NDEO K-12 SPECIAL INTEREST GROUPNDEO K-12 SPECIAL INTEREST GROUP

TASK FORCE PANEL 2009 TASK FORCE PANEL 2009

Diana Domoracki-Kisto, Diana Domoracki-Kisto, Chair K-12 SIGChair K-12 SIG

What Drives Dance What Drives Dance Curriculum Direction and Curriculum Direction and

Goals?Goals?Take A Bite of the Apple-Exploring Take A Bite of the Apple-Exploring

Resources to Promote Best Practices Resources to Promote Best Practices NDEO NYC 2009 ConferenceNDEO NYC 2009 Conference

Purpose of NDEO K-12 Special Interest Purpose of NDEO K-12 Special Interest GroupGroup

(from NDEO Strategic Plan 2008)(from NDEO Strategic Plan 2008)

Goal #llGoal #ll

1.1. Strengthen the national voice and visionStrengthen the national voice and vision for for Dance Education in the ArtsDance Education in the Arts

Objective #3Objective #3

1.1. Strengthen the communication and Strengthen the communication and disseminationdissemination of information among the of information among the teaching arts workforce in Dance Education in teaching arts workforce in Dance Education in the Artsthe Arts

NDEO Strategic Plan 2008NDEO Strategic Plan 2008 Strategies:Strategies: Enhance Enhance communicationcommunication K-12 K-12

Convene Convene focus groupfocus group and make and make email listsemail lists to communicate to communicate monthly to monthly to E CommunicatorE Communicator on Dance Education on Dance Education

Enhance Enhance best practicesbest practices

Develop Internet Develop Internet Forum for K-12Forum for K-12

Develop a Develop a databasedatabase of curricular materials of curricular materials

Abstract/agenda for the 2009Abstract/agenda for the 2009 meeting: developed from the meeting: developed from the post-it notes of audience attending Task Force panel.post-it notes of audience attending Task Force panel.

NDEO K-12 Task Force Goals:NDEO K-12 Task Force Goals:

1.1. To present an expert To present an expert summarization ofsummarization of topicstopics brought up at 2008 conference brought up at 2008 conference

2.2. To To advocate best practicesadvocate best practices within the within the topictopic

3.3. To present To present current research and current research and resourcesresources on the topic on the topic

4.4. To develop To develop research question or next research question or next stepssteps directions with this topic for NDEO directions with this topic for NDEO K-12 SIG Forum postingK-12 SIG Forum posting

PhilosophyPhilosophy

Our experienced knowledge as dance Our experienced knowledge as dance educators in the arts K-12 enables us to educators in the arts K-12 enables us to share expertise, research, anecdotal share expertise, research, anecdotal experiences and successes in a climate of experiences and successes in a climate of nurturing, support, and successfully nurturing, support, and successfully proven teaching practices.proven teaching practices.

PHILOSOPHYPHILOSOPHY

The experienced K-12 Dance Educator is an The experienced K-12 Dance Educator is an embodied resource promoting best practices by:embodied resource promoting best practices by:

1.1. Examining and analyzing collective practices Examining and analyzing collective practices with colleagues by with colleagues by sharing curriculum, using sharing curriculum, using standards, assessment tools, and modeled standards, assessment tools, and modeled programsprograms

2.2. Refining Refining dance field experience, choreographic, dance field experience, choreographic, and pedagogic skillsand pedagogic skills with colleagues in with colleagues in professional development settings and with professional development settings and with master artists and educatorsmaster artists and educators

3.3. Applying research methodsApplying research methods in the classroom in the classroom

K-12 Task Force Topics:K-12 Task Force Topics: InterdisciplinaryInterdisciplinary dance dance

SequentialSequential training/proficiency training/proficiency

Empowering through Empowering through standards K-5standards K-5

Dance Dance assessmentassessment

Dance forDance for special populations special populations

Empowering through Empowering through standards 6-8standards 6-8

Empowering through Empowering through standards 9-12standards 9-12

Best health practices/National Dance Honor SocietyBest health practices/National Dance Honor Society

Dance Dance adjudicationadjudication

Dance and the school’s Dance and the school’s core visioncore vision

K-12 Dance Educator as K-12 Dance Educator as resourceresource to promote best practices to promote best practices

Interdisciplinary Interdisciplinary DanceDance

Diana Domoracki-KistoDiana Domoracki-KistoMagnet Arts Resource Specialist Magnet Arts Resource Specialist

William A. Morris I.S. 61 Magnet School of Arts and William A. Morris I.S. 61 Magnet School of Arts and Letters through Museum StudiesLetters through Museum Studies

Staten Island, New York Staten Island, New York

dkdance1@yahoo.comdkdance1@yahoo.com

Guidelines for Interdisciplinary Guidelines for Interdisciplinary Arts Planning:Arts Planning:

Allow enough Allow enough planning/communication timeplanning/communication time to to build thematic units and lessons, including per build thematic units and lessons, including per session after school time and emailssession after school time and emails

Find Find genuine connectionsgenuine connections between dance and between dance and subjectsubject

Align Align dance processes and content with academic dance processes and content with academic themesthemes

Make an explicit connectionMake an explicit connection between dance and between dance and key unit ideas: Fall into Learning with Native key unit ideas: Fall into Learning with Native American Dance, Story, Culture.American Dance, Story, Culture.

NYC Blueprint in Dance Strand: NYC Blueprint in Dance Strand: Making Connections: Making Connections: Connect Connect Dance to Other Arts and Disciplines: Music, Visual Arts, Dance to Other Arts and Disciplines: Music, Visual Arts, Theatre, Language Arts, Math, ScienceTheatre, Language Arts, Math, Science

Shake, Rattle and Roll Thematic Unit grade 6 Shake, Rattle and Roll Thematic Unit grade 6 (Understanding the Forces of Nature); Dancing Weather (Understanding the Forces of Nature); Dancing Weather Movement Studies 2009.Movement Studies 2009.

Native American Dance, Story, and Culture Thematic Unit Native American Dance, Story, and Culture Thematic Unit grade 7; Vision Quest Dance Studies 2008.grade 7; Vision Quest Dance Studies 2008.

Resources for Interdisciplinary Resources for Interdisciplinary DanceDance

Partnering Dance and Education: Intelligent Moves for Partnering Dance and Education: Intelligent Moves for Changing Times. Judith Lynne Hanna. Human Kinetics 1999Changing Times. Judith Lynne Hanna. Human Kinetics 1999

Teaching the Three R’s: Through Movement Experiences. Teaching the Three R’s: Through Movement Experiences. Ann Gilbert. Macmillan. 1977Ann Gilbert. Macmillan. 1977

Using Movement to Teach Academics. S. Minton Rowman Using Movement to Teach Academics. S. Minton Rowman and Littlefield, 2008and Littlefield, 2008

Dance About Anything. S. McGreevy-Nichols, H. Scheff, M. Dance About Anything. S. McGreevy-Nichols, H. Scheff, M. Sprague. Human Kinetics. Sprague. Human Kinetics.

Creating Meaning Through Literature and the Arts: an Creating Meaning Through Literature and the Arts: an Integration Resource for Classroom Teachers. Claudia E. Integration Resource for Classroom Teachers. Claudia E. Cornett. Pearson Education Inc. 2007Cornett. Pearson Education Inc. 2007

Research Question/Next Steps for Research Question/Next Steps for Interdisciplinary Dance:Interdisciplinary Dance:

How do we engage the classroom How do we engage the classroom teachers we work with to promote teachers we work with to promote this process?this process?

When should the dance arts When should the dance arts specialist focus on interdisciplinary specialist focus on interdisciplinary dance in their setting?dance in their setting?

Sequential Training and Sequential Training and Proficiency in DanceProficiency in Dance

Ms. Marty SpragueMs. Marty Sprague

PO Box 11PO Box 11

Slocum, RI 02877-0011Slocum, RI 02877-0011

martysprague1@cox.netmartysprague1@cox.net

401-294-3179 (landline)401-294-3179 (landline)

401-524-9516 (cell)401-524-9516 (cell)

Sequential Training and Proficiency in Sequential Training and Proficiency in Dance: A History of Rhode Island Dance: A History of Rhode Island

Education RequirementsEducation Requirements Good education meant Good education meant arts were includedarts were included without question without question

12 years later, 12 years later, current statuscurrent status

Basic Education Plan included Basic Education Plan included required ½ creditrequired ½ credit arts course for arts course for college bound High School studentscollege bound High School students

First set of National DanceFirst set of National Dance Standards/Opportunity to Learn Standards/Opportunity to Learn Standards developed, vetted, and publishedStandards developed, vetted, and published

Leverage to develop RI’s Proficiencies for High School Graduation Leverage to develop RI’s Proficiencies for High School Graduation Requirements: Requirements: Arts a core subjectArts a core subject

Written sequential standards: Written sequential standards: hope for districts to program hope for districts to program sequential dancesequential dance

Regents remove mandated arts: Regents remove mandated arts: Basic Education Plan changedBasic Education Plan changed

Sequential Training Guidelines, Goals, Sequential Training Guidelines, Goals, and Rhode Island Historyand Rhode Island History

IntegratedIntegrated into the school day into the school day

Peripherally incorporatedPeripherally incorporated into other clubs: theatre, music, visual into other clubs: theatre, music, visual artsarts

Providence Arts Magnet programs and Artists in Education Providence Arts Magnet programs and Artists in Education RResidenciesesidencies provide an almost sequential program provide an almost sequential program

Ripple of complianceRipple of compliance through some RI communities: future hopes through some RI communities: future hopes for sequential programmingfor sequential programming

Not many public school dance programs left: 3 high schools, 1 Not many public school dance programs left: 3 high schools, 1 after school: after school: private sector danceprivate sector dance can fulfill requirements can fulfill requirements

Will Will arts programs survivearts programs survive unscathed in these economic times? unscathed in these economic times?

Research Question for Research Question for Sequential Training and Proficiency in Sequential Training and Proficiency in

DanceDance

How can we best use the pressure of How can we best use the pressure of standards, proficiencies, and arts as standards, proficiencies, and arts as core subjects to develop necessary core subjects to develop necessary sequential dance education sequential dance education programming?programming?

Empowering through the Standards K-Empowering through the Standards K-55

Kathleen Isaac, M.A., Dance Educator,

PS 165 The Edith K. Bergtraum School

Director of EKB Dance Company and

Student-to-Student Dance Mentoring Program

kisaac30@nyc.rr.com

Empowering through Standards K-5 Empowering through Standards K-5 Use of standards:Use of standards:

Provides Provides performance indicators or goalsperformance indicators or goals that encourage that encourage teachers with different backgrounds, strengths and teachers with different backgrounds, strengths and approaches to plan, implement and assess curricula, using approaches to plan, implement and assess curricula, using appropriate scope and sequenceappropriate scope and sequence

Encourages age and interest Encourages age and interest appropriate practiceappropriate practice

Strengthens “dance validity,”Strengthens “dance validity,” helping to put dance curricula helping to put dance curricula and programming on par with other subjectsand programming on par with other subjects

Serves as a Serves as a tool for communicationtool for communication with the administration, with the administration, school and parent community about best practices in dance school and parent community about best practices in dance educationeducation

Research Question/Next Steps Research Question/Next Steps for Empowering through the for Empowering through the

Standards K-5Standards K-5How can dance educators be empowered to utilize How can dance educators be empowered to utilize the standards in the creation of units of study and the standards in the creation of units of study and be encouraged to share these units as best be encouraged to share these units as best practices with other dance educators?practices with other dance educators?

How are children empowered through high quality, How are children empowered through high quality, standards-based dance instruction?standards-based dance instruction?

Dance AssessmentDance Assessment

Here’s a tool, but what does it tell us? How can we record information to make it clear to

others?

DANCE EDUCATION ASSESSMENT IN THE NEW YORK CITY DANCE EDUCATION ASSESSMENT IN THE NEW YORK CITY SCHOOLSSCHOOLS

NYCDOE institutes NYCDOE institutes ArtsCountArtsCount in 2007/08 to enhance arts in 2007/08 to enhance arts instruction in K-12 NYC public schoolsinstruction in K-12 NYC public schools

ArtsCount ArtsCount builds upon the Blueprint for Teaching and Learning in builds upon the Blueprint for Teaching and Learning in the Arts (Dance K-12) which provides common benchmarks and the Arts (Dance K-12) which provides common benchmarks and curriculum goals curriculum goals

ArtsCount provides a Guide for Principals to support them as they ArtsCount provides a Guide for Principals to support them as they build and sustain high quality dance programsbuild and sustain high quality dance programs

Schools are invited to designate an Arts Liaison to serve as a Schools are invited to designate an Arts Liaison to serve as a conduit for arts learning and help students meet New York State conduit for arts learning and help students meet New York State instructional mandatesinstructional mandates

Accountability is evaluated on a series of arts education metrics, Accountability is evaluated on a series of arts education metrics, the results of which will impact schools’ Annual Arts in Schools the results of which will impact schools’ Annual Arts in Schools Report, Progress Reports, Annual Compliance Review and Report, Progress Reports, Annual Compliance Review and Principals’ Performance EvaluationsPrincipals’ Performance Evaluations

Evaluations for NYC schools are based on:Evaluations for NYC schools are based on:

Annual Arts Education SurveyAnnual Arts Education Survey – tracks compliance with student – tracks compliance with student participation in arts education according to NYS Instructional participation in arts education according to NYS Instructional Requirements in the arts; space; arts teachers; cultural Requirements in the arts; space; arts teachers; cultural partners; sequences in the arts, etc.partners; sequences in the arts, etc.

Parent, Student and Teacher Learning Environment SurveyParent, Student and Teacher Learning Environment Survey – – measures student, teacher and parent satisfaction with arts measures student, teacher and parent satisfaction with arts education in NYC schoolseducation in NYC schools

Quality ReviewsQuality Reviews – measures the extent that the school exhibits – measures the extent that the school exhibits broad or engaging curriculum, including the arts, to enhance broad or engaging curriculum, including the arts, to enhance learning both within and outside the school daylearning both within and outside the school day

Regents Diplomas with Advanced Designation through the ArtsRegents Diplomas with Advanced Designation through the Arts – tracks the number of students who earn Advanced Regents – tracks the number of students who earn Advanced Regents Diplomas through the Arts by participating in an arts sequence Diplomas through the Arts by participating in an arts sequence and passing a NYC standards-based arts exam (begins in 2009)and passing a NYC standards-based arts exam (begins in 2009)

Research Question/Next StepsResearch Question/Next StepsDance AssessmentDance Assessment

From the single assessment tool, From the single assessment tool, used to evaluate one student’s used to evaluate one student’s achievement of a benchmark, to the achievement of a benchmark, to the larger task of assessing entire school larger task of assessing entire school dance programs, dance programs, how can how can assessment be used to enhance assessment be used to enhance dance instruction, while continuing to dance instruction, while continuing to promote best dance teaching promote best dance teaching practices and artistry?practices and artistry?

Dance for Special Dance for Special PopulationsPopulations

Sandra Stratton-GonzalezSandra Stratton-GonzalezDance EducatorDance Educator

PS 372PS 372sandibklyn@msn.comsandibklyn@msn.com

Best Practices: Universal Best Practices: Universal SupportsSupports

Strategies that organize and structure the Strategies that organize and structure the dance classroom and dance lesson for the dance classroom and dance lesson for the

benefit of benefit of all all learners. learners.

RULES: safety, responsibility and respectRULES: safety, responsibility and respect

ROUTINES for transitions, warm up, materials, ROUTINES for transitions, warm up, materials, sharing etc.sharing etc.

INCENTIVES including formal and informal INCENTIVES including formal and informal performances, favorite activities, and tripsperformances, favorite activities, and trips

Targeted SupportsTargeted SupportsTargeted supports are instructional Targeted supports are instructional

strategies designed to address specific strategies designed to address specific challenges in the classroom.challenges in the classroom.

For example:For example:Give advance notice of changes in routine for Give advance notice of changes in routine for children with emotional challengeschildren with emotional challenges

Teach and reinforce social skills for children with Teach and reinforce social skills for children with ADD/ADHDADD/ADHD

Break tasks into small steps, giving directions Break tasks into small steps, giving directions orally, visually and in writing for children with orally, visually and in writing for children with cognitive challengescognitive challenges

IEP GoalIEP Goal DomainDomain Dance ActivityDance Activity

Strengthen Strengthen interpersonal skills; interpersonal skills; become aware of become aware of personal space.personal space.

Social/ Social/ EmotionalEmotional

Dance with a partner, Dance with a partner, share weight with a share weight with a partner.partner.

Improve ability to Improve ability to remain on task; stay remain on task; stay focused on activityfocused on activity

CognitiveCognitive Rehearse and Rehearse and perform with focus.perform with focus.

Appropriately Appropriately express feelings of express feelings of anger or upset.anger or upset.

Social/ Social/ EmotionalEmotional

Recognize, Recognize, understand and understand and express feelings express feelings through movement.through movement.

Reading Reading comprehensioncomprehension and and sequencingsequencing

CognitiveCognitive Create a dance with Create a dance with clear beginning, clear beginning, middle and end.middle and end.

Aligning Dance Activities with Individualized Education Plan (IEP) Goals

Creating IEP goals in danceCreating IEP goals in dance

Dance Dance GoalGoal

ObjectiveObjective Teaching Teaching StrategyStrategy

Recall dance Recall dance sequences sequences and perform and perform with detail.with detail.

Student will learn and Student will learn and perform dances in perform dances in sequence with stylistic sequence with stylistic detail.detail.

Teach a dance of four Teach a dance of four 8-count phrases, with 8-count phrases, with attention to the use of attention to the use of weight, body position, weight, body position, rhythm and the rhythm and the relationship to others in relationship to others in space.space.

Understand Understand and use and use personal personal space.space.

Student will maintain Student will maintain personal space during personal space during warm up and when warm up and when moving in space 80% moving in space 80% of the time.of the time.

Design activities that Design activities that require students to require students to move through general move through general space without touching space without touching anyone else.anyone else.

Make smooth Make smooth transitions transitions b/w b/w individual individual and and ensemble ensemble work.work.

Student will Student will consistently move consistently move from individual to from individual to ensemble work with ensemble work with minimal teacher minimal teacher support.support.

Build time for individual Build time for individual improvisation into improvisation into ensemble dances. ensemble dances. Provide cues to support Provide cues to support transitions.transitions.

Resources

Diane Duggan, Sandra Stratton-Gonzalez, Catherine Gallant. Dance Education for Diverse Learners: A Special Education Supplement to the Blueprint for Teaching and Learning in Dance. NYC Department of Education, 2009.

Research Questions

How can a dance educator address the Individualized Education Plan goals of her students in cognitive, social and emotional domains within the K-5 dance curriculum?

What impact do dance goals, written into a child’s Individualized Education Plan, have on the child’s learning?

Empowering through the Empowering through the Standards 6-8Standards 6-8

 Traci Hinton Peterson

Dance EducatorThe Albert Shanker School for Visual and Performing Arts

I.S. 126QLong Island City, NY

The middle school dance The middle school dance educator needs to examine educator needs to examine

his/her:his/her:   Core values/philosophy (based upon Dunham Principals)Core values/philosophy (based upon Dunham Principals)

1.Self knowledge- Who are you?1.Self knowledge- Who are you? 2. Detachment-Viewing situations and circumstances 2. Detachment-Viewing situations and circumstances

objectively objectively 3. Discrimination – making choices3. Discrimination – making choices

Personal/professional growth via self journaling, Personal/professional growth via self journaling, professional developmentprofessional development

Relationship with students, teachers, staff, Relationship with students, teachers, staff, administrators, communityadministrators, community

His/her part in the emotional responses of the studentsHis/her part in the emotional responses of the students

His/her place in the culture of the school building, and His/her place in the culture of the school building, and communities the students come fromcommunities the students come from

  New York City Blueprint for New York City Blueprint for Learning in the Arts/DanceLearning in the Arts/Dance

Dance Making StrandDance Making Strand              1. Collaborate with peers to set 1. Collaborate with peers to set

formations and spatial patterns for a group formations and spatial patterns for a group work using learned movement materialwork using learned movement material

  AssessmentAssessment 1. Journaling process and performance 1. Journaling process and performance

resultsresults

   Necessary Connections – Finding the links Necessary Connections – Finding the links between Blueprint Standards and between Blueprint Standards and

personal personal core valuescore values

Research Question/Next steps for Research Question/Next steps for Dance Standards through 6-8: and Dance Standards through 6-8: and

ResourcesResources What is the impact of a dance educator’s What is the impact of a dance educator’s

core values on standards based core values on standards based instruction?instruction?• Resources

1.  Bloom’s Taxomony -http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

2. Learning and Leading with Habits of Mind:  16 Essential Characteristics for Success/Edited by Arthur L. Costa, Bena Kallick/ASCD/2008

3. A Framework for Understanding Poverty/Ruby K. Payne/RFT Publishing Co./1998

4. Effective Classroom Management/Carl J.Walker, LaDonna L. Wellen/Allyn and Bacon Inc./1978

5. Dunham Technique:  A Way of Life/Kendall-Hunt Publishing Co./1990

6. The Intimate Act of Choreography/Lynne A. Blom and L. Tarin Chaplin/Dance Books, Ltd., 1989

Empowering through the Empowering through the Standards 9-12Standards 9-12

The Standards: A Web of Intersecting The Standards: A Web of Intersecting Artistic ThreadsArtistic Threads

Dr. Joy Friedlander,Dr. Joy Friedlander,Dance Artist EducatorDance Artist EducatorThe Philadelphia High School for GirlsThe Philadelphia High School for GirlsContact: joyfriedlander@comcast.netContact: joyfriedlander@comcast.net

National, State, and Citywide National, State, and Citywide Dance StandardsDance Standards

Articulate and deconstructArticulate and deconstruct what the art what the art form of dance comprisesform of dance comprises

Are Are holistic- all partsholistic- all parts of standards are of standards are importantimportant

Allow students to digest Allow students to digest smaller amountssmaller amounts of of new knowledgenew knowledge

Keep the educator on track to not forgo Keep the educator on track to not forgo “less“less comfortable”comfortable” places of teaching places of teaching

How National Content Standards How National Content Standards are usedare used

Understanding choreographic Understanding choreographic principles, processes, structuresprinciples, processes, structures

Understanding dance as a way to Understanding dance as a way to create and communicate meaningcreate and communicate meaning

Apply and demonstrate critical and Apply and demonstrate critical and creative thinking skills in dancecreative thinking skills in dance

Research Question/Next StepsResearch Question/Next Steps for Standards 9-12 for Standards 9-12

Have our viability and visibility Have our viability and visibility improved in education since the improved in education since the writing of the National Standards for writing of the National Standards for Arts Education?Arts Education?

Have the scope and depth of dance Have the scope and depth of dance improved in the schools? How?improved in the schools? How?

Best Health Practices/National Best Health Practices/National Dance Honor SocietyDance Honor Society

Abigail Agresta-Stratton, MA, RDEAbigail Agresta-Stratton, MA, RDEDance Educator Dance Educator

West Islip High SchoolWest Islip High School

President-ElectPresident-ElectNew York State New York State

Dance Education AssociationDance Education AssociationAbigail0103@optonline.netAbigail0103@optonline.net

Dance Educators Setting the Example of Dance Educators Setting the Example of Best Health PracticesBest Health Practices

Eat healthy foodsEat healthy foods

Drink water, but not too much as it dilutes the blood sodiumDrink water, but not too much as it dilutes the blood sodium

Four Basic Kinesiology Principles Regularly Four Basic Kinesiology Principles Regularly Overlooked by Dancers:Overlooked by Dancers:

1. Specificity1. Specificity Clarity of movementClarity of movement Clarity of techniqueClarity of technique

2. Overload2. Overload Be sensitiveBe sensitive

Sense when it is enoughSense when it is enough

3. Over Training3. Over TrainingDancers need to grow and developDancers need to grow and developWe can not “shape” the body of the dancer, but we can “shape” the dancerWe can not “shape” the body of the dancer, but we can “shape” the dancer

4. Periodization4. PeriodizationMuscle RecoveryMuscle Recovery

Notes from Principles of Dance Medicine Notes from Principles of Dance Medicine Conference NYC July 24, 2008Conference NYC July 24, 2008

Training Young Dancers - Young Bodies are PliableTraining Young Dancers - Young Bodies are Pliable

Classical Ballet Training should not begin until age 8 or age 9Classical Ballet Training should not begin until age 8 or age 9

Some Adolescents age 11 – 15 are more susceptible to InjurySome Adolescents age 11 – 15 are more susceptible to Injury

Adolescents age 12 – 14 should not train more than 14 – 16 hours per weekAdolescents age 12 – 14 should not train more than 14 – 16 hours per week

Pointe work should begin after the growth spurtPointe work should begin after the growth spurt

Injuries in DanceInjuries in Dance Common CausesCommon Causes

Fatigue Fatigue

Poor Technique Poor Technique

Dealing with InjuriesDealing with Injuries

Use CautionUse Caution

Encourage use of Proper TechniqueEncourage use of Proper Technique

Teach to the Individual StudentTeach to the Individual Student

Enforcing Best Health Practices Enforcing Best Health Practices in the Classroomin the Classroom

Set the Healthy ToneSet the Healthy Tone

Utilize the National Standards Learning and Teaching Dance in the Arts: Utilize the National Standards Learning and Teaching Dance in the Arts: Ages 5 – 18Ages 5 – 18

Utilize the Professional Teaching Standards in the Arts Utilize the Professional Teaching Standards in the Arts

Utilize Standards of a K – 12 Model Program; Opportunities to Learn in Utilize Standards of a K – 12 Model Program; Opportunities to Learn in Dance Arts EducationDance Arts Education

Utilize National Programs such as the National Honor Society for Dance Utilize National Programs such as the National Honor Society for Dance ArtsArts

Explore possibly offering College Level Dance Courses at your High Explore possibly offering College Level Dance Courses at your High SchoolSchool

Explore programs such as the International Baccalaureate Organization Explore programs such as the International Baccalaureate Organization Diploma Program in DanceDiploma Program in Dance

Explore the possibility of future Advanced Placement Dance Courses Explore the possibility of future Advanced Placement Dance Courses

Goals of the National Honor Goals of the National Honor Society for Dance ArtsSociety for Dance Arts

To promote and honor outstanding artistic To promote and honor outstanding artistic achievement in dance students 11-18 years of achievement in dance students 11-18 years of age age

To encourage young dance artists to be leaders in To encourage young dance artists to be leaders in their communities their communities

To identify honor students of junior and senior To identify honor students of junior and senior high school age for nomination to the high school age for nomination to the NDEO NDEO Artistic Merit, Leadership and Academic Artistic Merit, Leadership and Academic Achievement AwardAchievement Award, one of the highest honors , one of the highest honors programs for dance in the United States programs for dance in the United States

Research/Next Step Questions Research/Next Step Questions for Best Health Practicesfor Best Health Practices

How do we support and further How do we support and further promote safe and healthy choices in promote safe and healthy choices in our dance programs, for our dancers, our dance programs, for our dancers, and for ourselves?and for ourselves?

How do we share this information How do we share this information within our communities without within our communities without alienating those that do not follow alienating those that do not follow these health expert guidelines?these health expert guidelines?

Non-Competitive Adjudication Non-Competitive Adjudication Arizona Dance Education Arizona Dance Education

Organization (AzDEO) Organization (AzDEO)

Lynn MonsonPresident, AzDEOlmonson@cox.net

Focus on LearningFocus on Learning

Development:Development:• Scoring criteria based on AZ Dance StandardsScoring criteria based on AZ Dance Standards• Inclusive of all dance stylesInclusive of all dance styles• Open process with input from the fieldOpen process with input from the field

Developed by committeeDeveloped by committee Each year, feedback is solicited from teachers and Each year, feedback is solicited from teachers and

adjudicators, reviewed and changes are institutedadjudicators, reviewed and changes are instituted

CriteriaCriteria::• Three categories: Choreography, Performance Values, Three categories: Choreography, Performance Values,

TechniqueTechnique• Rankings: Emerging, Good, Superior, DistinctionRankings: Emerging, Good, Superior, Distinction• Each category is scored separately and then a total Each category is scored separately and then a total

scorescore

Non-CompetitiveNon-Competitive

Feedback to Schools:Feedback to Schools:• Schools choose to be adjudicated or notSchools choose to be adjudicated or not• Scores not announced at performance; Scores not announced at performance;

mailed to teachers after the mailed to teachers after the performance performance Letter sent with scoring that explains Letter sent with scoring that explains

results & processresults & process• Teachers can decide to use it or not with Teachers can decide to use it or not with

their studentstheir students

Research Questions/Next Research Questions/Next StepsSteps

Research Questions: Research Questions: • How many teachers are using the results as a How many teachers are using the results as a

learning tool for themselves and their students?learning tool for themselves and their students?• If so, is it increasing learning for students and If so, is it increasing learning for students and

how, in what areas? how, in what areas?

Next StepsNext Steps: : • Refining information for adjudicators and rubricRefining information for adjudicators and rubric• Please share on sticky notes and/or at forum what you are Please share on sticky notes and/or at forum what you are

doing in your non-competitive adjudication.doing in your non-competitive adjudication.

Article in E-Communicator:Article in E-Communicator: (33) December 4, (33) December 4, 20082008

Dance and A School’s Core Vision

Science Skills Center High School for Science, Technology

& the Creative ArtsPrincipalJudy A. Henry

Ms. Patricia Dye-A’Dance Educator/Advisor

JIB Dance Co.Jow_ile_bailer@yahoo.com

PICTURE CAPTIONS:

•Skills Counsel of Elders & BAM DanceAfrica’s Counsel of Elders

•Josephine Gonzalez & Briana Hartman

• DIRECTOR’S CORNER“Dancing is like breathing in strength and releasing fears.” -Josephine Gonzalez AD 08

“Dance is not just movement! It is a way of life, My way of life.” -Briana Hartman AD 08

• Elijah - JIB’s Dance Captain with the mask figure In the Kasumai Dance which represents PEACE

JIB Executive Board Members:

Josephine Gonzalez - Artistic Director/Treasurer

Briana Hartman – Artistic Director/Senior Dance Captain

Elijah Vaughns-Asst. Artistic Director/Dance Captain

Sharisse DaSilva – Asst. Artistic Director/Stage Supervisor

Raphael Parra – JIB Executive Advisor

 

JIB Board of Directors Members :

Kamicha Arthur…Head of Advertising, Events and Coordinator, *PTAMCCL & Liaison

Tyree Baugh... Assistant Dance Captain/Assistant Treasurer

Haajar Orta...Interim Assistant Dance Captain

Mariam Safo… Lead Costume Committee Member

Andrew Oliver … Requisition and Computer Technician JIB Researcher/Archivist

Red Hook Waterfront

Arts Festival 2008

Baba Chuck Davis

at the Weeksville

DanceAfrica’s

Opening Ceremony

2009

We Inject The Art of Dance

Into A School of Science 

Research Question/Next Steps for Dance and Research Question/Next Steps for Dance and a School’s Core Visiona School’s Core Vision

How can a dance program support a school’s vision without How can a dance program support a school’s vision without diminishing dance program goals?diminishing dance program goals?

What key questions/issues do administration, teachers, and dance What key questions/issues do administration, teachers, and dance educator need to ask and address to meet mutual success?educator need to ask and address to meet mutual success?

How can the structure of a dance program and school structure be How can the structure of a dance program and school structure be mutually supportive?mutually supportive?

Within a school’s core vision of student achievement, how do the Within a school’s core vision of student achievement, how do the skills of a student operated dance company be extended into life skills of a student operated dance company be extended into life learning experiences?learning experiences?

Within a school’s core vision, how can dance emphasize the Within a school’s core vision, how can dance emphasize the global, anthropological perspective of the humanities?global, anthropological perspective of the humanities?

Dance Classroom Resources IDance Classroom Resources I American Dances - 1897-1948 - DVDAmerican Dances - 1897-1948 - DVD Lester Horton Technique DVD – The Warm upLester Horton Technique DVD – The Warm up Lester Horton Technique DVD – Intermediate level - VHSLester Horton Technique DVD – Intermediate level - VHS Lester Horton Technique DVD – Advance Level Lester Horton Technique DVD – Advance Level Carmen and Geoffrey – Afilm fy Linda Atkinson and Nick Doob DVDCarmen and Geoffrey – Afilm fy Linda Atkinson and Nick Doob DVD You Got Served – Hip- Hop Movie Dance SegmentsYou Got Served – Hip- Hop Movie Dance Segments Dance Black America – A Dance Horizons Video - VHS Dance Black America – A Dance Horizons Video - VHS Alvin Ailey’s Beyond the Steps - DVD Alvin Ailey’s Beyond the Steps - DVD Native American Men’s & Women’s Dance Styles Volumes 1& 2 - Native American Men’s & Women’s Dance Styles Volumes 1& 2 -

DVD DVD At the Jazz Band Ball- early Hot Jazz, Song and Dance – (1925-33) - At the Jazz Band Ball- early Hot Jazz, Song and Dance – (1925-33) -

DVDDVD The Best Collection 70’s 60’s 50’s and 40’s –DVDThe Best Collection 70’s 60’s 50’s and 40’s –DVD The Music Man - DVDThe Music Man - DVD My Fair Lady - DVDMy Fair Lady - DVD Seven Brides for Seven Brothers - DVDSeven Brides for Seven Brothers - DVD Cabaret – DVDCabaret – DVD

Dance Classroom Resources Dance Classroom Resources IIII

Choreography by Balanchine –Tzigane/ Andante from Divertimento no. 15 – DVD Choreography by Balanchine –Tzigane/ Andante from Divertimento no. 15 – DVD Choreography by Balanchine – Chaconne / Prodigal Son – DVDChoreography by Balanchine – Chaconne / Prodigal Son – DVD The RED Shoes by Michael Powell & Emeric Pressburger’s - DVDThe RED Shoes by Michael Powell & Emeric Pressburger’s - DVD Ballet Finis Jhuns – VHSBallet Finis Jhuns – VHS Ballet Class with David Howard Inter- Advance –VHS KULTURBallet Class with David Howard Inter- Advance –VHS KULTUR Luigi’s Master Class -VHSLuigi’s Master Class -VHS That’s Entertainment - DVDThat’s Entertainment - DVD Cats – Andrew Lloyd Webber - VHSCats – Andrew Lloyd Webber - VHS Free to Dance – DVDFree to Dance – DVD Wild Style – HIP –HOP - DVD Wild Style – HIP –HOP - DVD Ushere – the Collections -DVDUshere – the Collections -DVD Breakin 2 – Electric Boogalow – DVDBreakin 2 – Electric Boogalow – DVD Jazz Dance Class with Gus Giordano – VHSJazz Dance Class with Gus Giordano – VHS Joneeba African Dance Class – DVDJoneeba African Dance Class – DVD African Healing Dance – with Wyoma and Dancers and Drummers of Damballa – DVD African Healing Dance – with Wyoma and Dancers and Drummers of Damballa – DVD Leoard Reed’s Shim Sham Shimmy – DVDLeoard Reed’s Shim Sham Shimmy – DVD Eddie Brown’s B.S. Chorus “The E.B. Choruses” - DVDEddie Brown’s B.S. Chorus “The E.B. Choruses” - DVD Salsa – The Motion Pictures (It‘s not just a dance…it’s a passions!)Salsa – The Motion Pictures (It‘s not just a dance…it’s a passions!) Classical Dance of India – Learning – Bhanata Natyam Instructional Video for Classical Dance of India – Learning – Bhanata Natyam Instructional Video for

EveryoneEveryone Tap Music for the Tap Class Judy Ann Bassing & Lynn Standford – VHS 1992Tap Music for the Tap Class Judy Ann Bassing & Lynn Standford – VHS 1992

Dance Classroom Resources Dance Classroom Resources IIIIII

The Kullinger Collection – Costumes of Denishawn & Ted Shawn and The Kullinger Collection – Costumes of Denishawn & Ted Shawn and His Men DancersHis Men Dancers

1999 1999 Tricia H. Young – DVDTricia H. Young – DVD

Martha Graham’s Step in the Streets NYCBOD Tool Kit – DVDMartha Graham’s Step in the Streets NYCBOD Tool Kit – DVD Divine Horseman - The Living Gods of Haiti – VHS (Maya Deren )Divine Horseman - The Living Gods of Haiti – VHS (Maya Deren ) Sanfoka – Amypheduh Films Inc. Presentation Sanfoka – Amypheduh Films Inc. Presentation Lets learn How to Dance Jitterbug with Kathy Blake Dance Studios - Lets learn How to Dance Jitterbug with Kathy Blake Dance Studios -

VHS VHS “ “ Disco/ Hustle “ Disco/ Hustle “ “ “ Waltz “ Waltz “ “ “ Fox Trot Fox Trot “ “ Secret Egypt – A Trance Journey to the Heart and Soul of the Secret Egypt – A Trance Journey to the Heart and Soul of the

Egyptian People VHSEgyptian People VHS Learn to Hip- Hop dance Taught by Kidz VHS Learn to Hip- Hop dance Taught by Kidz VHS Christy Lanes Learn the Dances of the 50’as and 60’s VHSChristy Lanes Learn the Dances of the 50’as and 60’s VHS “ “ Swing Dancing Today Made Easy Swing Dancing Today Made Easy

for Teachers VHSfor Teachers VHS

K-12 Dance Educator as a K-12 Dance Educator as a Resource to Promote Best Resource to Promote Best

PracticePracticeDance Artist/Educator Michael Anthony Kerr, MA NYS PreK-12 Certified Dance Teacher New Voices School of Academic & Creative Arts, Brooklyn, New York (Dance Teacher Grades 6-8)

Contributing curriculum writer and professional development facilitator for the NYCDOE Blueprint for Teaching and Learning in the Arts: Dance, Pre-K-12

DanceKerr@aol.com

Overview of Principles of Best Practice Learning: Zemelman, Daniels, and Hyde, 1998, p.8:

Student-Centered, Holistic, Authentic, Expressive, Reflective, Social Learning, Collaborative, Democratic, Cognitive, Developmental, Constructivist and Challenging

Research Questions/Next Steps Research Questions/Next Steps for Dance Educator as for Dance Educator as

Resource…Resource… What principles does the K-12 Dance educator What principles does the K-12 Dance educator

apply to promote best practices in learning?apply to promote best practices in learning?

1. How does the K-12 dance educator apply these principles to foster best instructional practices in the teaching and learning of dance? How do you?

2. What does the K-12 Dance Educator need to know, understand and able to do to promote best practices in learning and how does this distinguish them instructionally as a resource from other dance teaching professionals? How do you?

Dance students in new dance studio at New Voices School of Academic & Creative Arts

I know… the processes of teaching and learning are not separate processes.

I understand… there is more to dance then just learning “steps.”

I am able… to not only impart what I know and understand through language but also

into action instructionally because my reflective practice has shaped my

instructional vision as a dance educator.

 Dance students from New Voices School of Academic & Creative Arts taking dance class at NYU with  Kaleisdoscope Dance Company  directed by Deborah Damast

Apollo dressing room area before performance of Destination Unknown

06/2009

ConclusionConclusion Post your questions and comments on Foam Board: look Post your questions and comments on Foam Board: look

for them at Friday SIG Meeting, Saturday K-12 Social, and for them at Friday SIG Meeting, Saturday K-12 Social, and Internet K-12 SIG NDEO Forum; become an interactive Internet K-12 SIG NDEO Forum; become an interactive member:member:

1.1. Kathleen Isaac internet co-chair K-5 Kathleen Isaac internet co-chair K-5 2.2. Michael Kerr internet co-chair 6-8Michael Kerr internet co-chair 6-83.3. Martie Barylick internet co-chair 9-12Martie Barylick internet co-chair 9-12

K-12 Special Interest Group Meeting Friday June 26, 2009 K-12 Special Interest Group Meeting Friday June 26, 2009 10:30-11:30am Skyline Ballroom10:30-11:30am Skyline Ballroom

K-12 SIG Social Saturday evening June 27, Skyline Private K-12 SIG Social Saturday evening June 27, Skyline Private Room off Cocktail Lounge, 8-10pm. Come join us!Room off Cocktail Lounge, 8-10pm. Come join us!