Lesson Information Form #1

Lesson # : 1/3

Date of lesson: 11.9.2017

Objectives:

Students will demonstrate their ability to

Actively listen to music
Create connections between movement and music
Move bodies to music in a musical manner

Activities/Strategies:

Performing:
Review original dance learned in full class lesson
Perform original dance together

Assessing:
Discuss how the movements fit with the music
o Provide guiding questions as needed
o Use various music learning theory terminology
Flow, beat, low space, high space
o Movement can follow pitch of the musichigh, low
o Movement can follow mood or feel of the music

Assessments: Informal/formative assessment through open discussion and verbal

feedback

Materials:

Queen of the Night recordingseparate attachment

Played on phone/laptop through speakers

Class Groupings: Small Group

 Lesson Analysis #1

In this lesson, students learned how to identify the correlation between

movement and music through listening and dance. In the video, the students

identified various places in which the movements reflected the music, using music

learning theory terminology such as highand low. Although it may have taken

some guidance, they learned how to articulate their thoughts using musical

terminology, such as flow and beat. The students were also able to demonstrate

their ability to move their bodies to the music, which can be seen in the video when

we perform the dance together.

I did not make any major adjustments during the lesson that differed from

my original written plan, because my objective was focused primarily on open

discussion. My job was to guide and scaffold as needed, which I did by asking

questions, clarifying their statements, or reviewing the dance. Because there were

only three students, each student was given the chance to respond individually,

which allowed me to monitor their learning. The small group setting also allowed

me to read their body language and facial expressions to check for comprehension

and understanding.

To my pleasant surprise, the students which I perceived to be shy and

introverted seemed much more comfortable sharing their thoughts and ideas than I

had anticipated. With this in mind, I feel that I do not have to be as tentative or

cautious in encouraging each student to contribute individually right away, as all

three of the students have shown that they are ready and willing to contribute.
 Lesson Information Form #2

Lesson # : 2/3

Date of lesson: 11.16.2017

Objectives:

Students will demonstrate their ability to

Contribute individual movements
Collaborate in creating movement to the Queen of the Night aria
excerpt

Activities/Strategies:

Performing:
Ask students to perform any dance or movement that they know
o Encourage each individual student to contribute something

Creating/Assessing:
Give students ownership and freedom in creation
Create a dance incorporating everyones movements
Check to make sure movements reflect music and/or fit with the song

Assessments: Informal/formative assessment through observation, open

discussion and verbal feedback

Materials:

Queen of the Night recordingseparate attachment

Played on phone/laptop through speakers

Class Groupings: Small Group

 Lesson Analysis #2

In this lesson, students experienced what a collaborative, creative process

was like. Just like you would find in organic music making, there were some bumps

along the way, some trial and error, some fine-tuning, but eventually it all came

together. In the video, you will see evidence of trial and error particularly with the

skips. After we brought the idea to fruition, we recognized that there was a better fit,

such as the stomps. There are also several instances in the video that show student

collaboration, particularly through eye glances and head nods. The students also

learned to contribute their own individual ideas. In the video, you will see that each

student contributed their own movement from beach boys, a dance recital, and even

football.

I made several adjustments during the lesson, largely because I did not know

what to expect. I went into the lesson wanting the students to have as much

ownership in the creative process as possible, which is why I gave them a very

broad task. I wanted the process to feel as organic as possible. However, once we

began, I noticed that they needed much more guidance along the way. I could tell

that the students had ideas in their head, but needed a little bit of an oomph to

express them. In the lesson, I monitored student learning largely through their facial

expressions and body language. There were many moments when they would freeze

and have a blank look on their face, as if they had no idea what to do from there.

This is when I would jump in with guided questions or ways to help them feel at

ease. For example, when one student brought up a dance she knew to the Beach

Boys, I immediately asked if it would help if I played the song for her to trigger her
memory and inspire her body to move. I also monitored student learning by

observing how they moved their bodies to the music. Based on my observations, I

would decide whether feedback or just rehearsal and repetition was necessary.

Another adjustment I made was writing down their ideas, so that they had visual

cues of the dance. This also helped me to remember the dance so that I could call

cues ahead of time as we practiced.

This lesson greatly informed the next lesson, because it taught me that the

students will need cues and plenty of rehearsal time prior to the performance.

Therefore, for the next lesson, I will prepare visual cues and learn the dance well

myself so that I can both model for them and guide them as needed in the rehearsal

prior to the performance.

 Lesson Information Form #3

Lesson # : 3/3

Date of lesson: 11.30.2017

Objectives:

Students will demonstrate their ability to

Rehearse previously created dance
Perform previously created dance
Reflect on the creative process

Activities/Strategies:

Performing:
Review previously created dance
o Write movements on the board
Rehearse entire dance
o Take turns having them rehearse with and without me
o Provide guidance as needed
Perform entire dance

Assessing:
Ask students to reflect on the creative processGive choice between
writing down answers anonymously or group discussion
o What was your favorite part?
o What was difficult?
o Would you want to do this again?
o Would you prefer your make your own movements or have me
make them?
o Would you listen to opera again?
o Feedback for my teaching?

Assessments: Informal/formative assessment through observation and verbal

feedback. Open discussion or written reflection for self-assessment.

Materials:

Queen of the Night recordingseparate attachment

Played on phone/laptop through speakers
White board and markers
Reflection papers, pencils and erasers

Class Groupings: Small Group

 Lesson Analysis #3

In this lesson, students learned how to rehearse and refine their dance prior

to the performance. They were able to explore different types of rehearsing, which

can be seen in the video. For example, at the beginning of the rehearsal process, they

wrote down all of the moves on the board so they could keep visual cues up on the

board. They were also able to refine bits of the dance that werent together, which

can be seen when I asked the students to dribble to the beat when we were doing

the basketball move or watch the male student whend doing the football move.

Lastly, the students experienced what it felt like to perform something of their own

creation.

In this lesson, I did not make many adjustments other than adding some

stretching at the beginning of the lesson as we reviewed the movements. I added

this because it was early in the morning, and I felt that we could ease into dancing

and warm up our bodies first. Throughout the lesson, I monitored student learning

similar to the previous lessons, through observation and verbal feedback. However,

I was able to learn more about each student through our group reflection at the end

of the lesson.

Overall, I felt that this was just as much of a learning experience for me as it

was the for the students. We were able to go with the flow of the creative process

without frustration, and we remained open to learning and to change.