Lakes+International+Language+Academy

//Raul Arroyo,// //Jenni Muras (Team Leader)////,// //Fred Moreno,// //Claire Gilbert,// //Jade Hibbard// ||   || **Wiki Page Navigation Links** **.** flat Visit @LILA Year 2 Gallery to see student work and dance activities. ||
 * Lakes International Language Academy (LILA) **Forest Lake, MN**

= Year 2 Report = Integrated Virginia Reel into 5th grade unit on the American Revolution Two annual family dance nights have been hits with the administration, teachers, parents, students, community We have zumba class on Friday for staff. Students have taken initiative and student action to create their own dances Noticeable increase in student open mindedness to learning new forms of dance and experimenting and playing with movement Increased integration of movement into math, science, language arts, social studies, etc. "putting academic learning into bodies" Expanded dance unit in physical education Changed flexibility in how students use the space of the classroom (i.e. letting students stand/sit/lean against wall, etc. More in-tune to students' bodies' needs (stretch breaks, mind/body connection, brain body, cross lateral movement) In order for the mind to be ready to learn, the body needs to be ready to learn Noticed students asking for dancing activities in the morning meetings Students have been requesting to teach dance to the other students Students will find songs and request that we help them choreograph something for the class Noticed students choreographing dances at recess
 * What kinds of successes have happened in dance education at your school? **

Trying to remember the dances (want to make a gallery of dances from ACE instructors, students, teachers, etc) Still have some resistance of partner dancing open mindedness
 * What were the challenges? **

= Year 2 Curriculum Snapshot = Subject || Dance tools or lessons
 * (Each teacher should fill out their own section.) **
 * Teacher's Name || Grade Level &

// What have you used this year? // || // Standards //

// Dance standards //

// Arts integration with another // // area? // || // Goals for next year //

(2012-13) ||
 * Jenni Muras || K-6 Physical Education, Math and Reading Basic Skills Support || I had a three week dance unit for physical education which included simple dances such as the Macarena, hokey pokey, and freeze dance as well as more complex dances such as merengue, salsa, hip hop, or having the students choreograph their own dances.

I helped the 5th grade learn and practice the Virginia Reel for their wax museum history night. || Dance strand 1 (Grades k-3): 0.1.2.1.1 Demonstrate replicated and improvised movement using control and coordination

Dance strand 1 (Grades k-3): 0.2.1.1.1. Improvise or choreograph dance ideas that communicate an experience or theme

Dance strand 4 (Grades k-3): 0.4.1.1.1. Compare and contrast the characteristics of a various dance works or performances.

Dance strand 2 (Grades 4-5): 4.2.1.1.2. Revise creative work based on the feedback of others and self-reflection

4.1.1.1.1 Describe the elements of dance including body, action, space, time and energy.

4.1.2.1.1 Demonstrate movement using control, coordination and balance in movement replication and improvisation in more than one dance tradition.

4.2.1.1.1 Create movement sequences and improvisations using choreographic forms to express an idea, theme, image or tradition.

4.2.1.1.2 Revise creative work based on the feedback of others and self-reflection.

4.3.1.1.1 Interpret and perform movement characteristics and styles of more than one dance form or tradition. || I would like to continue to expand the physical education dance unit to include history of where the dances came from and the purpose of some of the dances we are doing.

I would like to continue to encourage student dance choreography and perhaps try to submit some of the dances to websites such as pe central or pe universe for other physical education teachers to use.

I would like to continue to look for arts/dance grants to continue the growth of dance education at LILA. I would like to share the knowledge that I have gained from the two year grant with other LILA teachers and staff.

I would like to focus more on the dance standards, especially with the upper grades and perhaps get into descriptive review with 5th and 6th grade. I would like to continue to videotape dances to put into an archive to share with not only the LILA staff but also other dance educators.

I would like to keep the annual family dance night a tradition at LILA, but expand it to include more student showcase dances. || 4.1.2.1.1 Demonstrate movement using control, coordination and balance in movement replication and improvisation in more than one dance tradition. 4.1.2.1.2 Describe how technology is used in a variety of dance contexts for research and feedback. 4.2.1.1.1 Create movement sequences and improvisations using choreographic forms to express an idea, theme, image or tradition. 4.2.1.1.2 Revise creative work based on the feedback of others and self-reflection. 4.3.1.1.1 Interpret and perform movement characteristics and styles of more than one dance form or tradition. 4.4.1.1.1. Justify personal interpretations and reactions to various dance works and performances.
 * Claire Gilbert || 5th, General Education || * •I used the name game, an activity where students say their name and create an action to go along with the name.
 * I taught a lesson that I developed, "Expressing Emotion through Energy." I taught the students the dance "Virginia Reel" as part of our study of the American Revolution and the Colonial Era.
 * Kenna taught my students her "Journey Into Black Dance" sequence through videoconferencing with the Cowles Center for Dance and the Performing Arts.
 * Students choreographed and performed their own dances for the class and presented videos of their choreographed dances (their idea-- student action).
 * Students in my video club filmed the three dance-based //clases especiales// (special classes): salsa fitness, dance club, and clogging. The video showed on our school television station, //Lilavisión.//
 * A student taught the class salsa dancing (his idea).
 * A group of students taught the class some line dancing (their idea).
 * I taught the students the dance to the Cupid Shuffle, and Christopher taught many other dances during his site visits. They especially liked the dance to "Dancing Feathers," called "Scratch," and we did that throughout the year.
 * In math class, the students showed different angles and shapes with their bodies in small groups and individually. We also used movement in lessons on graphing coordinate planes. || 4.1.1.1.1 Describe the elements of dance including body, action, space, time and energy.

Social studies:

5.4.4.16.5 Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763) || I want us to have a dance showcase where student choreographers are able to present their works for a larger audience, either the student body or the greater community in an evening event. This could be a benefit, with donations going towards the arts at LILA.

I want to continue to facilitate student dance-making at school. Many have enjoyed this aspect of dance this year, and I want to make more space for it to happen in class.

I want to integrate movement and science more. I want to write some dance activities into our planner for a unit we teach on ecology in the fall. Perhaps we could even use more movement in our puberty unit. || Spanish ImmersionSchool || __**Dance lessons and games**__
 * Frederman Moreno || 5th grade

I have taught different dances and games thorough the different times of the day. At the beginning, I started with small activities for students to get used to move and share their creativity. A good example was “Sillas Musicales” (dancing chairs).

Later on, we continued with “Scratch” a very entertainment dance that Christopher showed our students in which allows them to participate in small groups. Students were able to explore new moves and share with their peers.

Before introducing any dances, I started with a mini lesson with different styles of music using an interactive flipchart. Students were able to choose random choices and make up movements based on what they were listening, then they voted for their favorite one.

We also explored the elements of art within the same lesson. Students review them, and by using some video clips from a couple of my dance performances, students were able to call out some of the elements.

Once students were more comfortable moving, we started to practice dances such as Macarena, Merengue, Cha Cha Cha, Salsa, Disco, Cupid Shuffle, etc.

We also wanted to include music and dances into our units of inquiry, so we had that goal when planning for our units. For example, we rehearsed and practiced the “Virginia Reel” and students perform it during our parents’ night. Not only they danced, but they also dressed up like the American Revolution leaders and participated in a living wax museum. || 4.1.2.1.1 Demonstrate movement using control, coordination and balance in movement replication and improvisation in more than one dance tradition. 4.1.2.1.2 Describe how technology is used in a variety of dance contexts for research and feedback. 4.2.1.1.1 Create movement sequences and improvisations using choreographic forms to express an idea, theme, image or tradition. 4.2.1.1.2 Revise creative work based on the feedback of others and self-reflection. 4.3.1.1.1 Interpret and perform movement characteristics and styles of more than one dance form or tradition. 4.4.1.1.1. Justify personal interpretations and reactions to various dance works and performances.

Social studies:

5.4.4.16.5 Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763) || __**Future dance goals**__ It is very important for me to continue including movement in my classroom during the next year class. I will start earlier so we can actually cover a little bit more. I want to be a risk taker and together with my students, create more choreography. It will be very special for students to create and perform their dances. I guess I lacked that piece this year ||
 * Raul Arroyo || 6th, General Education || * I was able to choreograph and teach some dances to my class. Using different dance techniques and different rhythms. With these dances we were able to learn about different cultures through the music and movements.


 * Also, we learned and sang some songs that required movements where students have the opportunity to suggest different rhythms and movements to the songs.

I was able to use some choreographic principles with my class in several occasions. As a class we were able to create a performance.
 * Salsa Fitness Class. As part of the school curriculum I was teaching a dance class where students had the opportunity to exercise and learn Latin dances with a mix of other rhythms.
 * || Dance- 6.1.1.1.2

Music – 6.1.1.2.3 We sang and dance to songs trying to incorporate different music elements like melody, rhythm and harmony.

Media Arts – 6.1.2.2.2 Making of a video to create original products for expressive intent. || Keep on doing the same activities that I was doing this year. I would like to incorporate more of the West African steps that we learned this year.

Also some of the skills that I learned this year is to name the steps that I teach so it would be easier for students to remember those steps.

I would definitely like to include more of the arts standards to my curriculum.

As a team we would like to continue organizing the family dance night, where all parents, students and staff have the opportunity to dance and even showcase their talents. ||
 * Jade Hibbard || 3rd, Spanish Immersion Teacher || Incorporate dances into morning meeting: cha-cha slide, waka-waka, cupid shuffle, freestyle, cyclone, macarena, scratch, name game, coseeki (students create pattern then others follow)

For the first week of our rainforest unit I did a lesson based on cinquain poems of different animals, The students then used our example to create their own cinquain poems about an animal, then created movements to express that animal. We then used that style of lesson in different aspects of our curriculum such as people, animals, seasons, etc.

Students created dances on their own during free/snack time and have been demonstrating them to the class.

Used movement during math to create fractions, geometric shapes, rotations, degrees, multiplication, counting up/down,

During our space unit we used movement to portray the planets, rotation and revolution, the moon, and phases of the moon. || __Dance Standards K-3:__ 0.1.2.1.1 Demonstrate replicated and improvised movement using control and coordination

0.2.1.1.1. Improvise or choreograph dance ideas that communicate an experience or theme

0.2.1.1.2 Revise creative work based on the feedback of others.

0.3.1.1.1 Interpret and perform sequences of movement with a beginning, middle and end that communicate a life experience, theme or idea.

0.3.1.1.2 Reflect on a presentation based on the feedback of others.

__Science Standards Grade 3:__ 3.2.3.1.2 Explain how shadows form and can change in various ways.

3.3.3.1.2 Recognize the pattern of apparent changes in the moon's shape and position.

3.3.3.2.2 Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth.

__Math Standards Grade 3:__ 3.1.3.2 Understand that the size of a fractional part is relative to the size of the whole.

3.3.1.1 Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. || I would like to continue to use more movement and student led activities to get the kids moving more and get them more comfortable with expressing themselves.

Choreographing is not as foreign to me, and I would like to utilize what I have learned this year to help my students choreograph their own dances.

I would like to utilize more movement in my lessons, especially when learning math facts and grasping concrete concepts, especially for those abstract learners.

I especially want to keep moving forward with my dancing confidence-if I feel confident I know my students will as well! ||

= Year 1 Team Report =

· Increased awareness of the value of student choice in body positioning while learning · Dance unit was added to physical education curriculum · Family dance night · Increased staff interest · Have either passed on information to other teachers or plan to pass on information through trainings · Increased dance repertoire · Increased dance exposure for students · Filmed dances and put some of the videos on parent websites · Positive parent feedback from parents who have had their children come home and teach them dances · Students are teaching dances to other students outside of classes · 5th grade class has taught all of the other 5th grade class a dance for a wax museum night · Increased technology use · Increased awareness of dance history and meaning/reason for dance · A lot of classes are involved other than the ACE dance grant team classes · Newspaper media, community awareness, etc. · Translating CAETE (Cuerpo, Accion, Espacio, Tiempo, Energia) <span style="font-family: Arial,Helvetica,sans-serif;">· Staff did a flash mob dance for the staff talent show and might be performing for the Forest Lake talent show :-)
 * What kinds of successes have happened in dance education at your school? **

· Some student resistance · Wiki site/technology · Gender relations and dancing, partner choosing · Controversial blog over newspaper article · Integration into units versus separate entity
 * What were the challenges? **

= Year 1 Curriculum Snapshot = **Subject** || **Dance tools or lessons** What have you used in Year One? || **Standards** Arts integration with another area? Which areas? Dance standards addressed? || **Ideas for Expansion** (2011-12) ||
 * (Each teacher should fill out their own section.) **
 * **Teacher's Name** || **Grade Level,**
 * Jenni Muras || K-6, Physical Education || Les salut, conga, tango, disco, scratch, wimoweh, irish medley, macarena, virginia reel, black eyed peas, cha cha slide, cupid shuffle, fjaskern, chinese ribbon dance, cotton eye joe, electric slide, merengue, twist, action wave, helped to choreograph and teach a staff flash mob dance, students created their own music during the 5th grade express yourselves unit and I will be having them choreograph dances to their own music || Simple machines, team building, geography/history of dance (a little bit), music and dance creation

Dance strand 1 (Grades k-3): 0.1.2.1.1 Demonstrate replicated and improvised movement using control and coordination

Dance strand 1 (Grades k-3): 0.2.1.1.1. Improvise or choreograph dance ideas that communicate an experience or theme

Dance strand 4 (Grades k-3): 0.4.1.1.1. Compare and contrast the characteristics of a various dance works or performances.

Dance strand 2 (Grades 4-5): 4.2.1.1.2. Revise creative work based on the feedback of others and self-reflection || I want to use dance on a regular basis and integrate it into the physical education curriculum versus a dance unit.

Want to learn more about dance standards to be able to share with students and assess dance

I want to build my dance repertoire so I can teach dances that are appropriate for each grade level; do more social dance with older students

Dance evaluation? Teaching elements of dance and dance history; gain knowledge of multicultural dance and integrate more history

Integrate other classroom subjects using dance and movement || Moreno || 5th Grade Teacher || Merengue Salsa Tango Cupid shuffle Disco Macarena (reg/canadian) El tumbaito (free style) Black Eyed Peas Virginia Reel Scratch || * Improvise or choreograph dance ideas that communicate an experience or theme.
 * Fred
 * Interpret and perform sequences of movement with a beginning, middle and end that communicate a life experience, theme or idea.
 * Describe the elements of dance including body, action, space, time and energy.
 * Describe how technology is used in a variety of dance contexts for research and feedback. ||  ||
 * Chelsay Nordtvedt || 3rd Grade Teacher || Name game, cupid shuffle, conga, disco, scratch, Irish Medly, cha cha slide, macarena, mi burrito sabeñero, flamenco music exposure

Larry Yazzie- Native American Guest Dancer

Morning meeting activities- body awareness and movement with bubbles, name game/dance, spelling words/ or forming letters with our bodies,

Illustrating Geometry Concepts through movement ( angles, parallel lines, intersecting lines, different types of triangles, rotation)

Movement Breaks ( time for students to stretch and move to gain body awareness and focus) candle blowing activity for improved focus || Dance Strand 2: 1.2.11 Demonstrate replicated and improvised movement using control and coordination.

Dance Strand 3.1.1.1 Identify the characteristics of dance from a variety of cultures including the contributions of Minnesota American Indian tribes and communities.

Dance Strand 2.1.1.1.1 Improvise or choreograph and ideas that communicate and experience or theme || Teach the dances on my own.

Integrate more dancing into our Native American Unit

Use the Space Cadet academy during our space unit to talk about gravity on different planets

Use more movement to teach math in areas aside from geometry ||
 * Claire Gilbert || 5th grade || Name Game w/ dance making extension, cupid shuffle, action wave, improvisation in response to rapid music changes (all morning meeting components)

Virginia Reel reviewed for performance in school assembly and parent night (part of Revolutionary War unit)

Various additional dances taught by Christopher (salsa, tango, conga, night fever, scratch, Irish Medley, "I've got a feeling", Cha cha slide, Chinese Ribbon Dance, Fjaskern)

Field trip planned to the Ordway to see dance. || Minnesota Arts Standards

4.1.2.1.1 Demonstrate movement using control, coordination and balance in movement replication and improvisation in more than one dance tradition. 4.1.2.1.2 Describe how technology is used in a variety of dance contexts for research and feedback. 4.2.1.1.1 Create movement sequences and improvisations using choreographic forms to express an idea, theme, image or tradition. 4.2.1.1.2 Revise creative work based on the feedback of others and self-reflection. 4.3.1.1.1 Interpret and perform movement characteristics and styles of more than one dance form or tradition. || I will sharpen my Spanish dance vocabulary so I can better lead these activities in class. I will prepare a well-organized playlist for ease of deejaying during the dance activities. || Third grade invited Larry Yazzie, a Native American Guest Dancer, for our family night in November. My students and I used movement in the morning meeting activities- body awareness and movement with bubbles, name game/dance, spelling words/ or forming letters with our bodies, Like Chelsay, we also illustrated geometry concepts through movement ( angles, parallel lines, intersecting lines, different types of triangles, rotation). || Dance Strand 2: 1.2.11 Demonstrate replicated and improvised movement using control and coordination. Dance Strand 3.1.1.1 Identify the characteristics of dance from a variety of cultures including the contributions of Minnesota American Indian tribes and communities. Dance Strand 2.1.1.1.1 Improvise or choreograph and ideas that communicate and experience or theme || Teach the dances on my own Integrate more dancing into our Native American Unit Use the Space Cadet academy during our space unit to talk about gravity on different planets Use more movement to teach math in areas aside from geometry Dance evaluation? Teaching elements of dance and dance history; gain knowledge of multicultural dance and integrate more history Integrate other classroom subjects using dance and movemen ||
 * Melissa Garbow || 3rd grade || We used the name game, cupid shuffle, conga, disco, scratch, Irish Medly, cha cha slide, macarena, merengue, cha cha slide, the Black Eyed Peas.

= Year 1 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.
 * [[image:La_Clase_Screenie.jpg width="297" height="214" caption="5th Grade Class Movie"]] || [[image:file:///Users/jmuras/Pictures/iPhoto%20Library/Originals/2011/Mar%209,%202011/P1060571.JPG]]

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