Anoka-Hennepin+District

Year Two ACE Team members:://Andrea Whitcomb (LESA),////Vanessa Wood (EGP),// //Malia Ovitt (LESA), Andrea Peterson (LESA),// //Stephanie O'Leary (LESA)//
 * -[[image:LIncoln&Evergreen.jpg width="294" height="341"]] || **Lincoln Elementary School** **for the Arts** //(Anoka) //  **&** **Evergreen Park World Studies Elementar//y//** // (Brooklyn Center) //

Previous ACE Team members: //Cathy Yseth//, //Ken Matlashewski// ||  || **Year Two**

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


 * What kinds of successes have happened in dance education at your school? **
 * We all gained confidence teaching the kids
 * Vocabulary and terminology . . . knowledge base
 *  Understanding the "Elements of Dance" have made teaching dance more manageable and accessible for teachers who aren't specifically trained in dance (us)
 * Using dance, and audience participation in dance, through the school play (EPWS) really got the kids engaged and involved
 * We've been able to integrate it in to district curriculum- next step: infusion!
 * Using the "Brain Dance" (EPWS) everyday to build confidence


 * What were the challenges? **
 * time constraints
 * curriculum- where does this fit in?
 * space
 * scheduling
 * follow through- as far as sharing information/activities/lessons with colleagues and having them use or extend it
 * getting/finding allies within our buildings/district
 * movement of staff, administration etc.- hard without consistency in OUR jobs

Year Two 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? || **Goals for dance next year** (2012-13) || __Morning Meeting Activities__:(building community at beginning of the year)
 * **Teacher's Name** || **Grade Level,**
 * Malia Ovitt & Andrea Peterson || Kindergarten || Space Activities, Name Game, Cipher, Fanga Alafia, Sunflower Dance, Math Movements, Transition Movements || Language Arts, Science, Social Studies, Math, Music, Visual Arts || We would like to incorporate the movement activities from the first day of kindergarten to better develop students awareness of their space and bodies. We would like to use to the Cowles Center as a resource and participate in learning activities and watch performances. We would like to include dance integration in our daily/weekly lesson plans and activities. We will use movement during transition times, especially tactile movements. Our goal is to end the year with a kindergarten celebration incorporating dance movements. ||
 * Vanessa Wood || First Grade || __BRAIN DANCE:__
 * Modeling
 * Teacher created moves for the 8 patterns
 * Using known and observed dance moves (ballet, hip-hop) to re-create the dance
 * Figuring out where moves fit in (with which of the 8 patterns?)
 * Name Game with many variations

__Poly Poly__ Strand II: Artistic Process: Create/Make (0.2.1.1.1) //Improvise of choreograph dance ideas that communicate an experience or theme//
 * || Strand I: Artistic Foundations (0.1.2.1.1) //Demonstrate replicated and improvised movement using control and coordination//

Strand III: Artistic Process: Perform/Present (0.3.1.1.1) Interpret and perform sequences of movement with a beginning ||  || Science and Writing || __*Morning Meeting Activities__:(building community at beginning of the year) 1. Identify the elements of dance including body, action, space, time and energy. 2. Describe the different styles and genres or dance. 1. Demonstrate replicated and improvised movement using control and coordination || I would like to use more movement in and through my curriculum next year. I would like to use to the Cowles Center as a resource and participate in learning activities and watch performances. I would like to include dance integration in our daily/weekly lesson plans and activities. We will use movement during transition times, and times deemed appropriate. I would like to develop more into the fundamentals of dance and use the "Brain Dance." || Whitcomb || Music || BASTE and the Critical Response Protocol: It has become a norm in my classroom to move every day, and I have had students evaluate dance and movement according to the elements of dance.
 * Stephanie O'Leary || Grade 4
 * Molecule movement with Water Unit (expanding and contracting)
 * Funga
 * Composition of a class dance with poetry unit
 * Transition movements || Language Art, Science, Writing, music, visual arts
 * Andrea

Upper grades have also spent time creating, practicing, and revising movements, based on teacher and peer feedback. || 1. Identify the elements of dance including body, action, space, time and energy.

1. Demonstrate replicated and improvised movement using control and coordination. 2. Revise creative work based on the feedback of others. || 1. To broaden my cultural dance and movement pallette 2. To make more cultural and historical connections to the music and movement in my classroom 3. To connect with other staff members in my building, in a collaborative effort to bring dance and movement into more classrooms 4. To be more intentional in my dance and movement integration, always keeping the standards in the forefront ||

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** (2011-12) || 2010-2012 || K-5 General Music, 4/5 Band and Orchestra, K-2 Choir || Folk dance: Rhythmically Moving
 * **Teacher's Name** || **Grade Level,**
 * Andrea Whitcomb
 * Andrea Whitcomb

B.A.S.T.E awareness and application

Plank (Underground Railroad)

Performance Circle (movement, vocal, instrumental)

Large group shapes || All activities are Integrated in, with and through the music curriculum. Dance Strand 1:Demonstrate

Social Studies || I would like to delve more into the fundamentals of dance as an art form in itself.

Feel more confident with the terminology and presentation. || 2010-2012 || Kindergarten || Name Game, Cipher, Freeze Dance, Space Bubble, Hickory Dickory Dock, Brainstorm, Mirroring, Spring Dance, Fanga Alafia
 * Malia Ovitt & Andrea Peterson
 * Reflective Review || Language Arts, Science, Social Studies, Math, Music, Visual Arts

Artistic Foundations - Demonstrate knowledge of foundations of the arts area. || We would like to incorporate the movement activities from the first day of kindergarten to better develop students awareness of their space and bodies. || 2010-2011 || Behavior Intervention || Rhythmic moving Basket dance || Identify the elements of dance including body, action, space, time and energy
 * Ken Matlashewski

Identify the elements of music including melody, rhythm

Identify the elements of visual art..including color, line, shape, texture and coordination || Will have to see where I am placed. || 2010-2011 || Music Specialist K-5 || Western African Dance- "Funga Alafia", communication through movement, visualization while listening to music, interpret the music with movement, Performance circles, Axial and Locomotor movement ||  ||   || 2010-2012 || First Grade ||  || Spelling Writer's Workshop ||  ||
 * Cathy Yseth
 * Vanessa Wood

Year One Report:

 * What kinds of successes have happened in dance education at your school? **
 * teacher dictated to student creations
 * students more aware of space and mobility
 * better awareness of what their bodies are capable of
 * better control of their bodies
 * exploration and improvisation
 * movement games to become more aware space
 * awareness of BASTE
 * differentiated learning through individual exploration and visualization


 * What were the challenges? **
 * space constraints
 * awareness of self

**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. //