Foley+High+School

**Foley High School ( ** **Foley, MN)**  //Michele Esser,// //Jennifer Piepgras,// //Mike Carlson,// //Christopher Yaeger (ACE),// //Janel Hesch,// //Shelly Chambers (Team Leader)// || ||  || **Year Two** **April 20, 2012, Team Meeting:**
 * [[image:Foley.jpg width="365" height="260"]]
 * 1) Click "Edit" to work on the wiki
 * 2) As a team: Complete the online Year Two Report below noting Successes & Challenges. Complete sentences are helpful!

Do you have money remaining in your grant that could be put to good use in covering subs? (such as wrap-up team meetings or visits to another ACE site or to observe programs in another school)
 * Team Leaders: Check your budgets to date **.

toc
 * By May 25, 2012 (Grant Report Deadline) **:
 * 1) Each teacher should fill in their own Curriculum Snapshot
 * 2) Optional: If your team has changed members, upload a new photo
 * 3) Consider adding video links or photos of student work to the Gallery. ||

Year Two Report
Shelly & Mike currently teaching co-teaching Crafts I Lab working with Taiko Drums & Movement; will continue co-teaching it next year. They started with Hambone lesson. Crafts I is multidisciplinary, so dance will be part of it. Mike & Shelley do research, prep, lesson design, teaching, assessment. They hope this leads to co-teaching a World Stages class (full course) in the future if can meet minimum enrollment of 38 kids. "The only reason for the drums is the movement; the reason for movement is the 'happening,' the in-the -moment experience, the flow, communicating with other people," Mike. "Look what's happening in the school (discipline, restirctions due to greased gym ball pranks). These kids want to make their mark. Art's another, better way to do it." Crafts has been skills-based, I want to emphasize creativity, community building, research & development of ideas.'
 * What kinds of successes have happened in dance education at your school? **

Collaboration Across Team - Esser, Carlson, Piepras combining & visiting each other's classes; Family Dance Night

Experience different things as a team; moving out of our comfort zone (African Dance); traveling together to workshops

Having time & opportunities to try different ways of teaching English, etc.

Jennifer: Dance was a goal in my Prof Dev Growth Plan. I feel confident with the dances I've learned in ACE and from Christopher. I'm using YouTube and iTunes for more resources. One of my goals for next year is incorporating more dance assessments (skills, knowledge, reasoning, performance).

Less participation in Family NIght last year - perhaps affected by location change to middle school instead of high school
 * What were the challenges? **

NEXT YEAR: Jennifer spearhead this next year. Maybe do lower/middle school Family Dance Night but focus more on social interaction in high school Dance Night. Get students involved in planning and emcee'ing. Jennifer visit Carla Nordenstrom or bring Carla to Foley HS (Diane thinks she can cover sub costs & travel reimb or teachers could use PD day.) Perhaps MIchele's 10th graders could come watch 6th grade dances in process; 6th & 10th provide feedback; use feedback to revise; final perf onstage could be video taped. Look into funding for teaching artist through Central Regional Arts Council; contact Cowles about Kenna doing sessions via video conferencing. Shelly could team up to help with dance units.

Year Two Curriculum Snapshot:
**Subject** || **Dance tools or lessons** What have you used this year? || **Standards** Arts integration with another area? Which areas? Dance standards addressed? || **Goals for dance next year** (2012-13) ||
 * (Each teacher should fill out their own section.) **
 * **Teacher's Name** || **Grade Level,**
 * Mike Carlson || High School Art || Hambone

Name Game, Ball Toss, Energy Toss

Body writing with name parts; pathways

Tableaux

Improvisational Movement/Instruent Building (music, dance,instrument building) 2 - 3 Week Unit

Photography: Movement & light patterns; Ex: stop motion, light graffitii)

Drawing: Gesture Drawings in a circle (based on ? name; repetitive movement) using sidewalk chalk out in foyer. "Drawing without Paper' use lots of dandelion heads to outline body shapes, take a photo of resulting images; Andy Golsworthy

Graphics: India Ink <-> movement drawing; human generation vs. computer generation

"Body as an instrument in creating & responding to visual art." "Looking for same/different elements across art areas." || Visual arts/Media Arts || Crafts I in Fall/Spring: Wk 1: Instrument making Wk 2: Movement Further development of Wk 3: Dance-Making

BASTE icon posters on display in Art Room at beginning of semesters.

Introduce movement vocabulary & experiences earlier in course/unit. Expand locomotor experiences & skills, perhaps with social dance. (Jen P could teach some of this as well.)

Graphics Arts: Gesture Drawings in other mediums than Inida Ink; replenish sense of human body as generator of images. || Co-teaching this year long course with St. Cloud teacher.Curric is up to us. Will include literature, dance, theater, story-telling, make videos, anything arts-based.
 * Shelley Chambers ||  || co-teaching Crafts I Lab with Mike; students working with Taiko Drums & Movement ||   || New 6th grade class: Creative Learning Endeavors (meets every other day all year)

Continue to lead and reinforce reflective protocols || Jewish Dance: - Klezmer music & dance (Freylakh) - Hora
 * Janel Hesch ||  || See Hesch Dance Outline 2012-13 ||   || See Hesch Dance Outline 2012-13 ||
 * Michele Esser || Language Arts || Holocaust Unit:

BASTE concepts & vocabulary

Critical Response w/videoclips of Irish Dance, Whirling Dervishes,Filipino Prisoners doing Michael Jackson

BrainDance as warm-up for musical rehearsals || Lang Arts || __10th Grade__ NEED link or access to new online Elements of Dance when it's ready. Consider using BASTE Intro Lesson (Diane will send)
 * Fall:** (Opening unit) Critical Analysis of Dance as prelim to Critical Analysis of Short Story. Watch dance & discuss/complete BASTE Anaylsis worksheet -> Critical Response

Link to slide show of Jewish Dance Images with interview/commentary by Judith Brin Ingber: http://forward.com/articles/142410/compelling-images-of-jewish-and-israeli-dance/# Consider Teaching Artist residency live or video conference
 * Spring**: Jewish Dance Study

TO DO: Upload or link to above lesson plans || 5 days of dance in Shape-Up Fitness (11th &12th grade girls elective) Team with Janel on locomotor/drum sessions Scratch (specifically) || Phy Ed || Use dance for cardio & warm-ups in addition to Dance Unit Expand dance unit to 2 weeks Modify & develop Assessments in Dance Build in more opportunities in my curriculum for student-created dances and informal showings; Partner with Janel on World Drum prelim experiences ||
 * Jennifer Piepgras ||  || 6 - 8 days Dance Unit across 7th & 9th grades

Year Two Gallery
// Here's where you can upload picture, short videos, documents and scans of student work. Click the "File" icon in the toolbar and it will prompt you to upload items for the Gallery. //

Year One Curriculum Snapshot:

 * (Each teacher should fill out their own section.) **

**Subject** || **Dance tools or lessons** What have you used this year? || **Standards** Arts integration with another area? Which areas? Dance standards addressed? || **Ideas for Expansion** (Next Year) || 9.1.2.1.1 || Christopher taught classes this year and I would like to assist the other teachers in team teaching lessons next year. I would like to help coordinate more Dance Nights for next year. I would like to help non-arts and physical education teachers to develop cross curricular lessons and units. I would like to incorporate more performance dances during pep rallies to promote dance as an art form and social community builder. I would like to get better at documenting this dance and arts work (video library that can help teachers refresh and remember the steps). More video conferencing with artists so students can have more artist-led workshops remotely. || Disco, Dance across the room, Cupid Shuffle, Cha-Cha Slide || 9.1.1.1.2 9.1.2.1.1 9.2.1.1.2 || I would like to incorporate more dance into my curriculum. I like the idea of doing a full unit with my 9th and 5th grade PE classes. With my elective Shape-Up fitness class, I would like to use dance 2-3 times a week for a semester as a warm-up or main activity.
 * **Teacher's Name** || **Grade Level,**
 * Shelly Chambers || 9-12th grade Arts appreciation course || Name game, Circle ball, energy wave, Cupid Shuffle in my class to teach others at Dance Night || 9.1.1.1.2
 * Jenn Piepgras || 5th-12th PE || Alphabet movement

I would like to add some more non-western dances and teach it myself. Christopher does a great job when he comes in, but I want to build my confidence and be comfortable teaching it myself:) || Esser || 10th grade Language Arts || Dance vocabulary, energy wave, various social dances like Cha-Cha Slide, Cupid Shuffle, etc. || 9.1.1.1.2 9.1.2.1.1 9.3.1.1.2 || Next year I would like to incorporate dance a little more seamlessly into my curriculum - it felt like a separate entity this year. Next year I would like students to watch a wide spectrum of performances and use critical thinking to analyze those performances. They will use dance vocabulary and interpret what they are seeing. If time allows, it would also be awesome if the students could turn a piece of writing into a performance piece. || 9.1.2.1.1 9.1.2.1.2 9.2.1.1.1 9.1.2.1.2 || First week dance unit, to build community, second week theatre unit... expand to video of student choreography to question, document, celebrate etc stories from our student's lives. Build towards a dance co-curricular activity during the winter season... and on and on.. || 9.1.2.1.1 || I want to have another social dance night next year, similar to the once this year, but possibly add live music from the bands along with expanding our repretoire of social dances. I would also like to widen my knowledge of the correlation between dance and music and how I can incorporate lessons about dance that fit with music that my classes are studying at the time. ||
 * Michele
 * Michael Carlson || High School Art || B.A.S.T.E. Irish Jig, Swing, Pathways Viniettes, Tableaux, || 9.1.1.1.2
 * Janel Hesch || 5th -12th Instrumental and General Music || Energy Wave, Cupid Shuffle, Black Eyed Peas Dance, Cha Cha Slide, Disco, Alphabet Movement || 9.1.1.1.2

Year One Report
The students are much more comfortable with dancing in general and open to using movement. They are more open minded to lessons on dance instead of resistance to it. In particular the male students were less afraid to ask a female student to dance and to feel comfortable with changing partners frequently. Students in partner dancing are beginning to perceive dance as a form of communication and not necessarily as courtship. Athletes who participated in after school and in physical education classes now perceive dance as strenuous and a valid workout that uses many muscles. The students perceive the teachers differently in that they expect and desire to have more dance integrated in our individual classes. They would also like to have more informal evening or after school dance opportunities. Students loved the Dance Night and commented that it was better than most dances because they had instruction as group activities (with prior learning) as well as being free and open to all ages.
 * What kinds of successes have happened in dance education at your school? **

As teachers we feel more comfortable about instructing social dances and that our own knowledge has grown. We have gained enough confidence to lead a large group activities and teaching choreography with dance. If only one class got to participate in the artist residency, a teacher would take that lesson and teach it to the remainder of their classes. Each teacher specialized in one dance and then jigsaw taught theirs to other classes. Ms. Piepgras used the alphabet body construction exercise with 5th grade vocabulary. Ms. Hesch 8th grade band presented the Black Eyed Peas performance for the pep fest for intermediate school winter sport activity rally. Our core ACE Dance members utilized the Irish Jig as a warm up movement activity for a staff development workshop.

At first, acceptance from the students. Finding time in our curriculum and make room for a dance unit and really giving the students enough time to appreciate, enjoy and value it as an art form. We found that we needed actual video and written instructions of our learning the various social dances so that we could refer back to them prior to teaching them to our students. For Ms. Esser and Ms. Chambers, it was finding how it would actually tie into our curriculum. Student perspective; now that I know this dance, when am I ever going to use it in a public forum outside of this classroom experience? Ms. Chambers was scheduling spaces and and remembering to document the work that is done.
 * What were the challenges? **

**Year One Gallery** Here's where you can upload picture, short videos, documents and scans of student work. Click the "File" icon in the toolbar and it will prompt you to upload items for the Gallery Below are a few slides from our Year One PowerPoint. Click here to download the full Presentation:


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