EMA303
The Role of Assessment in the Arts
Craig Edwards
CSU 11168546
Student's name
Naomi
Indigenous
Matt
Low Socio Economic
Bai
ESL
Ameen
Poor Hearing new hearing aides
Evaristo
Gifted
Floriano
Poor social skills
English language
DANCE-Early Stage 1
Date
Lesson title
Dance Introduction
Class/ Year
ES1
Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Other
Presentation/Performance
Audio/Video/Technological Presentation
Project
Oral Reports
Details
I will observe and feedback to children continually.
Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount
Scribe
Use manipulatives
Decrease
Oral explanation
Include visuals
Change
Peer tutor/Partner
Extend
Explain modifications
Provide more space in the MPC if students bump into one another, adjust the tempo of dance activities, demonstrate movement
required, encourage better students to demonstrate
Teacher Resources
Human resources
Student materials
Equipment
DRAMA-Early Stage 1
Cd player
Music cds
Safety
Date issues
Lesson title
No obstructions the room
Teddy Bear Drama
Point out potential danger (power cord)
Warm ups and cool downs appropriate
Learning Outcomes from Syllabus/Curriculum
Personal notes and reminders
Some of the students dont move as fluently as others
Class/ Year
ES1
organisation plan
As children arrive they are to place their toys on the stage and they are to
take off their shoes place them against the bottom of the stage floor.
Video snip
Observation
Presentation/Performance
Students are further instructedLearning
to thenLog/Journal
sit quietly on the crash matts and
wait
Anecdotal Notes
Self-assessment
Audio/Video/Technological Presentation
for the rest of the class.
Work Samples
Peer-assessment
Project
Dance of the Toys
Interview/Conference
Rubric
Oral Reports
Assessment Strategies
Checklist
Details
Other
Musical instruments
CD player
I will observe and feedback to children continually. I will take anecdotal notes throughout the lesson,
students will reflect upon their own and
Music
to warm up. Discuss the importance of warming up their bodies.
that of their peers.
Children walk around the room following the teacher who moves in different
Modifications:
How will
you change
lesson
meetcopy
the needs
of individual
pathways,
dancing
withthe
their
feet.toThey
the teacher
whostudents?
sometimes
Increase time, space, amount
Scribe
Use manipulatives
touches a wall or other things around the room with a body part. Children
Decrease
Oral explanation
Include visuals
the room themselves, touching Extend
things
Changerepeat this activity but dance around
Peer tutor/Partner
with different parts of their body but making sure they do not bump into
anyone.
Explain modifications
Depending on the engagement of the students, more or less time will be provided for each section of the lesson, speaking in clear concise voice
I will pair students and ask that the student with limited skills follows and shadows another student
CRAIG EDWARDS
I will create small groups so that outstanding students can help less advanced
Teacher Resources
Musical instruments
Lesson plan
Explain that in this lesson we will be thinking about using space and using it
safely. Ask children to stand, stretch out their arms and turn around slowly.
Safety issues
Emphasise that they are in a space if they can do this without touching
No obstructions the room
anyone. Inform the students that this is the toy box space.
Equipment
Music
-short tracks for movement
Hoops
lines, straight lines, zig zag lines etc. Tell them that when you call 'stop' they
Personal notes
mustand
stopreminders
in a space and check by stretching out their arms and turning
5min
Tell children to sit down in a space, reminding them to hold out their arms
Present the students with an old teddy bear and tell them that you found it
and gently move them around their bodies to check they are in a space of
outside the class this morning with a note. It has seen better days and has
their own. Explain that they are going to run in and out of all the spaces again
some
mud
onon
it and
torn hair.
a note
attached
to the
bear
that
but this
time
stopsome
they must
makeThere
theirisbody
as small
as they
can,
pulling
says:
everything in tightly. Repeat this activity but this time ask children to stop
and make their body as big as they can. Encourage them to stretch out as far
as they can, right
the tips of
theirwarm-up)
fingers and toes so they feel really big.
Preparing
thetolearner
(i.e.
Materials/resources/class
organisation plan
'I found this bear on my walk this morning. I didn't know what to do with it so
I havechild
left it
outside
your
classand
room;
findofout
where
Each
should
take
a hoop
sit maybe
inside ityou
in acan
space
their
own.itAsk
belongs
howdifferent
it got here?'
children and
to find
ways of moving around their hoop, moving like their
Encourage
students
to speculate:
toy would. the
On 'stop'
children
should jump inside their hoop and curl up small.
Repeathappened
this by moving
What
to thearound
bear? the hoop in a different way. Ask children to
find
ways
to from?
the other side of the hoop. Tell them they can land inside
Where
didtoit get
come
the
hoop
to
cross
to
the other side or challenge them to reach the other side
When did this happen?
CRAIG EDWARDS
Who
by
notdoes
letting
it belong
any part
to?of their body go inside the hoop. Give children plenty
of timeshould
to findwe
different
What
do? ways.
25min
Look out for some different ways and ask these children if they would be
willing
demonstrate
whatskill
theyacquisition
are doing. and skill development when
LessontoContent
(include
teaching
physical
Stop the class
and skills)
ask some volunteers to show the rest of the class the ways
they
have
found
to
across
the
hoop.
the to
shapes
that
theirpark.
bodies
Ask the students to get
think
about
how
the Discuss
bear came
be lost
in the
made as they crossed to the other side. Discuss with the students if it is
easier
being
a toy to
crossand
to walk
the other
sidethe
or space;
as themselves.
Have the
students
stand
around
on a signal they are to
pause
and speak
to bodies
the person
closest
toWere
them.the
They
will whisper
to or
thefast?
What parts
of their
did they
use?
movements
slow
other
studentahow
the toy
camemovements
to be lost inthat
theother
park. children
The
Give children
fewthey
morethink
minutes
to copy
have
made
and
improve
the
quality
and
control
of
their
own
work.
sentence starts 'The bear was in the park because ...'
Once they have both whispered their story, they move on and again stop on
signal, whispering to someone new.
Cool Down
Ask
to stand
inside
their
hoops
and see
stretch
their
as high
Afterchildren
about three
or four
goes,
check
in and
what
theybodies
have all
beenas
they
can then slowly sink into the hoop in a curled shape. Ask them to lie
hearing.
beside their hoop and tense all their muscles so that their bodies feel tight
and
In
a whole
then gradually
of class discussion,
relax them.pool
Tell the
children
ideasto
and
laysuggestions
still and remind
that they
themheard.
of
things they have done in the lesson. Ask if anyone has noticed change in their
Explain
to the
class why
that this
theyis.will
be working
to make
puppet plays
to share
bodies and
discuss
Walk
around the
class touching
children.
On
with
the class,
the quietly
first step
is their
the shaping
and structuring
of thestill in the
the touch
they but
should
put
hoop away
and stand quite
narrative.
line, ready to go back to class.
Have students decide, in their groups, what they think happened to the bear
Closure
and then draw pictures of the story on butcher's paper. Remind students to
Tell the person next to you what you thought was easier, moving as a toy or
respond
to the questions what, when, where, who, how, why to create the
as themselves.
narrative.
It mayononly
three
drawings,
but
press
fordoing
a beginning,
Tell the person
thebe
other
side
what you
saw
them
that wasa problem
really
interesting
and a solution for the lost bear.
Reflections
CRAIG EDWARDS
Have each group decide on the puppets and objects they will need to create
their puppet play. (Students may use existing objects, toys or puppets or
create these in visual art if, for example, they want a tree or park bench.)
Let the group decide who plays the parts, but ensure that all students have a
part in the puppet play. The group can also decide if there will be one
narrator or if all will contribute to the story.
Rehearsal
Have students in groups allocate puppets and actions to each member and
rehearse the sequence they have devised together.
Press each group to ensure that we find out where the bear has come from
and what has happened before the bear has been found. Do they want to
add sound effects?
Remind students to practise their story out aloud so that it can be heard by
all.
Performance
Have students in their groups present their puppet plays to the class. At the
start, set up the space and remind the students about listening carefully to
each performance.
5min
Cool Down
After each group has presented their play, elicit and discuss the students'
responses to the performances. Ask how they might have been improved.
Was it clear what each puppet was doing? Could the story be heard?
CRAIG EDWARDS
5min
Closure
Ask the students to think about any lost bears or toys they have found. What
did they do with them? What happens to all the lost and abandoned toys in
the world?
As a class have the students create some solutions. What should happen to
all the lost toys? What in fact will they do with this lost bear?
List their ideas and suggest they write an advertisement for the school in case
any more lost toys turn up. Have the class as a whole create the text for the
advertisement which you write up
Reflections
CRAIG EDWARDS
MUSIC-Early Stage 1
Date
Class/ Year
ES1
Assessment Strategies
Observation
Anecdotal Notes
Work Samples
Interview/Conference
Checklist
Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Other
Presentation/Performance
Audio/Video/Technological Presentation
Project
Oral Reports
Details
Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount
Scribe
Use manipulatives
Decrease
Oral explanation
Include visuals
Change
Peer tutor/Partner
Extend
Explain modifications
Visual poster, teacher prompting students whilst reading book.
Teacher Resources
Lesson plan,
Human resources
Assistants to support students
Student materials
Journal (back in class)
Appropriate foot wear
Equipment
SMART BOARD,
Big Book version of the Hungry Catelpillar
Safety issues:
No obstructions the room
Personal notes and reminders:
Read slowly, hold book to ensure everyone can see
Materials/resources/class
organisation plan
YouTube Clip:
https://www.youtube.com/watch?v=vkYmvxP0AJI
Caterpillar toy
CRAIG EDWARDS
20min
Musical instruments
5min
Cool Down:
Put all instruments away.
Closure
Question the students if they feel the Caterpillar is full of music and
ready to become a butterfly?
CRAIG EDWARDS
Reflections
Can children use sound expressively to illustrate a story?
Can children will be able to select and play instruments to reflect a
mood?
Can children will be able to produce and follow a musical score?
CRAIG EDWARDS
Class/ Year
ES1
Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Other
Presentation/Performance
Audio/Video/Technological Presentation
Project
Oral Reports
Details
Observation will be carried out throughout the lesson. Half way through the lesson and at the conclusion the students will peer
reflect on two others piece of work, utilising the How can I improve sheet (Appendix 1).
Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount
Scribe
Use manipulatives
Decrease
Oral explanation
Include visuals
Change
Peer tutor/Partner
Extend
Explain modifications:
Additional time will be provide to ensure all students have completed puppets. Clear explanations with whilst creating sample with
students. Students whilst seated at desks to create, will have the opportunity to move and assist students. The Smart board will
play episodes of Fraggle Rock whilst they create. Feedback sheet to include other language for ESL student, printed in large print.
Teacher Resources:
Human resources:
Lesson plan
Student materials:
Equipment:
Socks
Examples of completed
Fraggles.
Fraggle Rock Puppets,
Camera
Lots of Socks
Safety issues:
Use of scissors , moving around the room
Ensure no one eats glu
Personal notes and reminders:
Many students may require assistance with fine motor skills, limit not stop - students moving around room
Teaching and Learning Plan
Time
5 Minutes
Walking students into classroom have them sit at the front of Smart Board.
Once all students seated, talk to the class about what they will be doing.
Materials/resources/class
organisation plan:
Students will:
Continue to learn to appraise others work through peer assessment
Look at ability to create and discuss pieces of work
Explain to the students that they will be making a Fraggle puppet out of the
supplies found in the classroom, remind them of yesterdays episode, briefly
talk about how toys have change over time.
Several examples to be displayed at the front of the room.
CRAIG EDWARDS
5 Minutes
30
Lesson Content (include skill acquisition and skill development when teaching
physical skills):
Teacher:
Craft supplies
Different Coloured Adult Socks
Instruct students to choose the sock. Try and find some that would come up to
your knee, so that when you wear them as puppets it doesn't look as if half the
puppet is your arm.
Celophane
Crete paper
pipe cleaners
Using photos on the wall, students are to look at their favourite Fraggle and
collect materials required to make their Puppet Fraggle. Once collected build.
Cardboard
Small/largish boxes
Typical craft supplies found in S1
classroom.
Assortment of paint
Googly eyes
Felt
Cool Down: Students pack away materials, wipe desks. Students to carefully
place Puppets in specially marked tray.
5-10
Closure: Students works sitting on their tables while their peers complete the
Peer Assessment sheet, handing to teacher.
Reflections:
CRAIG EDWARDS
Name
Follows
Instructions
Can perform
actions
rhythmically
Can
incorporate
sound,
rhythm,
movement
and objects
in a sequence
Reflects on
the variety of
ways that
dance
sequences
can
incorporate
rhythm,
actions and
objects.
Naomi
Matt
Bai
Ameen
Evaristo
Floriano
Colour hasnt been implemented into the table as this for only the teacher, therefore, it is not necessary to use symbols or colour to highlight ability.
4. Providing feedback
How often will you provide feedback to students (and /or parents) during this unit? Can you think of creative ways to do this?
Provide samples of typical feedback you might provide for each of your unique learners at two different stages of the unit of 4 lesson plans. (12 samples)
Providing feedback to all students depends on the method of assessment. Through observations positive comments should be provided when appropriate.
When providing written feedback to students that they may take home to parents, one needs to ensure that they language used is appropriate. Utilising a
star reward system, whereas the students improve their skills they are provided with a star that is stuck on a skills board. A student may be required to
demonstrate these skills 5 times successfully to be declared skill obtained, whilst every other attempt is classed as working towards.
CRAIG EDWARDS
CRAIG EDWARDS
CRAIG EDWARDS
Appendix One:
Student Observed:
Your Name:
Partial / Final
CRAIG EDWARDS
Appendix Two:
CRAIG EDWARDS
CRAIG EDWARDS
Appendix Three:
Multiple
Intelligences
Verbal
I enjoy reading, writing &
speaking
Mathematical
I enjoy working with numbers
& science
Visual/Spatial
I enjoy painting, drawing &
visualising
Blooms Taxonomy:
Knowing
Understanding
Why do we have TV shows
with puppets?
Are Puppets toys?
Applying
Analysing
Creating
RAT:
In a group:
How many people in the
audience? Using TREC find
out how many people came
to see the Dont Move
Puppet Performance. Find
out and collate the
information. Calculate the
cost.
1) Decide on an audience in
a younger class to perform
to.
Evaluating
Review and discuss the
puppet show performances
seen on our incursion and
excursion.
Group the children into
groups to create a rubric for
the evaluation of their plays.
See topics for Rubric below.
Kinaesthetic
I enjoy doing hands-on
activities, sports & dance
Musical
I enjoy making & listening to
music
Interpersonal
I enjoy working with others
Intrapersonal
I enjoy working by myself
Naturalist
I enjoy caring for plants &
animals
CRAIG EDWARDS
With a partner do a
ventriloquist performance
for the class.
Using an X-Chart
interview a puppet.
Discuss a puppet
performance you have
seen. Pick a section of it
and discuss how it made
you feel.
Using a CM or MM
arrange your own puppet
performance.
How do we dispose of
puppets? Come up with a
way for throwing
irreparable puppets away.