:• Have a distinct beginning and ending (e.g., are you going to start on stage or off-stage, do you want to freeze at the beginning or ending,
do you want to dim the lights, start or end with your backs to the audience)• Use props (fabric, sticks, ribbons, etc.)
DANCE COMPOSITION LEARNING CONTRACT
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 3.
APPENDIX C Communicating through Dance Grades 7 or 8 Arts: Dance
The environmental message that we want our dance to convey is: ____________________________________________________________________________________________________
In Our Dance: Peer and Teacher Comments/SuggestionsSequencing
We have tried a variety of ways to sequence our movements. We have selected the way that best communicates our message.
We chose to do it this way because:
TransitionsWe have explored a variety of ways to transition from one movement to the next. We have a variety of transitions in our dance. The transitions we have chosen help to convey our message.
We chose these transitions because:
Elements of DanceWe have explored at least two of the elements of dance:
Body Space Time Energy Relationship
We have explored a variety of ways to use these elements. We have selected the way that best conveys our message.
We chose these elements because:
DANCE COMPOSITION CHECKLISTNames: ___________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 4.
APPENDIX D Communicating through Dance Grades 7 or 8 Arts: Dance
Categories/Criteria Level 1 Level 2 Level 3 Level 4
Thinking The student:
• Follows the steps of the creative process to develop a dance composition
Documents the creative process with information that has limited relevance to the specifi c steps
Documents the creative process with information that has some relevance to the specifi c steps
Documents the creative process with information that has considerable relevance to the specifi c steps
Documents the creative process with information that has a high degree of relevance to the specifi c steps
Communication The student:
Organization of ideas in dance• Sequences movements to
communicate the intended message
• Uses transitions between movements to communicate the intended message
Sequences movements with limited effectiveness
Uses transitions with limited effectiveness
Sequences movements with some effectiveness
Uses transitions with some effectiveness
Sequences movements with considerable effectiveness
Uses transitions with considerable effectiveness
Sequences movements with a high degree of effectiveness
Uses transitions with a high degree of effectiveness
Expression of ideas in dance• Uses at least two elements of
dance to express the intended message
Body Space Time Energy Relationship
Uses elements of dance with limited effectiveness
Uses elements of dance with some effectiveness
Uses elements of dance with considerable effectiveness
Uses elements of dance with a high degree of effectiveness
A rubric is an assessment tool used in assessment for and of learning. Before beginning to work on a task, students should be engaged in co-constructing the criteria to ensure that they know what success “looks like.” The rubric can be used to guide assessment for learning throughout the process. When the purpose is assessment oflearning (evaluation), the rubric provides the basis for decision making about the student’s level of achievement using the agreed-upon criteria.
DANCE COMPOSITION RUBRIC
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 5.
APPENDIX E Communicating through Dance Grades 7 or 8 Arts: Dance
Phase of the Creative Process and What You Do
Examples from Your Work
Challenging and Inspiring• Choose a stimulus
Which image did you choose? _______________________________________________________________________________________________________
Why did you choose it? You liked the image The image refl ected how you feel about the environment The image remind you of __________________________________________________________________________________________________________
Other: __________________________________________________________________________________________________________________________________
Imagining and Generating• Use ideas inspired by the
stimulus
What were some of the key words from your brainstorming?1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
What is the message of your dance piece?________________________________________________________________________________________
Which word did you choose?_________________________________________________________________________________________________________
What movement(s) did you create to represent that word (think in terms of the elements: How did you use body, space, time, energy, and relationship?):
Body Locomotor movement Non-locomotor Curved shape Angular shape
Are you using: The whole body One part or parts of the body
What is your body base: Feet Knees Hands and knees Side Back Other: __________________________________________________________________________________________________________________________________
CREATIVE PROCESS LOG A (page 1 of 5)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 6.
APPENDIX F1 Communicating through Dance Grades 7 or 8 Arts: Dance
Imagining and Generating• Use ideas inspired by the
stimulus
Space Low level Medium level High level
Are you facing the: Front Back Side Corner
Are you travelling: Forward Backward Sideways Diagonally I am not travelling Other: ____________________
The size of my movement(s) is/are: Small Large Narrow Wide
TimeAre you moving: Quickly Slowly
Do you: Speed up Slow down
Is your rhythm: Even Uneven
Do you pause or freeze: Yes No Other components of time used: _________________________________
EnergyThe quality of your movement(s) is/are:
Exploding Bouncing Shaking Smooth Delicate Erratic Cautious Other: __________________________________________________________________________________________________________________________________
The force of your movement(s) is/are: Light Heavy Bound Free fl owing Sharp Smooth Tense Relaxed
The effort behind your movement(s) is/are: Pressing Gliding Falling Twitching Slumping Flicking Folding Shivering Other: __________________________________________________________________________________________________________________________________
Relationship will be discussed when you come together with your group and start to sequence your choreography.
CREATIVE PROCESS LOG A (page 2 of 5)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 7.
APPENDIX F1 Communicating through Dance Grades 7 or 8 Arts: Dance
Planning and Focusing• Discuss with others and
decide how the elements will be used
Are the groups’ movements similar? Yes. How are they similar? _________________________________________________________________________________________________________
No. How are they different? _______________________________________________________________________________________________________
Which element(s) are you using the most? Body Space Time Energy Relationship I think we are using them all the same
If you are using one or two more than the others, why do you think that is? ______________________________________________
________________________________________________________________________________________________________________________________________________
Relationship How are you using Relationship in your dance piece?
Which groupings do you use in your dance piece? (Check all that apply.) Solo Duet Trio Whole group Other: ___________________________________________________________________
Are there facial expressions or emotions you are trying to convey? Yes NoIf yes, what are they? __________________________________________________________________________________________________________________
Exploring and Experimenting• Use the elements of dance
to respond to the stimulus• Take risks and try a variety
of ways
What did you have to change or modify to ensure the message is clear? ___________________________________________________
________________________________________________________________________________________________________
Did you try sequencing the movements in a different way? Yes NoIf yes, how was the dance different when you did it in a different order? __________________________________________________
______________________________________________________________________________________________________________________________________________
Did you try repeating movements? Yes NoIf yes, what were you trying to show through repetition? _____________________________________________________________________
CREATIVE PROCESS LOG A (page 3 of 5)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 8.
APPENDIX F1 Communicating through Dance Grades 7 or 8 Arts: Dance
Producing Preliminary Work• Commit to your choices and
work to make the meaning clear for the audience
• Create your work. Be ready to share your work-in-progress by (date): _______________________
What movements did you do to help convey your message? (choose your top three)1.
2.
3.
Is there anything else you included to help the audience understand what you are trying to communicate?
Music Entrances/exits Repetition Lighting Other: _____________________________________
Revising and Refi ning• Share your work in
progress with peers to get feedback
• Rework the piece, incorporating feedback
What feedback was given to you by the class? (Pick two to three comments on which to focus.)1.
2.
3.
What did you do to incorporate the above feedback into your dance piece?1.
2.
3.
CREATIVE PROCESS LOG A (page 4 of 5)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 9.
APPENDIX F1 Communicating through Dance Grades 7 or 8 Arts: Dance
Presenting, Performing and Sharing• Prepare a space for
sharing your work• Be ready to share your
polished piece by (date): _______________________
Where in the room will you perform? ____________________________________________
Which way are you facing? ____________________________________________________
Where is the audience? In front of the performers On either side of the performers All around the performers (theatre in the round) Other: __________________________
Refl ecting and Evaluating• Refl ect on the process
and how successful the piece was in communicating the idea
• Refl ect on the work of others, identifying similarities and differences between your work and theirs
What do you think you did really well?
What would you change next time?
Which part of the dance do you think was the most successful in contributing to the message of the dance?
CREATIVE PROCESS LOG A (page 5 of 5)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 10.
APPENDIX F1 Communicating through Dance Grades 7 or 8 Arts: Dance
Differences
YOUR DANCE PIECE
Differences
ANOTHER DANCE PIECESimilarities
11.
Phases—Creative Process
What You Do Examples from Your Work
Challenging and Inspiring
Choose a stimulus:• Which image did you choose?• Why did you choose it?
Imagining and Generating
Use ideas inspired by the stimulus: • What were some key words from your brainstorming?• What is the key message of your dance piece?• Which word did you choose?• What movement(s) did you create to represent that
word (think in terms of the elements: Body, Space, Time, Energy, and Relationship)?
Planning and Focusing
Discuss: • How did you decide to sequence the movements?
Start to make choices about the elements (how they will be used):• Are the groups’ movements similar? Are they different?• Are you using one element more than the others? If
so, why do you think that is?
Exploring and Experimenting
Use the elements of dance to respond to the stimulus:• What, if anything, did you have to change to ensure
the message is clear?
Take risks and try a variety of ways to respond to the stimulus:• Did you try sequencing the movements in a different
way? What was the effect?• Did you try repeating movements?• Which way did you decide to do it in the end and why?
CREATIVE PROCESS LOG B (page 1 of 3)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch
APPENDIX F2 Communicating through Dance Grades 7 or 8 Arts: Dance
Phases—Creative Process
What You Do Examples from Your Work
Producing Preliminary Work
Commit to artistic choices and work to make the meaning clear for the audience:• What movements did you do to help convey your
message?• Is there anything else you included to help the
audience understand what you are trying to communicate (music, entrances/exits, repetition, lighting, etc.)?
Create the work:• You should be ready to share your work-in-progress
by (date): _______________________
Revising and Refi ning
Share the preliminary work with peers to get feedback:• What feedback was given to you by the class (pick
two to three things you want to focus on)?
Rework the piece, incorporating self/peer/teacher feedback:• How did you change your dance piece to refl ect this
feedback?
CREATIVE PROCESS LOG B (page 2 of 3)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 12.
APPENDIX F2 Communicating through Dance Grades 7 or 8 Arts: Dance
Phases—Creative Process
What You Do Examples from Your Work
Presenting, Performing and Sharing
Prepare space for sharing work:• Where will you perform?• Which way are you facing? • Where is the audience?
Finalize the production:• You should be ready to share your polished piece by
(date):_______________________
Refl ecting and Evaluating
Refl ect on the process and how successful the piece was in communicating the idea:• What do you think you did really well?• What would you change next time?• Which part of the dance do you think was the most
successful in contributing to the message?
Refl ect on the works of others:• Compare your dance to another dance in the class.
What was the same? What was different? (You may use a Venn diagram.)
CREATIVE PROCESS LOG B (page 3 of 3)
Name: ____________________________________________________________________
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 13.
APPENDIX F2 Communicating through Dance Grades 7 or 8 Arts: Dance
SIDE COACHING TIPS (Teacher Reference)
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch
The following tips will help you coach students’ movements while they are working in groups:
• Have the students “chunk” their dance into steps. This will allow you to help them break down exactly what isn’t working so they can rework one piece as opposed to reworking the whole dance. This also helps to determine if students are struggling with the movements or the transitions.
• Have students step out one at a time and give feedback to their group members as to how the dance looks and whether or not they are effectively communicating the message they decided on in their Imagining and Generating phase.
• If there is one particular part that is unclear, ask the students to identify what elements they are using in that section to convey the meaning and ask why they have chosen those elements.
If students are stuck on a particular move, but it is not working for the piece, they can:
• Make it bigger/smaller
• Change levels (low, medium, high)
• Change the direction in which they are travelling (backward, forward, sideways, diagonally,
zigzag, curvy, etc.)
• Change a locomotor movement to a non-locomotor, or vice versa
• Slow it down/speed it up
• Exaggerate the movement (make it slower and bigger)
• Change the direction they are facing (facing away from the audience conveys a very
different message than facing the audience and often creates an interesting visual effect)
14.
APPENDIX G Communicating through Dance Grades 7 or 8 Arts: Dance
GIVING EFFECTIVE FEEDBACK
Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch
When you provide feedback to your peers, you:• Help them to shape their work• Ensure that everyone is on the right track• Ensure the audience understands the idea(s) or feeling(s) the dancers are trying to communicate
When you are providing feedback, make sure it is:• Specifi c: Talk not about the dance as a whole, but about specifi c movements, transitions, actions, shapes, etc.
• Positive: First, comment about the positives. Say what worked and why it worked. For example, “I really liked how you used fl owing, organic shapes when you moved to music that had the sound of running water. It really made me understand that you feel connected to the natural world.”
• Constructive: Then, comment about what didn’t work as well, and how you would suggest improving it. For example, “Your ending didn’t work for me because I couldn’t tell that you were fi nished. Maybe you could freeze or turn your back to the audience when you are done to make it clear.”
When you are providing feedback:• Offer suggestions for next steps
15.
APPENDIX H Communicating through Dance Grades 7 or 8 Arts: Dance
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