Rutgers University

Graduate School of Education

Dance Education Program
2014/2015

TEACHING INTERNSHIP OBSERVATION AND EVALUATION

December 5, 2014
Emily Funicello
emily.funicello@gse.rutgers.edu
(856) 237-5480

Cleo Mack, Cooperating Teacher

Jeffrey Bicsko, Principal

Middlesex County Vocational and Technical School

112 Rues Lane
East Brunswick, NJ 08816

Olivia Mode, Rutgers Supervisor

Lindsey Rizkalla, Peer Evaluator

LESSON PLAN
CONTEXT

Danielso
n

Other:

Title of Lesson:
Connecting the Body to Space
Grade/Class:
Duration/Minutes:
Sophomore/Junior Dance
9:00-11:00am (2 hours)
Majors
4b

Lesson Brief:

During this lesson, students will view a presentation to gain insight of Rudolf Labans
contributions to dance and the system developed to notate dance. Students will warm up
using the patterns of total body connectivity and apply a connectivity pattern to a notated
score that uses the element of space. Students will choreograph a phrase based on the score
and show to a peer to receive feedback.
1b, 4b

Class/Student Information:

This class consists of 23 sophomore and junior dance majors; 22 are female and 1 is male.
Approximately 43% are White, 31% are African American, 22% are Hispanic, and 4% are
Asian. Two students have IEPs and four students have 504s.

Class/Student Interests:

1b, 1f,
3e, 4b

This class ranges from 15-18 years of age. During this period of time, adolescents identities
have emerged and they have a powerful sense of self. They have developed an I can do
anything attitude and are beginning to gain an objective perspective while analyzing their
work. Having a strong sense of independence, this age responds to assignments that
challenge creativity and personal expression as a means of communication (Mirus, 1993, p.
127). Knowing this information, this lesson calls for individual movement invention that will
cater to the need for freedom.
Based on the data collected from an About Me questionnaire implemented in the beginning
of the school year, some of the most common student interests aside from dance include
spending time with friends or pet dogs, playing soccer and softball, cheerleading, singing,
drawing, reading, and listening to music. These interests will be reflected in the lesson
through peer interaction, the comparison between musical and dance scores, illustrating
dance symbols, and the genre of music utilized. Students also responded that their favorite
styles of dance are modern and hip-hop. This lesson is based around modern dance, using a
modern warm-up, and leaves room for other styles to be present by incorporating
choreography tasks.

Developmental Assessment:

1b, 1f, 4b

Via on-going observation and assessment during instruction from the beginning of September
through the beginning of November, I have noticed that students enjoy taking responsibility
over themselves and their learning. Over these two months, students have demonstrated
that they prefer learning through movement and discussion, rather than lecturing techniques.
Students also prefer the freedom associated with modern dance over the confinements of
ballet, which is apparent in their willingness to dive into certain movement vocabularies.
Students prefer dance that is visually or emotionally stimulating, but dont always look
deeper into the meaning. I have ascertained the relative developmental phases of the
students in this class overall to be as follows:
Phase/Stage

Strengths and

Possible Needs

Number or Name

Capabilities

Motor & Physical

Stage 4: Proficient
Performance (Mastery)

Cognitive

Formal Operational Stage

Aesthetic

Stage 4: Insightful (the

Style and Form Stage)

Social/Psychologic
al

Stage 4: Empathetic

Students understand
their bodies in an
anatomical sense. They
are comfortable moving
in unpredictable ways
and are able to repeat
choreography. Students
have experience with
performing in front of an
audience (Mirus et al,
1993).
Students are capable of
using higher-order
thinking skills, such as
analysis, evaluation,
interpretation and
critiquing, while working.
They are able to make
sense of abstract ideas
and movements
(McCutchen, 2006, p.
66).
Students understand the
tradition of dance, and
based on their
comprehension of dance
history, are able to build
relationships between
various works and styles.
They recognize the
complexity, and value
dance beyond their
personal opinions
(McCutchen, 2006, p.
75).
Students are willing to
help peers in need
without being told by an
adult. They are able to
work in groups and
exhibit a sense of
community (McCutchen,
2006, p. 88).

Some coordination is
lacking while attempting
to integrate the whole
body while moving.
Students have difficulty
controlling more
sophisticated
movements (Mirus et al,
1993).
Students may need
practice revising their
own work in order to
articulate reasons for
their choices and
revisions. Also, their
thoughts tend to be
single minded, rather
than having multiple foci
(McCutchen, 2006, p.
66).
Students are not always
able to see how
choreography is
constructed based on
contemporary issues or
societal values.
Connections between
their cognition and
emotions can be
increased (McCutchen,
2006, p. 75).
Most students have not
yet developed prominent
values, which they are
driven by (McCutchen,
2006, p. 88).

(Mirus et al., 1993)

(Fitts & Posner, Motor Development, in Haibach et al., 2007)
(George Graham, Motor Development in McCutchen, 2006, p. 66)
(Michael Parsons, Aesthetic/Artistic Development in McCutchen, 2006, p. 72-76)
(Nancy Eisenberg Psychosocial Development in McCutchen, 2006, p. 87-88)

Developmental Rationale:

1b, 3e

The Developmental Assessment given above relates to the stated learning objectives
because students will combine their knowledge of technique, choreography and critique to
achieve the objectives. The content in this lesson relates to these developmental needs
because (1) students will be asked to move using anatomical terms (2) students will practice
body connectivity patterns, whose key purpose is to assist with coordination of the body (3)
students will perform a self-choreographed phrase in front of a peer, demonstrating
confidence and personal expression (4) students will work with a peer and critique his/her
work in order to exercise a sense of community and (5) students will assess where Rudolf
Laban is situated in their understanding of dance history to build relationships with content
they already know. The approach of this lesson will require the students to evaluate how they

each think about their own movement and choreography and to break down the choices
available for movement.
1a, 4a, 4b

Prior Class History:

Students are continuing to practice their ballet and modern technique while rehearsing
repertory for their fall dance concert. Once a week, a guest artist comes to the school to
teach Bharatanatyam, traditional Indian dance. Students have recently learned the patterns
of total body connectivity, as developed by Irmgard Bartenieff. They are also focused on
understanding anatomy, specifically the planes/axes of the body, flexion and extension, and
the terms/functions related to the spine. The school will be returning from Thanksgiving break
at the implementation of this lesson and a student is returning from an injury, so some prior
learning may be affected.

LEARNING SCOPE
Big Idea/Organizing Principle(s):

Daniels
on
(Wiggins & McTighe, 2011)

Other:

1a

Movement can locomote through all levels and directions in space

using a variety of body patterning, which is an important element in
choreography. Movement phrases can be written and read using a
system of dance notation established by Rudolf Laban.

Pre-Assessment Data:

1f, 3d, 4a

According to the pre-assessment data, the majority of students have heard of Rudolf Laban and
labanotation, but do not express a deepened understanding of who he was and why his
contributions to movement theory are still valid today. Only five students recognize that there are
eight directions in space, however all students know that there are three levels in space. Three
students reported that a notation score is read from the bottom of the page to the top, and when
shown images of the space symbols, most students did not know what the symbols meant. This
proves that students are not familiar with writing or reading scores. When students were asked to
create a movement phrase based on a written score, not one student knew what the score
meant.

Learning Objectives:

1c, 1f

1. By the end of the lesson, sophomore and junior dance majors will be able to consistently
apply the levels and directions of space to a body connectivity pattern, using a notated
score.
2. By the end of the lesson, sophomore and junior dance majors will be able to translate at
least five written Labanotation symbols into a movement phrase, based on the body
connectivity patterns, without teacher assistance.
3. By the end of the lesson, sophomore and junior dance majors will be able to detect and
write at least five Labanotation symbols while watching a peers movement phrase, given a
checklist from the teacher.
4. By the end of the lesson, sophomore and junior dance majors will be able to implement

critical thinking strategies in at least five provided scenarios, in order to create a

continuous movement phrase.
5. By the end of the lesson, using what they know about body connectivity patterns,
sophomore and junior dance majors will be able to create a coherent movement phrase
while combining levels, and directions.
6. By the end of the lesson, sophomore and junior dance majors will be able to identify at
least three ways Rudolf Laban influenced dance, when prompted by the teacher.

NJCCCS Dance Standards Addressed:

1c

1.1.12.A.4 Synthesize knowledge of anatomical principles related to body alignment, body

patterning, balance, strength, and coordination in compositions and performances.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.A.1 Integrate and recombine movement vocabulary drawn from a variety of dance
genres, using improvisation as a choreographic tool to create solo and ensemble compositions.
1.3.12.A.3 Demonstrate dance artistry with technical proficiency, musicality, stylistic nuance,
clarity of choreographic intent, and efficiency of movement through the application of proper
body mechanics.
1.4.12.A.2 Speculate on the artists intent, using discipline-specific arts terminology and citing
embedded clues to substantiate the hypothesis.

NJCCCS 21st Century Life & Career Skills Standards Addressed:

9.1.12.D.1

1c

Interpret spoken and written communication within the appropriate cultural context.

9.1.12.A.1
Apply critical thinking and problem-solving strategies during structured learning
experiences.

NYC Blueprint Strands Addressed:

1c

Dance Making
Improvise
combine body actions, dynamics, space, relationships, props and vocalization to
find new movement.
work alone or collaborate with a partner or any size group.
interpret a visual score in movement.
Choreograph
employ original movements informed by a technique, genre or style.
Perform
exhibit a high level of dance awareness and achievement.
make appropriate performance choices to support choreographic intent.
Developing Dance Literacy
Understand Dance as a Means of Expression and Communication
analyze and demonstrate the effects of combinations of shapes, actions, gestures,
dynamics, texture, space, body facings and relationships, and use of the stage
space.

Apply Dance Vocabulary, Terminology and Symbols

apply terms specific to a variety of styles, genres and cultural dance forms,
describing movements and combinations of movements
use motif symbols and scoring or invented notation to indicate timing and duration.
Analyze, Critique and Communicate About Dance
use a broad descriptive and technical dance vocabulary
describe dances and deconstruct dance phrases
use multiple frameworks as lenses to observe, interpret and analyze dance
utilize refined observation and evaluation skills
Making Connections
Understand Dance History and the Social and Cultural Significance of Dance
reflect an understanding of dance history and cultural context in dance study,
creation, performance and critical response

NCAS Dance Standards Addressed:

1c

DA:Cr1.1.HSII
a.Synthesize content generated from stimulus materials to choreograph dance studies or dances
using original or codified movement.
DA:Cr3.1.HSII
b.Develop a strategy to record a dance using recognized systems of dance documentation (for
example, writing, a form of notation symbols, or using media technologies).
DA:Pr4.1.HSII
a.Dance alone and with others with spatial intention. Expand partner and ensemble skills to
greater ranges and skill level. Execute complex floor and air sequences with others while
maintaining relationships through focus and intentionality.
DA:Pr5.1.HSII
b.Apply anatomical principles and healthful practices to a range of technical dance skills for
achieving fluency of movement. Follow a personal nutrition plan that supports health for
everyday life.
DA:Re8.1.HSII
a.Analyze and discuss how the elements of dance, execution of dance movement principles, and
context contribute to artistic expression. Use genre specific dance terminology.
DA:Cn11.1.HSII
a.Analyze dances from several genres or styles, historical time periods, and/or world dance forms.
Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas
and perspectives of the peoples from which the dances originate.

Common Core ELA or Math Standards Addressed:

1c

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Common Core Thinking Skills Emphasized:

Critical
Thinking
Analyze
Evaluate
Problem

Creative
Thinking
Generate
Associate

Complex
Thinking
Interpret
Determine

(Bellanca et al. 2012)

Comprehensiv
e Thinking
Understand

Collaborative
Thinking
Develop
Decide

1e, 3c
Communicativ
e Thinking
Connect
Represent

Cognitive
Transfer
Synthesize
Generalize
Apply

Solve

Essential/Guiding Questions:

(Wiggins & McTighe, 2013)

3b

1. How can I use the body to move throughout space?

2. Why is it important to notate dance?
3. How is choreography influenced by the element of space?

Prerequisite Knowledge Needed:

1a

In order for students to be ready and able to work on the new learning objectives in this lesson,
students must have the following knowledge and skills secured beforehand:
Implement connectivity patterns in movement
Notate the patterns of total body connectivity
Understand Irmgard Bartenieffs contributions to dance
Improvisation/choreography skills
Dance observation skills
Dance critique skills
Partner Skills

PROVISIONS

Daniels
on

Materials List:

1d, 1e, 3c

Used

hands-on by Students:
Pen/Pencil
Dance notebook
Index Cards
Colored flashcards with space symbols
Peer-assessment worksheet
Space symbols handout
Homework sheet

Educational Technology:
Used hands-on by Students:

None

Vocabulary/Word Wall:

Used by Teacher:
Whiteboard
Dry erase markers
Space symbols posters

1d, 1e, 3c

Used by Teacher:
Computer
Projector/Screen
iPod: Chapman, T. (1988). Fast car. On
Tracy Chapman. United States: Elektra
Records. (1987).
PowerPoint
3a, 3c

Space
Level
Direction
Locomotion
Labanotation
Movement score

Preparations:

Other:

1d, 1e

Create a presentation outlining Rudolf Labans background and contribution to dance, as

well as information specific to Labanotation
Make and photocopy flashcards on different color paper with Labans symbols for space
and levels
Photocopy Space Symbols worksheet
Make posters with large space symbols
Photocopy homework worksheet
Obtain blank index cards

LESSON OPENING

Daniels
on

Procedure Number:

Other:

Minutes: 5

1
Name of Activity /Episode:
ANTICIPATORY SET
Materials:

1d, 1e, 3c

Used by Student:
None

Used by Teacher:
Computer/ Projector
Labanotation score

Activity Description:

1e, 2a, 2b,

2c, 2d, 2e,
3a, (3b), 3c,
(3e)

1. Before students enter the classroom, the teacher will project a Labanotation score, as seen in
Appendix H, onto the projector screen, as seen in the appendix.
2. After students enter the classroom and change into dance clothes, the teacher will ask them to
sit in front of the projector screen and have their dance notebooks and a pen in close proximity.
3. The teacher will tell students to take a minute to examine the image on the screen.
4. The teacher will take a poll, first asking students to raise their hand if they do not know what this
image represents.
5. Then the teacher will ask students to raise their hand if they have any ideas as to what the image
represents. The teacher will call on students to share their ideas. If none of the students signal
that they understand the image, the teacher will signal for students to turn to the person next to
them and quickly discuss what the image might mean. Students will be asked to share their
ideas.
6. The teacher will explain that the image represents a movement score that is written down, and
that by then end of class, students will be able to interpret what some of the language means.

Formative Assessment:

1f, 3d, 4b

Procedure:
Students will be assessed on their participation
and attentiveness. If students do not ever raise
their hand when prompted, they are not
participating based on the directions at hand. If
the students are prompted to turn and talk to a
partner, the teacher will circulate through the
group and listen to make sure the discussion is on
task.

Documentation Method:
The teacher will be observing for all students to
participate during the question poll. If a teacher
sees that a student(s) did not raise his/her hand,
the questions will be asked again to redo the poll. If
a student does not answer a second time, his/her
name will be recorded in the teachers notebook.

Universal Design/Adaptations for Special Learners:

Novice Dancers:
Students will have the
opportunity to work
with a partner for
assistance.

Advanced Dancers:
Students will have the
opportunity to share
their knowledge with
peers.

ESL:
N/A

Activity Analysis:
How activity contributes
to stated learning
objective:
Students will be
introduced to the
concept that dance can
be recorded using a
systematic notation
method. Students will
understand that by the
end of the lesson, they

Learning styles
employed by students:
Linguistic
Visual-Spatial

Intrapersonal

21C Skills practiced by

students:
Learning & Innovation
Skills
1. Creativity &
Innovation
a. Think
Creatively

1b
Other: IEP
Students who have
hearing impairments
will be asked to sit in
the front of the group.
4a
Spectrum of Styles
employed:
Cued Response

will learn how to read

the symbols, enforcing
learning objectives 2,3
and 6.

LESSON OPENING (CONT)

Procedure Number:

Danielso Other:
n
Minutes: 15

2
Name of Activity /Episode:
COMMUNICATING LEARNING OBJECTIVES AND PURPOSE
Materials:
Used by Student:
Index Cards
Pen/Pencil

Activity Description:

1d, 1e, 3c

Used by Teacher:
White board
Dry-erase markers
1e, 2a, 2b,
2c, 2d, 2e,
3a, (3b), 3c,
(3e)

1. Before class begins, the teacher will write the learning objectives on the white board.
2. The teacher will hand out an index card to each student. To continue the opening of the lesson
the teacher will say, To gain a better understanding of what you will accomplish by the end of
class, please focus your attention to the objectives written on the board.
3. The teacher will call on individual students to read the objectives aloud. After each objective has
been read, the teacher will elaborate on each objectives purpose.
4. After the first one has been read, the teacher will say, The purpose of this objective is to explore
the various possibilities for movement to locomote in space. Who can explain what it means to
locomote?
5. The second objective evaluates how movement can be read so that choreography can be
understood and passed to others.
6. The third objective is important because dancers needs to have clarity while performing so that
their movements can be manually recorded.
7. The purpose of the fourth objective is for you to practice making decisions to generate
choreography when given specific factors. Sometimes choreography can be seen as an equation
so if x = ___ and y = ___, then x + y = ?.
8. The fifth objective is important because it examines how space can influence choreography.
9. The sixth objective is important because as dancers, it is vital to know the history of how the
elements of dance evolved so we can understand the value and purpose of our studies. It is
similar to not knowing who or where your ancestors are from. You would still survive, but your
family background and cultures would seem meaningless.
10. The teacher will then tell students to write their name on the index card and summarize the
objectives for the lesson in a list format. If students finish early, they will be asked to get their
notebook ready and wait in silence.

Formative Assessment:

1f, 3d, 4b
Documentation Method:
The index cards will be collected and read by the
teacher at the end of the lesson (Episode 10).
1b
Universal Design/Adaptations for Special Learners:
Novice Dancers:
Advanced Dancers:
ESL:
Other: IEP
Students will write the
Students will write the
N/A
Students who have
objectives in their own
objectives in their own
hearing impairments will
Procedure:
Students will summarize their understanding of
the SLOs on index cards.

words, based on
individual literacy
levels. Dance-specific
vocabulary does not
need to be used.

words, based on
individual literacy
levels. Dance-specific
vocabulary can be used.

Activity Analysis:
How activity
contributes to
stated learning
objective:

Learning styles employed

by students:
Linguistic
Logical/Mathemati
cal
Intrapersonal

21C Skills practiced by

students:
Information, Media &
Technology Skills
1. Information Literacy
a. Access and
Evaluate
Information

be asked to sit in the

front of the group.
Students who are
allotted more time to
finish their work can hold
onto the index card and
hand it in the next day,
without being penalized.
4a
Spectrum of Styles
employed:
Cued Response

Life and Career Skills

2. Initiative and SelfDirection
b. Work
Independently

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielso Other:
n
Minutes: 20

3
Name of Activity /Episode:
Presenting Rudolf Laban
Materials:
Used by Student:

Notebook

Pen/Pencil

SLO index card

Activity Description:

1d, 1e, 3c
Used by Teacher:
Computer
Projector Screen
PowerPoint
1e, 2a, (2b),
2c, 2d, 2e,
3a, (3b), 3c,
(3e)

1. Students will be asked to open their dance notebooks and get a pen or pencil.
2. The teacher will say, In order to understand how to notate dance, we must first understand who
created the system and why it was created. Does anyone think they could answer these two
questions? Those wishing to respond will be called on.
3. Teacher will turn off the lights, stand in front of the students and begin the PowerPoint.
4. Students will be instructed to take notes ensuring to include key words, which are highlighted in
gold font.
5. Throughout the PowerPoint, students will be asked to respond to a series of questions to scaffold
learning.
6. Once the PowerPoint is finished, the teacher will instruct students to write down three ways that
Rudolf Laban influenced dance on the back of their index card, which was used in episode 2.
Students will have two minutes to complete this.
7. The teacher will say, Now that we have acquired this knowledge in our brains, we will connect it
back to our knowledge of the body.
8. Students will be instructed to put their notebooks to the side of the room and find a place on the
dance floor to warm-up, lying on their back facing the mirror, with their eyes closed.
9. As students are lying down, the teacher will call on students and ask for ways that Rudolf Laban
influenced dance, based on their responses on the index card.

Formative Assessment:
Procedure:
Students will be assessed on their learning through
discussion during the PowerPoint and through
questioning at the end of the episode. Students will
be asked to reflect on the ways that Rudolf Laban
influenced dance.

1f, 3d, 4b
Documentation Method:
Students will write the ways that Laban influenced
dance on their index cards, which will be collected
at the end of class.

Universal Design/Adaptations for Special Learners:

Novice Dancers:
Those with weaker
academic skills will only
need to write the
highlighted words seen
in the PowerPoint to gain
a basic understanding of
the content.

Advanced Dancers:
Those with stronger
academic skills can write
more information from
the PowerPoint to gain a
more complex
understanding.

ESL:
N/A

Learning styles
employed by students:
Linguistic

21C Skills practiced

by students:

Activity
Analysis:
How activity contributes
to stated learning
objective:
Students will know if
they are meeting the
sixth objective (dance
majors will be able to
identify at least three
ways Rudolf Laban
influenced dance) if they
are able to successfully
write down three ways
Laban influenced dance.

Visual-Spatial
Intrapersonal

Learning and
Innovation Skills
2. Critical Thinking
and Problem Solving
b. Use
Systems
Thinking
3. Communication
and Collaboration
a,
Communicate
Clearly

1b
Other:
Students who have hearing
impairments will be asked
to sit in the front of the
group. Students who are
allotted extra time to
complete their work only
need to write down the
highlighted information in
the PowerPoint in order to
stay on track. If necessary,
students can receive copies
of the PowerPoint.
4a
Spectrum of Styles
employed:
Cued Response

Guided Discovery

Information, Media &

Technology Skills
1. Information
Literacy
a. Access and
Evaluate
Information

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielso Other:
n
Minutes: 10

4
Name of Activity /Episode:
Body Connectivity Warm-Up
Materials:
Used by Student:

None

1d, 1e, 3c
Used by Teacher:
iPod (Fast Car by Tracy Chapman)

Activity Description:

1e, 2a, (2b),

2c, 2d, 2e,
3a, (3b), 3c,
(3e)

1. Teacher will turn on the lights and remind students to stretch their legs away from the center of the
body.
2. Teacher will say, According to our objectives, we all know that we will be using the body
connectivity patterns to achieve our learning. We will use this warm-up to refresh our brains of the
patterns while simultaneously stretching and strengthening our bodies.
3. Teacher will direct students to rub their hands together quickly to create heat, and then place hands
on top of the ribs.
4. Teacher will guide students through a breathing exercise (inhale for one count, exhale for one
count: continuing to increase the time until theyve reached five counts) to become aware of the
breath. Teacher will remind students that all movement is initiated from the breath, which is why
this is the first connectivity pattern.
5. Teacher will tell students they will do the body connectivity warm-up, which they are familiar with.
6. As a review, the teacher will ask students to recall the second connectivity pattern, and then have a
student demonstrate the warm-up movement that is associated with that pattern. Students will
continue to call on each other using a pop-corn approach until all of the connectivity patterns
have been reviewed.
7. Teacher will turn on the music and students will begin the warm-up. Teacher will act as a
conductor and stand in the front of the room, guiding students who have difficulty remembering
the sequence.
1f, 3d, 4b

Formative Assessment:
Procedure:
Students will demonstrate their learning and know
they are successful if they are able to complete the
warm-up series without hesitation or mistakes.
Students will also be tested on their ability to recall
and execute the body connectivity patterns prior to
the warm-up.

Documentation Method:
The teacher will be standing to observe if students
are using the proper technique of the connectivity
patterns. The teacher will review necessary elements
of the patterns at the completion of the warm-up, if
they are not evident.

Universal Design/Adaptations for Special Learners:

Novice Dancers:
If called on to
demonstrate a part of
the warm-up, peer
assistance can be given.

Advanced Dancers:
Students can assist the
novice dancers while
demonstrating the
warm-up.

ESL:
N/A

Activity
Analysis:
How activity contributes
to stated learning
objective:
Students will be using
the body connectivity
patterns as the
foundation for learning
objectives 1, 2 and 5.
This activity ensures that
students are comfortable
with prior material in
order to successfully
achieve new
information.

1b
Other:
Students who have hearing
impairments will be asked
to place themselves in the
front of the space.
4a

Learning styles
employed by students:
Linguistic

Naturalistic
Bodily-Kinesthetic
Musical
Intrapersonal
Interpersonal

21C Skills practiced

by students:
Information, Media &
Technology Skills
1. Information
Literacy
b. Use and
Manage
Information
Life and Career Skills
5. Leadership And
Responsibility
a. Guide and
Lead Others

Spectrum of Styles
employed:
Cued Response

Self-Check

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielson

Other:

Minutes: 10

5
Name of Activity /Episode:
Exploring Levels
Materials:
Used by Student:

None

1d, 1e, 3c
Used by Teacher:
None

Activity Description:

1e, 2a, (2b), 2c,

2d, 2e, 3a, (3b),
3c, (3e)

1. The teacher will say to students, In order to continue warming up the body, I will lead you through
an individual improvisation exploration by combining these connectivity patterns to the levels in
space. Use locomotion to travel you through the space, rather than staying stationary in one spot.
2. The teacher will ask the students what the levels of space are. (Students should respond high,
middle, low)
3. The teacher will model the task at hand by saying, For example if I ask you to move on a low level
using core-distal connectivity, it would look something like this
4. The teacher will then instruct students and say on a low level, move using the core-distal
connectivity pattern
5. After about a minute of exploration, the teacher will say on a middle level, move using head-tail
connections
6. After another minute of exploration, the teacher will say on a high level, move using upper-lower
patterning
7. After a minute of exploration, the teacher will say on a high level, move using body-half
patterning
8. After about a minute of exploration, the teacher will say on a low level, move using body-diagonal
patterning
9. After about a minute of exploration, the teacher will say on a middle or high level, continue using
the body-diagonal connection to locomote yourself back to the white board

Formative Assessment:

1f, 3d, 4b
Procedure:
Documentation Method:
Students will be assessed through how well they are Learning will be collected through the teachers
able to execute the movement tasks given by the.
observations. The teacher will be looking for
Students will know they are successful if they can
locomotion, levels, and connectivity patterns. If
move through the space combining the correct level these are not evident, verbal cues will be given to
and connectivity pattern.
reinforce the directions.
1b
Universal Design/Adaptations for Special Learners:
Novice Dancers:
Advanced Dancers:
ESL:
Other:
Because this is an
Because this is an
N/A
The teacher will be circulating
individual improvisation
individual improvisation
the room while giving
activity, students will be
activity, students will be
directions, ensuring to stay in
performing movements
performing movements
close proximity to those with
at their own skill level. If
at their own skill level.
hearing impairments.
students do not
Students will have the
demonstrate application
opportunity to be peer
of the skill, peer models
models by
will be used.
demonstrating their
application of the skill.
4a
Activity

Analysis:
How activity contributes
to stated learning
objective:
This activity asks
students to apply the
levels of space to the

Learning styles
employed by students:
Bodily-Kinesthetic
Intrapersonal

21C Skills practiced

by students:
Learning &
Innovation Skills
1. Creativity &
Innovation
a. Think

Spectrum of Styles employed:

Cued Response

Self-Check
Inclusion

body connectivity
patterns, as stated in
learning objective 1.

Creatively
Learning and
Innovation Skills
2. Critical Thinking
and Problem
Solving
c. Make
Judgments
and
Decisions
Life and Career
Skills
1. Flexibility And
Adaptability
a. Adapt to
Change

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielson

Other:

Minutes: 15

6
Name of Activity /Episode:
Writing Dance Scores
Materials:
Used by Student:
Space Symbols Handout
Pen/Pencil

Activity Description:
1.
2.
3.
4.

5.

6.

7.
8.

9.
10.

11.
12.

1d, 1e, 3c
Used by Teacher:
Whiteboard
Dry Erase Markers
Space Symbols Handout
1e, 2a, (2b),
2c, 2d, 2e, 3a,
(3b), 3c, (3e)

The teacher will ask a student distribute the Space Symbols handout, as seen in Appendix H, to
the class and tell students they can jot down personal notes on the paper.
The teacher will say, Now we will learn how to write dance scores using Labanotation.
The teacher will tell students to silently look at the symbols on the worksheet for thirty seconds.
The students will be asked to name the directions in space while the teacher moves in each
direction, looking at the handout for guidance (students should respond forward, backward, right,
left, right front diagonal, left front diagonal, right back diagonal and left back diagonal).
The teacher will then ask students to describe how to know what level the symbol is referencing,
based on looking at the handout. In order to provide an outside connection, the teacher will say,
Low level is shaded in like dirt, middle level is a small dot in the center like a belly button, and high
level is diagonal lines like sunbeams.
The teacher will explain that directions and levels can be added together to make one symbol. The
teacher will demonstrate this by writing an equation using the symbols (right + middle = right
middle) on the board.
The teacher will show students that a dance score begins and ends with double parallel lines, and is
read from bottom to top.
The teacher will ask students if the movement score reminds them of something outside of dance.
The teacher will continue guiding questions to compare the dance score to a musical score because
many students play instruments.
The teacher will refer back to the handout, going over each space symbol for clarification.
The teacher will then write the movement score used during the pre-assessment on the board. The
teacher will explain that next to the space symbols is a body connectivity symbol because they are
happening simultaneously in this movement phrase.
The teacher will ask a student to say the movement score aloud.
The teacher will ask the rest of the class to check the students work. Once everyone agrees on its
correctness, the teacher will instruct students to put their handout down.

1f, 3d, 4b
Documentation Method:
The teacher will observe students saying the
levels and directions in space, and reading aloud
a notated score. If this is not evident, the symbols
will be further examined individually.
1b
Universal Design/Adaptations for Special Learners:
Novice Dancers:
Advanced Dancers:
ESL:
Other:
Those who have
Those with a clearer
N/A
Students with hearing
difficulty interpreting
understanding will be asked
impairments will be asked
the symbols will be
to pair with someone having
to sit in the front of the
asked to pair with a
difficulty and explain their
group.
student who can
reasoning.
further explain the
symbols in a different
way, if necessary.
4a
Activity

Formative Assessment:

Procedure:
Evidence of learning will be assessed through the
students ability to read a notated score, along with
the ability for students to verbally decipher the levels
and directions in space.

Analysis:
How activity
contributes to stated
learning objective:
Students are learning
to become literate in
Labanotation to build
the skills necessary to
create, perform and
observe movement
scores, as indicated in
learning objectives 2
and 3.

Learning styles employed by

students:
Linguistic

Logical/Mathematical
Visual Spatial

21C Skills practiced

by students:
Learning and
Innovation Skills
2. Critical Thinking
and Problem
Solving
b. Use
Systems
Thinking

Spectrum of Styles
employed:
Cued Response

Guided Discovery

Information, Media
& Technology Skills
1. Information
Literacy
a. Access
and
Evaluate
Information
Life and career
Skills
3. Social And
Cross-Cultural
Skills
a. Interact
Effectively
with Others

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielson
Minutes: 10

7
Name of Activity /Episode:
Flash Dance
Materials:
Used by Student:

None

1d, 1e, 3c
Used by Teacher:
Posters with space symbols

Other:

Activity Description:
1.
2.

3.
4.
5.
6.

1e, 2a, (2b), 2c,

2d, 2e, 3a, (3b),
3c, (3e)

The teacher will ask students to stand up and spread out on the dance floor.
The teacher will explain that she will flash a symbol in the air and students must locomote through
the space according to the symbol. Students will use basic pedestrian movements such as crawling,
rolling, walking, jogging, jumping, etc. to move.
The teacher will provide a demonstration so that students have a model to guide them.
The teacher will stand in the middle of the room and hold up a poster with a space symbol as the
students produce the action associated with the symbol.
The teacher will continue flashing at least seven symbols, or until all students demonstrate an
understanding.
The teacher will direct students to remain stationary and ask, Why do you think space is important
in choreography?

Formative Assessment:
Procedure:
Students will know they are successful if they are
able to immediately demonstrate the appropriate
action when a card is shown. Learning can easily be
detected through increasing the pace in which the
cards are shown and do not need to rely on looking
at other students.

1f, 3d, 4b
Documentation Method:
The teacher will observe to see that all students are
initiating the action that corresponds to the card. If
students are not successful, the symbols will be
reexamined and the teacher will provide clues for
students to associate with each symbol.

Universal Design/Adaptations for Special Learners:

Novice Dancers:
Because this activity is
asking for students to
use basic pedestrian
movements, dancers can
move at the level that is
comfortable for them. If
students have difficulty
recognizing the symbols,
they can hold onto the
Space Symbols
Worksheet as a
reference.

Advanced Dancers:
To challenge students,
they will be able to
incorporate technical
dance movements,
instead of just using
pedestrian movements.

ESL:
N/A

Activity
Analysis:
How activity contributes
to stated learning
objective:
Students are working
towards learning
objective 2 and 5
(Students will be able to
translate at least five
written Labanotation
symbols into a
movement phrase and
students will be able to
create a coherent
movement phrase while
combining levels, and
directions).

1b
Other:
The teacher will not present a
new symbol until all students
demonstrate the correct
action

4a
Learning styles
employed by students:
Visual Spatial

Bodily-Kinesthetic
Interpersonal

21C Skills practiced

by students:
Learning and
Innovation Skills
2. Critical Thinking
and Problem
Solving
b. Use
Systems
Thinking
Information, Media
& Technology Skills
1. Information
Literacy
a. Access
and
Evaluate
Information

Spectrum of Styles employed:

Cued Response

Inclusion
Divergent Production

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielson

Other:

Minutes: 20

8
Name of Activity /Episode:
Composing Choreography
Materials:
Used by Student:
Flashcards with symbols

Pen/Pencil
Space Symbols Handout

Activity Description:

1d, 1e, 3c
Used by Teacher:
None

1e, 2a, (2b), 2c,

2d, 2e, 3a, (3b),
3c, (3e)

1. The teacher will say to students, Now you will combine what youve learned about space,
directions, levels, body connectivity patterns and Labanotation to choreograph a movement
phrase.
2. The teacher will place stacks of printed flashcards around the room. (Each flashcard will have a
space symbol, and be color-coded based on the direction of the symbol. There will also be blank
white cards and cards with double parallel lines.).
3. The teacher will instruct student to take one white card, two cards with the double lines, and at
least five colored flashcards of their choosing and find their own space to work in the room.
4. After the students choose their cards, they will be instructed to choose a body connectivity pattern
to focus on, and to write that symbol on the white flashcard.
5. Students will arrange their cards around the perimeter of the room, and use the structure of
Labanotation, to create a movement score. First they will put a double line, then their five colored
symbols in a column, then end with a double line. The white body connectivity pattern will be
placed to the side of the score. They will be asked to write the score on the Space Symbols Handout
for future reference. (Students may also use the handout as a reference)
6. Students will be asked to choreograph a phrase, making at least eight counts of movement per
symbol. They will also be asked to start and end in a shape. They should practice the phrase to
continue finding clarity in order to perform without hesitation.
7. The teacher will circulate around the room to provide assistance and make sure students are on
track.
8. If a student finishes early, they will be asked to show their movement phrase to the teacher to
receive feedback. At that point, the student may need to make adjustments to the choreography or
will be asked to add more material by choosing another symbol.

Formative Assessment:

1f, 3d, 4b
Documentation Method:
During this episode, the teacher will circulate the
room as students are working to check if a
beginning and ending shape, body connectivity
pattern, levels, directions, and continuity are
apparent in the students work. The teacher will
provide reminders of the criteria and provide
individual feedback to students.
1b
Universal Design/Adaptations for Special Learners:
Novice Dancers:
Advanced Dancers:
ESL:
Other:
This activity is designed
This activity is designed
N/A
Students with IEPs will only
for students to choose
for students to choose
be required to implement
movement based on
movement based on
three to four symbols in their
their own technical skill
their own technical skill
choreography.
level. Students will be
level. To challenge
able to use the Space
students, they can
Symbols Worksheet. If
choose to apply a
necessary, students can
different body
pick either levels or
connectivity pattern to
directions to write their
each space symbol,
Procedure:
Students will know they are successful if they are
able to choreograph a movement phrase, according
to the directions. Students will be assessed by a
peer in episode 9 based on having a beginning and
ending shape, body connectivity pattern, levels,
directions, and continuity throughout the phrase.

score, rather than

combining them
together.

rather than using the

same connectivity
pattern for all symbols.

Activity
Analysis:
How activity contributes
to stated learning
objective:
This activity is working
towards SLO 1, 2, 4 and
5 as stated below:

4a
Learning styles
employed by students:
Visual Spatial

Bodily Kinesthetic
Intrapersonal

1. SWBAT consistently
apply the levels and
directions of space to a
body connectivity
pattern, using a notated
score.
1. 2. SWBAT translate
at least five written
Labanotation
symbols into a
movement phrase,
based on the body
connectivity
patterns, without
teacher assistance.

21C Skills practiced

by students:
Learning &
Innovation Skill
1. Creativity and
Innovation
c.
Implement
Innovations

Spectrum of Styles employed:

Practice
Self Check
Inclusion

Divergent Production

2. Critical Thinking
and Problem
Solving
c. Make
Judgments
and
Decisions
3. Communication
and Collaboration
a.
Communicat
e Clearly

2. 4. SWBAT implement
critical thinking
strategies in at least
five provided
scenarios, in order to
create a continuous
movement phrase.

Information, Media
& Technology Skills
1. Information
Literacy
b. Use and
Manage
Information

3. 5. SWBAT create a
coherent movement
phrase while
combining levels,
and directions.

Life and Career

Skills
2. Initiation and
Self-Direction
a. Manage
Goals and
Time
b. Work
Independent
ly
c. Be SelfDirected
Learners
4. Productivity and
Accountability
b. Produce
Results

LEARNING ACTIVITY/EPISODE
Procedure Number:

Danielson
Minutes: 10

Other:

Name of Activity /Episode:

Show and Tell
Materials:

1d, 1e, 3c

Used by Student:
Peer-Assessment Worksheet
Pen/Pencil
Space Symbols Handout if needed

Used by Teacher:
None

Activity Description:

1e, 2a, (2b), 2c,

2d, 2e, 3a, (3b),
3c, (3e)

1. After the allotted time for Episode 8, students will be asked to clear away their materials and find a
partner of their choosing.
2. Every student will be given a peer-assessment worksheet, as seen in Appendix C, and the teacher
will tell students that they will share their phrase with their partner.
3. Partner A will perform their movement phrase for Partner B as Partner B assesses him/her by using
the worksheet. The pair will discuss the data that was filled out on the worksheet.
4. Students will switch roles so that Partner B performs as Partner A observes. The teacher will
circulate the room to ensure students are on track.
5. When students are finished, they will hand in their peer-assessment worksheet, return their space
symbol flashcards to the appropriate stacks, retrieve their SLO flashcard, and sit quietly near the
white board.
1f, 3d, 4b
Formative Assessment:
Procedure:
Documentation Method:
Students will be assessed through their ability to
The teacher will collect the peer-assessment
complete the peer-assessment worksheet,
worksheet to check for completion and correct use
specifically in Step 1 (as seen in the appendix),
of the space symbols.
which asks students to notate a movement phrase
The teacher will also circulate and observe peer
based on their partners performance.
discussion, and provide guided assistance if
necessary.
1b
Universal Design/Adaptations for Special Learners:
Novice Dancers:
Advanced Dancers:
ESL:
Other:
Students having
If a pair of students
N/A
Students may use their
difficulty filling out the
finishes early, they can
partner for assistance with
worksheet can refer to
use their individual
the task. The movement
their notes and other
movement phrases to
phrases may need to be
materials used earlier in
make a duet.
performed more than once for
the lesson. Peer and
the partner.
teacher assistance can
be given.

Activity
Analysis:
How activity contributes
to stated learning
objective:
This activity correlates
with objective 3:
Students will be able to
detect and write at least
five Labanotation
symbols while watching
a peers movement
phrase, given a checklist
from the teacher.
Students are also
assessing one another
based on learning
objectives 1 and 5:

4a
Learning styles
employed by students:
Linguistic

Naturalistic
Visual Spatial
Bodily Kinesthetic
Interpersonal

21C Skills practiced

by students:
Learning and
Innovation Skills
2. Critical Thinking
and Problem
Solving
c. Make
Judgments
and
Decisions
3. Communication
and Collaboration
b.
Collaborate

Spectrum of Styles employed:

Reciprocal

with Others

SWBAT
consistently
apply the levels
and directions of
space to a body
connectivity
using a notated
score.
SWBAT create a
coherent
movement
phrase while
combining levels
and directions,
using what they
know about body
connectivity
patterns.

Life and Career

Skills
3. Social and CrossCultural Skills
a. Interact
Effectively
with Others
5. Leadership and
Responsibility
a. Guide and
Lead Others

LESSON CLOSURE

Danielso Other:
n

Procedure Number:

Minutes: 5

10
Name of Activity /Episode:
LESSON CLOSURE
Materials:
Used by Student:
Index card with written objectives
Pen/Pencil

1d, 1e, 3c
Used by Teacher:

Whiteboard and Markers

Activity Description:

1e, 2a, (2b),

2c, 2d, 2e,
3a, (3b), 3c,
(3e)

1. The teacher will write the following questions on the white board:
a. How can a dancer move through space?
b. Why is it important to notate dance?
2. Once all students return the Space Symbols flashcards, retrieve their SLO index card, and are sitting
near the white board, the teacher will instruct students to read over their objectives that they wrote
in the beginning of class. Next to each objective they will put a if they think they achieved it, a
if they think they are close to achieving it or an X if they did not achieve it.
3. Then, students will flip over the card and answer the two questions above.
4. The teacher will say, When you are finished, hand me your index card and pick up a worksheet for
homework. Read through the homework directions and ask me if you have any questions. This is
due tomorrow. If you do not have questions, you may get changed.
1f, 3d, 4b

Formative Assessment:
Procedure:
Students will self-reflect on the lesson they have
completed to see what/how much they learned.
Students are also answering broader questions to
check if they can apply their learning to the bigger
picture.

Documentation Method:
The teacher will collect the index card to see the
degree to which students feel they have met the
learning objectives. The teacher is also looking for
students to discover new ideas based on the
concept of space and notation.

Universal Design/Adaptations for Special Learners:

Novice Dancers:
Students will know if
they met the objectives
because they are written
in their own words.

Advanced Dancers:
Students will write
complete ideas, using
sentences, to answer the
questions.

ESL:
N/A

1b
Other:
Students with hearing
impairments will be asked
to sit in the front. Students
may finish filling out the

Students can answer the

two questions in a bullet
format instead of in a
paragraph.

index card for homework if

extra time is allotted due to
an IEP.

Activity
Analysis:

4a

How activity contributes

to stated learning
objective:
Students are reflecting
on the stated learning
objects and selfassessing whether or not
they have been
achieved.

Learning styles
employed by students:
Linguistic

Intrapersonal

21C Skills practiced

by students:
Learning and
Innovation Skills
2. Critical Thinking
and Problem Solving
a. Reason
Effectively
b. Use
Systems
Thinking

Spectrum of Styles
employed:
Cued Response

HOMEWORK

Danielso Other:
n

Description of Homework Assignment

1d, 1e, 1f
2a, (2b), 2c
3a, (3b), 3c,
3d, 4b, (4c)

The homework assignment, as seen in Appendix D, asks students to examine a notated score and
describe, in writing, what a dancer would look like while performing the movement score. This will reinforce
the learning objectives in this lesson because students are deciphering what the space symbols, which
include levels and directions, represent. Students are acting as choreographers/directors linguistically, not
kinesthetically. This provides students with the opportunity to practice their writing skills and clearly
articulate themselves, which is an underlying principle of Laban Movement Analysis. As a bonus, students
are to ask a family member if they know that dance has its own notation system, and then share the
movement score. This not only shows parents what their child is learning, it also proves to the student that
they have learned something valuable in school.

Appendices Available Upon Request