August 6, 2013

Performing Arts Lesson Plan Format

Based on ITE Template with ACEI embedded in green

Name: Abigail Andres Grade: Pre-K [3yrs. old] Date: 10/2/13

D!ration: 1 "ir"le time [12 min!tes]
#aterials Needed: "$art %a%er& mar'er& (o!)!be [*o% )il (o! Dro%]& s%ea'er
+%a"e +et-!%: ,t -ill o""!r in t$e "ar%et area -$ere "ir"le time ta'es %la"e
Plans .or /ideota%ing: *orro- a 0ideo "amera .rom t$e 111
1onte2t .or 3earning:
+t!dents interest areas in"l!de singing and dan"ing
)$ere are di4erent learning styles among t$e st!dents -$i"$ is -$y t$ere are
di4erent a%%roa"$es to tea"$ing slo-/.ast
*a"'gro!nd/Pre0io!s 3essons:
)$is is an introd!"tion to slo-/.ast tem%o
+t!dents $a0e e2%erien"e in singing and dan"ing t$ro!g$ di4erent "ir"le time
songs and dan"es
Per.orming Arts 1ontent Area:
Dan"e
#!si"
Drama
563D+ 7 1reati0e Domain
,ntegrated 1ontent Area:
3ang!age Arts
#at$
+"ien"e
+o"ial +t!dies
5ealt$
/is!al Arts
8t$er:999999999999999
A"ademi" /o"ab!lary related to t$e Per.orming Arts strategy:
)em%o: $o- slo- or .ast somet$ing is %layed
Per.orming arts strategy& elements& s'ill& or 'no-ledge:
+t!dents -ill learn slo- and .ast.
+t!dents -ill learn di4erent -ays to mo0e.
,t "ontrols t$eir motor mo0ements.
Pro0ides good listening and a-areness s'ill
*ig idea& !nderstanding& and/or essential :!estion:
#o0ement "omes in all .orms
Kno-ing tem%o $el%s !s 'no- $o- to mo0e to t$e m!si"
Standard/Benchmark
August 6, 2013
Specific content area standard/benchmark performance task gives students
opportunity to demonstrate knowledge to meet the benchmark
GK.36-48.ll Use body and energy to move n d!!erent "ays
GK.36-48.## $ng songs n re%ogn&able "ays
Assessment
Formative assessments applied appropriately throughout lesson
Summative assessment includes checklist or rubric
Task: +t!dents -ill mo0e aro!nd in di4erent -ays in a slo-/.ast -ay. +t!dents -ill also
sing along to t$e songs.
ASSESSMENT TOOLS
Formative Assessment: )$e assessment -ill ta'e %la"e as an obser0ation. ;ill loo' i.
'ids are mo0ing in a slo-/.ast -ay. ;$en "alled .or t$eir t!rn o. %i"'ing to dan"e eit$er
slo- or .ast -ill t$ey dan"e t$e -ay t$at t$ey %i"'ed t$at mat"$es t$e tem%o. Did t$ey
%arti"i%ate and sing in a re"ogni<able -ay.
1. Assessment Task
'A()* 4-*n!ormal and !ormal assessment. (anddate +lans a++ro+rate !ormatve and summatve assessments to
gude and assess student learnng, n%ludng %rtera,. -rte t.e tea%.er assessment tool !or ea%. stage o! t.e "rtng
+ro%ess. *n%lude %o+es at t.e end o! t.e do%ument.
Benchmark
!emerging"
#
!transitioning"
$
!achieving"
GK.36-48.ll
Use body and
energy to move
n d!!erent
"ays
$tudent %annot
use body and
energy to move
n d!!erent "ays
$tudent %an use
body and energy to
move n d!!erent
"ays "t. some
gudan%e !rom an
adult
$tudent %an use
body and
energy to move
n d!!erent "ays
GK.36-48.##
$ng songs n
re%ogn&able
"ays
$tudent %annot
sng songs n
re%ogn&able
"ays
$tudents %an sng
songs n
re%ogn&able "ays
"t. some
gudan%e !rom an
adult
$tudents %an
sng songs n
re%ogn&able
"ays
August 6, 2013
Activities/%nstructional Strategies
3 min!tes
1. Introduction
Gat$er st!dents to sit in a "ir"le on t$e "ar%et. =1riss "ross
a%%le sa!"e& sit in a "ir"le.>
;$en st!dents are seated in a "ir"le& tell t$em to =P!t on yo!r
listening ears.>
=P!t yo!r singing 0oi"es in and get yo!r s%iders o!t.> +ing t$e
=itsy bitsy s%ider> song.
=5old on to yo!r s%iders and let?s sing t$e song .aster.> +ing
t$e =itsy bitsy s%ider> song .ast.
=8ne more time b!t t$is time let?s sing it slo-.> +ing t$e =itsy
bitsy s%ider> song slo-.
=Good @ob& -e sang t$e =itsy bitsy s%ider> slo- and .ast.>
=)oday -e -ill learn abo!t mo0ing slo- and .ast.>
A min!tes 2. Main Lesson
5a0e st!dents .ollo- yo! doing sim%le slo- and .ast
mo0ements -$ile singing =.ollo- me& .ollo- .ollo- me.> #a'e
mo0ements t$at are sim%le .or t$e st!dents to .ollo-. =8'ay
let?s ma'e s!re o!r listening ears are on and -at"$ me "losely.
Bollo- my mo0es.>
=Good @ob .ollo-ing me and mo0ing slo- and .ast.>
3ist/dra- do-n ideas on "$art %a%er abo!t -$at t$e t$ings
st!dents t$in' mo0e slo- or .ast. =3et?s %!t o!r t$in'ing "a%s
on.> =;$at are t$ings t$at mo0e slo-C> =;$at are t$ings t$at
mo0e .astC>
Play t$e =*o% till yo! dro%> song. =3et?s stand !% and get o!r
bodies ready.> =;e -ill mo0e in ot$er -ays t$at are slo- or
.ast.> =Bollo- -$at t$e m!si" tells yo! to do.>
=Good @ob& , sa- a lot o. slo- and .ast mo0ements. 3et?s sit
do-n no-.>
3- min!tes
3. Cosure:
+ing t$e =;e are so $a%%y t$at yo!?re $ere today> name song.
5a0e ea"$ st!dent %i"' -$et$er t$ey -ant to dan"e slo- or
.ast -$en it is t$eir t!rn. ,. t$e st!dent %i"'s slo- t$en t$e
"lass -ill sing t$e song slo-. ,. t$e st!dent %i"'s .ast t$en t$e
"lass -ill sing t$e song .ast. =3et?s %!t o!r singing 0oi"es in
and get o!r bodies ready.> =;$en , "all yo!r name& tell me i.
yo! -ant !s to sing slo- or .ast> = DnameE & slo- or .astC>
=Good @ob singing and dan"ing slo- and .ast.>
Dis"!ss -$at t$e st!dents learned today. =;e did a lot o.
mo0ements slo- and .ast.> =3et?s %!t o!r t$in'ing "a%s on.>
=;$at did -e do t$at -as slo-F-$at did -e do t$at -as
.astC> =5o- did t$e m!si" $el% !s to 'no- $o- to mo0eC>
August 6, 2013
&lear steps that convey the use of multiple strategies' resources and technology
Use o! mult+le strateges n%ludng ds%usson /uestons and songs.
Use o! te%.nology t.roug. 0ou1ube.
(pportunities offered for in)uiry' active learning' individual work and pairs/small
group interactions
2s%usson /uestons !or n/ury
Usage o! d!!erent songs and met.ods t.roug. dan%e and song !or a%tve learnng
-.ole grou+ ntera%tons t.roug. sngng and dan%ng
*ndvdual "or# t.roug. dan%ng n t.e tem+o %.osen !or 3-e are so .a++y t.at you4re
.ere today5 name song
*ifferentiation Plan
*ifferentiate the learning environment' content' process' or performance task for
individuals or small groups !e+g+' accelerated' ,LL/-LL students"+
*dent!y t.e ty+e o! need 'e.g., )667866,
a%%elerated students, readng needs, 904
students, strugglng learners, enr%.ment,
6st t.e ty+e o! d!!erentaton 'learnng envronment,
%ontent, +ro%ess, or +er!orman%e tas#, and tell .o"
you "ll d!!erentate
)667866 (ontent Use sm+le language and
symbols
$trugglng 6earners 6earnng envronment :rovde more t.n#ng
tme
A%%elerated 6earners
August 6, 2013
!EL"S #$.3%&'(. )
*se +od, and
ener-, to
move in
di.erent /a,s
#$.3%&'(.kk ) Sin-
son-s in
reco-ni0a+e /a,s
Comments
Students name.
Absent
3 3
Absent
1 1
2 2
2 2
Absent
3 3
3 2
3 3
2 1
Absent
3 3
Absent
Absent
3 3
2 2
3 3
2 3
August 6, 2013
1e2ection 3uestions ) /it4 5ideo
1. 64at 4a77ened in m, esson8
#y lesson -as abo!t t$e tem%os o. m!si" and $o- it is made o. slo-
and .ast mo0ements. )$e g!iding :!estion is t$at mo0ement "omes in all
.orms and 'no-ing tem%o $el%s !s to 'no- $o- to mo0e to t$e m!si". ,n
t$e beginning o. t$e lesson , e2%lained -$at -e are going to learn and -e
sang t$e =,tsy *itsy +%ider> in a reg!lar& slo- and .ast tem%o. A.ter t$at
-e did sim%le mo0ement %atterns slo- and .ast. *e"a!se t$e st!dents
li'e to dan"e& , %layed =*o% till yo! Dro%> -$i"$ told t$e st!dents di4erent
-ays to dan"e eit$er .ast or slo-. Bor assessment& , as'ed ea"$ st!dent i.
t$ey -o!ld li'e !s to sing t$e =;e?re so $a%%y t$at yo!?re $ere today>
song and t$ey $ad to dan"e in t$e tem%o t$at t$ey %i"'ed.
a) What went well during the instruction?
)$e %arts t$at -ent -ell d!ring t$e instr!"tion -ere -$en t$e
st!dents -ere a"ti0e and -ere able to mo0e aro!nd. , -as able to
ma'e t$e lesson st!dent "entered and engaged. , %i"'ed t$ings t$at
allo-ed t$e st!dents to get !% and mo0e aro!nd instead o. @!st sitting
do-n in t$e "ir"le t$e -$ole time. Pres"$oolers es%e"ially need more
stim!lation -$en learning instead o. @!st sitting do-n dis"!ssing
t$ings. )$ey li'ed -$en , %layed t$e =*o% till yo! Dro%> song and -ere
August 6, 2013
able to dan"e .reely aro!nd t$e "ar%et s%a"e to -$at t$e song told
t$em to do. Bor my assessment& , got t$e st!dents mo0ing and
allo-ed t$em to "$oose i. t$ey -anted t$e song to go slo- or .ast. )$e
assessment -as more o. t$em s$o-ing i. t$ey "an "onne"t t$e -ords
[slo-/.ast] -it$ t$e meaning in an a"ti0e -ay instead o. @!st sitting
do-n and as'ing t$em orally.
Anot$er %art t$at -ent -ell -as my !se o. s"a4olding. )$e
st!dents 'ne- a general idea o. -$at slo- and .ast means b!t , -as
introd!"ing to t$em t$e meaning o. tem%o and -$o it de%i"ts $o- -e
s$o!ld mo0e to t$e m!si". , Grst started -it$ a song -it$ sim%le
motions t$at t$ey already 'no- [=,tsy *itsy +%ider>]. ;e sang t$e
song in a normal tem%o and did t$e motions normally& t$en -e sang
t$e song .ast and did t$e motions .ast to mat"$ t$e tem%o& and t$en
-e sang t$e song slo- and mat"$ed t$e motions to t$e tem%o. )$en
-e did sim%le mo0ements .ast and slo-. A.ter t$at -e listened to t$e
instr!"tions o. t$e song =*o% till yo! dro%> and .ollo-ed t$e di4erent
mo0ements and tem%os. Binally , assessed to see i. t$ey "o!ld mo0e
to t$e tem%o t$at t$ey "$oose to t$e song.
What did not go as well during instruction?
+omet$ing t$at did not go -ell d!ring my lesson -as "lassroom
management. )$e st!dents -ere in t$e middle o. indoor .ree "$oi"e
time -$en my mentor tea"$er said t$at it -as time to "lean !% already.
A.ter my mentor told t$e st!dents to "lean !%& , $ad to get t$e
st!dents to "lean !% t$e "lassroom and gat$er t$em into t$e "ir"le. ,t
-as my Grst time transitioning t$e st!dents .rom "lean !% to "ir"le
time and t$en leading t$e "ir"le by mysel.. , .o!nd mysel. re%eating
my instr!"tions to "lean !% and t$en to get in t$e "ir"le. Also be"a!se
, started my lesson at H:30 st!dents -ere "oming to "lass t$ro!g$ my
lesson& , $ad to sto% -$at , -as doing to tell t$e ne- st!dents -$at -e
are doing and t$en start again.
Anot$er %art -as doing t$e dis"!ssions. ;$en , as'ed t$e
st!dents :!estions t$ey started to %lay -it$ t$eir .riends and not
August 6, 2013
listen. 8nly t-o o. t$e st!dents -ere ans-ering my :!estions.
Per$a%s t$e st!dents didn?t !nderstand my :!estion or -asn?t
interested abo!t my :!estions. , .o!nd mysel. re%eating t$e :!estions
and as'ing st!dents s%e"iG"ally b!t t$ey @!st loo'ed at me and t$en
-ent ba"' to %laying -it$ t$eir .riends.
b) What adaptations or modifcation did I make to my plan while
teaching?
+omet$ing t$at , "$anged -$ile tea"$ing -as my dis"!ssions.
)$e st!dents -eren?t ans-ering my :!estions or listening to -$at ,
-as saying. , only $ad t-o st!dents -$o -ere %arti"i%ating in t$e
dis"!ssion. , 'e%t re%eating my :!estion b!t t$e st!dents -ere not
interested. ,t -as silent d!ring t$e dis"!ssion and , .elt li'e , -as @!st
tal'ing to mysel.. A.ter a .e- min!tes o. @!st sitting t$ere and
re%eating t$e :!estions , @!st mo0ed on to t$e ne2t %art o. my lesson.
c) What ideas do you have to improve your lesson or address problems?
, -o!ld set "lear e2%e"tations and %ro0ide "lassroom
management .rom t$e beginning o. t$e lesson. Anot$er t$ing t$at ,
-o!ld do is "$ange t$e deli0ery o. my :!estions. , "o!ld $a0e as'ed
t$e :!estions in a more engaging and relatable -ay .or t$e st!dents to
!nderstand. , "o!ld $a0e also re%$rased t$e :!estion be"a!se maybe
t$ey didn?t !nderstand t$e :!estion. Anot$er t$ing t$at , "o!ld $a0e
done -as to gi0e my ans-er to t$e :!estion so t$at t$ey "o!ld $a0e an
idea o. t$e ans-er , am loo'ing .or and t$en gi0e t$eir o-n ans-er.
2. 64at evidence can I s4o/ a+out t4e earnin- o9 t4ree contrastin-
students8
Collect samples of their work and score the work according to the
assessment criteria in your lesson plan. Be sure to copy your rubric or
checklist to score each student
Taino:
Benchmark
!emerging"
#
!transitioning"
$
!achieving"
August 6, 2013
GK.36-48.ll
Use body and
energy to move
n d!!erent
"ays
$tudent %annot
use body and
energy to move
n d!!erent "ays
$tudent %an use
body and energy to
move n d!!erent
"ays "t. some
gudan%e !rom an
adult
$tudent %an use
body and
energy to move
n d!!erent "ays
GK.36-48.##
$ng songs n
re%ogn&able
"ays
$tudent %annot
sng songs n
re%ogn&able
"ays
$tudents %an sng
songs n
re%ogn&able "ays
"t. some
gudan%e !rom an
adult
$tudents %an
sng songs n
re%ogn&able
"ays
Ikua:
Benchmark
!emerging"
#
!transitioning"
$
!achieving"
GK.36-48.ll
Use body and
energy to move
n d!!erent
"ays
$tudent %annot
use body and
energy to move
n d!!erent "ays
$tudent %an use
body and energy to
move n d!!erent
"ays "t. some
gudan%e !rom an
adult
$tudent %an use
body and
energy to move
n d!!erent "ays
GK.36-48.##
$ng songs n
re%ogn&able
"ays
$tudent %annot
sng songs n
re%ogn&able
"ays
$tudents %an sng
songs n
re%ogn&able "ays
"t. some
gudan%e !rom an
adult
$tudents %an
sng songs n
re%ogn&able
"ays
Teau:
Benchmark
!emerging"
#
!transitioning"
$
!achieving"
GK.36-48.ll
Use body and
energy to move
n d!!erent
"ays
$tudent %annot
use body and
energy to move
n d!!erent "ays
$tudent %an use
body and energy to
move n d!!erent
"ays "t. some
gudan%e !rom an
adult
$tudent %an use
body and
energy to move
n d!!erent "ays
August 6, 2013
GK.36-48.##
$ng songs n
re%ogn&able
"ays
$tudent %annot
sng songs n
re%ogn&able
"ays
$tudents %an sng
songs n
re%ogn&able "ays
"t. some
gudan%e !rom an
adult
$tudents %an
sng songs n
re%ogn&able
"ays
a) escribe what each of the three students learned as a result of
instruction.
)aino: 5e -as able to !nderstand t$at songs $a0e di4erent tem%os and
'no-ing t$e tem%os $el%s yo! 'no- $o- to mo0e to t$e song. 5e -as able
to "onne"t -$at -e learned into real li.e sit!ations t$at $e en"o!ntered. 5e
related t$e mo0ements to t$e "rabs in t$e bea"$. 5e said t$at sometimes
t$e "rabs mo0es .ast and sometimes t$ey mo0e slo-ly. ;$en t$e -ater
"omes into t$e bea"$ .ast t$e "rab mo0es .ast to get a-ay .rom t$e -ater.
;$en t$ere is no -a0e t$en t$e "rab mo0es slo-ly.
,'!a: 5e learned $o- to mo0e in di4erent -ays. D!ring songs and dan"ing
$e !s!ally @!st sits do-n or stands !% b!t doesn?t mo0e aro!nd. 5e learned
to try ne- t$ings and %arti"i%ate in t$e a"ti0ities.
)ea!: +$e is gro-ing in $er !nderstanding o. di4erent mo0ements. +$e
learned to be "onGdent in $ersel. t$at s$e is doing t$e mo0ements "orre"tly.
;$ene0er -e do dan"es s$e -o!ld as' t$e tea"$er i. s$e is doing it rig$t and
tells t$e tea"$er to -at"$ $er dan"e. +$e is slo-ly be"oming inde%endent
and doesn?t need so m!"$ attention .or ea"$ mo0ement t$at s$e does.
iscuss the learning needs for each of the three students. !se data to
discuss your ne"t steps for each student based on their individual needs.
)aino: 5e is and ad0an"ed learner. D!ring t$e dis"!ssion $e -as able to
ans-er t$e :!estions and "onne"t t$em to -$at $e $as seen. A ne2t ste%
August 6, 2013
-o!ld be to as' $im -$at -ays or times does $e mo0e slo-ly or .ast and
$o- does $e 'no- $o- $e $as to mo0e. , "o!ld also gi0e $im ot$er songs
and as' $im -$at t$e tem%o o. t$e song is.
,'!a: 5e needs more assistan"e d!ring mo0ement a"ti0ities. 5e !s!ally @!st
sits do-n or stands !% -$en -e are doing mo0ements so d!ring my lesson ,
$eld $is $and and did t$e mo0ements -it$ $im. A ne2t ste% -o!ld be to
tea"$ $im di4erent mo0ements and gi0e $im more assistan"e. )$en , -o!ld
$a0e $im try to do it on $is o-n.
)ea!: +$e str!ggles in "onGden"e o. $er a"tions and needs 0alidations i. s$e
is doing somet$ing rig$t. , -o!ld maybe 0ideota%e $er doing mo0ements
and t$en s$o- it to $er so s$e "an see t$at s$e is doing t$ings "orre"tly.
+: #ow e$ective was your assessment plan for getting information about
the students% learning?
#y assessment %lan -as %retty e4e"ti0e. ,t -as e4e"ti0e to s$o- i.
st!dents learn abo!t di4erent mo0ements and "an mo0e to t$ose
di4erent mo0ements. +omet$ing t$at , -o!ld add is i. t$ey !nderstand
t$e learning t$ro!g$ dis"!ssions. +ometimes st!dents !nderstand t$e
in.ormation by s$o-ing it one -ay b!t "an?t orally e2%lain or relate t$e
to%i". ,?m not s!re i. "$e"'ing to see i. st!dents "an sing songs in
re"ogni<able -ays $el%ed to assess i. st!dents !nderstand t$e "on"e%t
o. tem%o. , -o!ld $a0e maybe ta'en t$at standard o!t and Gnd
anot$er standard t$at -o!ld $el% me to assess t$e st!dents?
!nderstanding more.
August 6, 2013
3. 64at t4ree ;3: +est 7ractices did , !se or -is$ , $ad !sed De.g. "reate
a sa.e learning en0ironment.E Gi0e s!%%orting e0iden"e .rom -at"$ing yo!r
0ideo. &ote' this does not refer to B.(.).*. practices of dance but the best
practices for teaching arts.
1. 8ne o. t$e best %ra"ti"es t$at , !sed is b!ilding a sa.e "reati0e
en0ironment. , made s!re t$e lesson too' %la"e -$ere t$ere is eno!g$
s%a"e .or all t$e st!dents to mo0e aro!nd -it$o!t b!m%ing into ea"$
ot$er. )$e le0el o. a"ti0ity started o4 -it$ lo- ris' to $ig$ ris'. ;e did
t$e beginning a"ti0ities toget$er as a -$ole "lass at t$e same time so
t$at no one -as %!t on t$e s%ot. )$ey all listened to t$e same song and
did t$e same mo0ements as e0eryone else b!t -ere allo-ed to %!t t$eir
o-n "reati0ity into t$e mo0ements. A.ter t$e st!dents did mo0ements
toget$er as a "lass t$en t$ey ea"$ $ad to do t$eir o-n mo0ement to t$e
tem%o t$at t$ey "$ose.
2. 8ne best %ra"ti"e t$at , -is$ , !sed is %ra"ti"e and !se management
tools. , s$o!ld $a0e e2%lained t$e e2%e"tations and sa.ety r!les be.ore ,
started t$e lesson. Anot$er t$ing t$at , "o!ld $a0e done -as to %ro0ide
an attending "!e -$en , need t$em to regro!% and .o"!s on anot$er tas'
or to $a0e t$em listen to me. , "o!ld $a0e %ro0ided "onse:!en"es i.
st!dents are not listening or %aying attention and .ollo- t$ro!g$ -it$
t$ose "onse:!en"es.
3. Anot$er best %ra"ti"e t$at , !sed is s"a4olding. , 'ne- t$at my
st!dents $ad general 'no-ledge o. -$at slo- and .ast loo's li'e so , b!ilt
o4 o. t$at. , %ro0ided di4erent -ays t$at -e "an do t$ings slo- and .ast.
, 'ne- my st!dents li'e to dan"e so , s"a4old t$eir learning t$ro!g$ dan"e
and mo0ement.
'. 64at /as t4e im%a"t o. my lesson on diverse earners D633/#33 or
+P6D or Gi.ted or #!lti%le ,ntelligen"es or "ombination.E
#y lesson too' into a""o!nt all learners and t$e a"ti0ities -ere str!"t!red so
t$at all le0els o. learning "o!ld %arti"i%ate in it. )$ose -$o are str!ggling
-it$ di4erent mo0ement -ere able to get assistan"e in mo0ing -it$o!t t$e
ot$er st!dents 'no-ing t$at t$ey are str!ggling be"a!se -e -ere all mo0ing
and dan"ing aro!nd at t$e same time. A""elerated learners mo0ed to t$e
instr!"tions o. t$e song b!t -ere able to add in di4erent mo0ements to t$e
instr!"tions o. t$e song.
A. ,n -$at -ays did yo!r lesson s!%%ort Common Core Standards .or
3ang!age Arts or .or #at$C *e s%e"iG". (o! may dis"!ss t$e %otential .or
addressing 1ommon 1ore.
August 6, 2013
*e"a!se my lesson ta'es %la"e in a %res"$ool setting it doesn?t really $a0e
%otential .or addressing 1ommon 1ore. )$ere is %otential .or addressing
ot$er standards in t$e 5.6.3.D.+ .or lang!age arts. )$e lesson s!%%orts
3A.3I.o: sing along -it$ r$yming songs. )$e st!dents -ere able to sing
along to songs t$at $ad r$yming -ords in it. ,. t$e st!dents %arti"i%ated
more in t$e dis"!ssions t$en it -o!ld $a0e addressed 3A.3I.!: ,nitiate and
engage in brie. "on0ersations -it$ %eers and ad!lts.
I. ;$at $a0e , learned abo!t m, o/n teac4in- stren-t4s and /4at is
m, 7ersona -oa 9or 7ro9essiona -ro/t4 in 7er9ormin- arts
education8
, learned t$at , am able to !nderstand -$at my st!dents li'e to do and !se
t$at to im%lement a"ti0ities t$at aid in t$eir learning o. a to%i". ,. my
st!dents didn?t li'e to dan"e b!t , still made t$em dan"e , don?t t$in' t$ey
-o!ld !nderstand t$e to%i" be"a!se t$ey -o!ldn?t %arti"i%ate in t$e
a"ti0ities. *eing able to 'no- -$at t$ings yo!r st!dents li'e to do is
beneG"ial be"a!se it "an beneGt or $inder yo! de%ending on t$e -ay t$at
yo! !se yo!r 'no-ledge o. yo!r st!dents? interests to tea"$ t$e lesson.
#y %ersonal goal is to be able to integrate t$e arts into "ore s!b@e"ts. , -ant
to be able to add t$e arts some-$ere in my lesson so t$at st!dents are
engaged and %lay an a"ti0e role in t$eir learning. , -ant to also !se t$e
%er.orming arts as a -ay to assess my st!dents? !nderstanding o. a to%i"
instead o. @!st gi0ing o!t tests or assign essays to do.