Make Up Work
Guemara Marcelin
Lecture 1: Mission and Vision Statement (2/12/2024)
- Discussion Questions:
1. Why are mission and vision
statements important?
Mission
and Vision statements are
important because they provide a clear
understanding of why an organization exists and
what it aims to achieve, guiding
decisions and actions toward common goals. They also
inspire and motivate employees, promote
unity among teams, differentiate the
organization from competitors, and aid
in long-term planning, ultimately shaping its
identity and success.
2. How do the mission and vision
statements of the institutions listed above differ from each
other?
The
mission and vision statements of these institutions each articulate distinct
goals and approaches. For example,
South Miami Middle Community School emphasizes
collaboration and skill development for
responsible citizenship, while Dr. Henry E.
Perrine Academy of the Arts focuses on
nurturing artistic talents and overcoming barriers
to excellence. Meanwhile, South Miami
K-8 Center prioritizes cultural heritage,
academic enrichment, and the
integration of expressive arts to foster lifelong learning and
achievement.
3. Check UM's mission and vision
statements and express your opinion based on the
concepts we have discussed in class.
- I think UM's mission and vision
really hit the mark. They're all about making a
positive difference through education,
research, and service. They show that UM
wants to be a top-notch university,
both globally and locally, and they're not afraid
to aim high. Overall, UM seems like a
place with a clear sense of purpose and big
goals for the future. In my opinion,
UM's mission and vision align well with the
concepts we've discussed in class about
the importance of clarity of purpose,
guidance for decision-making,
motivation and inspiration, unity and cohesion,
differentiation and branding, and
long-term planning.
My mission and vision statements:
Mission
statement: Our mission is to
create an uplifting and positive environment where students
can thrive. We are committed to
providing all the tools and support necessary for our dancers to
succeed technically while giving them
the opportunity to express themselves creatively.
Vision Statement:
Our vision is to be a dance school where every student feels empowered to
express themselves through movement. We
strive to foster a community that celebrates diversity,
encourages growth, and inspires artistic
excellence. Together, we dance towards a future where
passion, skill, and self-expression
intertwine to create extraordinary performances and lifelong
memories.
Lecture
2: Teaching Philosophy Statement
(2/7/2024)
Question 1. Why would it be important
for a teacher to find the balance between task and
relationship oriented approaches?
Question 2. Explain the meaning of the
acronym SAFE in your own words.
Question 3. After watching this video,
discuss the meaning of the teaching philosophy when the
focus is a process oriented approach to
learning through the arts.
Question 4. What makes a learning
process task oriented or relationship oriented is the intention
of the teacher. Explain the statement.
Passion, skill, and self-expression
intertwine to create extraordinary performances and lifelong
memories.
Lecture 2: Teaching Philosophy
Statement (2/7/2024)
Question 1. Why would it be important
for a teacher to find the balance between task and
relationship oriented approaches?
Question 2. Explain the meaning of the
acronym SAFE in your own words.
Question 3. After watching this video,
discuss the meaning of the teaching philosophy when the
focus is a process oriented approach to
learning through the arts.
Question 4. What makes a learning
process task oriented or relationship oriented is the intention
of the teacher. Explain the statement.
Question 5. Articulate, write and post
your own teaching philosophy statement.
Answers
Question 1: It's important for a
teacher to balance task and relationship-oriented approaches
because focusing solely on tasks can
lead to a lack of connection with students, while prioritizing
relationships without addressing tasks
can result in a lack of academic progress. Finding the
balance ensures that students feel
supported emotionally while also achieving educational
objectives.
Question 2: SAFE stands for SEQUENCED,
ACTIVE, FOCUSED, and EXPLICIT. To me, it
means that effective social and
emotional learning approaches involve activities that are
connected and coordinated (sequenced),
require active participation from students (active),
dedicate focused time and attention to
skill development (focused), and target specific social and
emotional skills directly (explicit).
Question
3: The video emphasizes the importance of self-awareness and authenticity in
developing a teaching philosophy. It
highlights the need for teachers to understand their internal
values and align them with their
teaching practices, considering the audience and subject matter.
It stresses the personal nature of
crafting a teaching philosophy and the importance of reflection
and alignment with one's teaching
interests and goals.
Question
4: A task-oriented approach focuses primarily on achieving academic goals and
completing assignments, while a
relationship-oriented approach prioritizes building connections
with students and fostering their
social and emotional well-being. The intention of the teacher
determines whether the learning process
is task-oriented or relationship-oriented.
Question
5: My teaching philosophy is centered on fostering holistic growth through
meaningful
connections and active engagement. I
believe in creating a supportive and inclusive learning
environment where students feel valued
and empowered to explore their creativity and potential.
By integrating the arts into the
learning process, I aim to cultivate critical thinking,
communication skills, and empathy while
nurturing a lifelong love for learning.
Lecture 3:
Creative Dance Approach (3/4/2024)
I.
Question 1. Why is the MindUp
curriculum an important addition to the general curriculum of
students K-12?
Question 2. Explain each one of the
definitions listed above. (Movement Metaphors, Conceptual
Dance/Art, Learning Styles: VAKT,
Individuation
Question 3. In your view, based on the
concepts above (Role of the Teacher: Creativity
Facilitators, Behavior Managers,
Freedom-to-Make-Mistakes Givers, Coach vs Teacher vs
Mentor.) What should be the role of a
teacher in the dance studio when teaching K through 12?
II.
After watching this video about the way
a teacher in San Diego teaches a creative dance class,
answer the following questions
(CREATIVE DANCE - Children's creative dance classes, San
Diego NC, California, by Amanda Banks):
Question 4. What resonated with you
about this class and the teacher? Explain why?
Question 5. Name the different parts of
the class. What is the importance of each part? Explain in
your own words.
Answers
Question 1: The MindUp curriculum is important for K-12 students because it integrates social
and
emotional learning (SEL) into the general curriculum, providing students with
valuable skills
to navigate their emotions, build
relationships, and manage stress effectively.
Question 2:
- Movement Metaphors: Using movement to
symbolize or represent abstract concepts or ideas.
- Conceptual Dance/Art: Dance or art
that conveys a specific concept or message, often through
symbolism or abstraction.
- Learning Styles: VAKT refers to
Visual, Auditory, Kinesthetic, and Tactile learning styles,
recognizing that students may have
different preferences for how they learn best.
- Individuation: The process of
recognizing and developing individual differences and unique
qualities.
Question 3: In the dance studio, the
role of the teacher should be multifaceted. They are
creativity facilitators, guiding
students to explore and express themselves through movement.
They are behavior managers, creating a
safe and respectful environment conducive to learning.
They are also freedom-to-make-mistakes
givers, encouraging students to take risks and learn
from their experiences. Ultimately,
they act as coaches, teachers, and mentors, providing support,
guidance, and inspiration to students
of all ages.
Question 4: What resonated with me
about this class and the teacher is the emphasis on
creativity, self-expression, and
inclusivity. The teacher's enthusiasm and encouragement created
a positive and supportive atmosphere
where students felt empowered to explore and express
themselves freely through movement.
Additionally, the incorporation of music, props, and
storytelling added depth and richness
to the dance experience, making it engaging and enjoyable
for all participants.
Question 5: The different parts of the
class include warm-up exercises, movement exploration,
creative tasks, and cool-down
activities. Each part serves a distinct purpose:
- Warm-up exercises prepare the body
and mind for movement, promoting flexibility,
coordination, and focus.
- Movement exploration allows students
to experiment with different movements and gestures,
fostering creativity and
self-discovery.
- Creative tasks encourage students to
apply their imagination and creativity to create their own
dance sequences or improvisations,
promoting self-expression and artistic exploration.
- Cool-down activities help students
transition out of the dance class, promoting relaxation and
reflection while also preventing
injury.
Lecture 4: The kinesthetic loop (2/26/2024)
Pre-K students form small groups and
create simple dance routines representing basic concepts
like colors or numbers. They perform
their dances, explaining movements to classmates,
fostering physical activity and early
learning through creative movement.
Lecture
5: Teaching: Assessment (3/18/2024)
Question: Why is it important to teach
the elements of dance?
Understanding the elements of dance is super important because it gives us the tools
to really
dive into the art form. When we get a
handle on things like body alignment, movement quality,
and how to use space and time
effectively, it's like unlocking a whole new level of dance. Plus,
it's not just about technique –
learning these elements lets us get creative with our choreography
and appreciate dance from different
cultures and time periods. It's kind of like mastering a
language that lets us speak fluently in
the world of dance, and that's pretty cool.
MINI LESSON:
Who am I teaching? 1st-3rd grade
elementary school students.
·
Class demographics: 20-25 students from
diverse backgrounds.
Elements of dance focused on: Shape and
Form.
·
Title: Creative Creatures Dance
Adventure.
Subtitle/Unit: Underwater Exploration.
·
Component: Movement Principles and
Underlying Concepts.
·
Objectives: Explore the concept of
shape and form in dance through imaginative storytelling and
movement exploration inspired by
underwater creatures.
·
Competency: The
student can demonstrate an understanding of shape and form by embodying.
the movements of underwater creatures
with creativity and expressiveness.
·
Activity: Underwater Adventure Dance Exploration
- Shape and Form.
Learning Objectives:
1. Begin with a guided visualization of
an underwater adventure, inviting students to imagine
themselves swimming among colorful sea
creatures.
2. Warm-up with ocean-themed stretches
and movements, focusing on creating shapes with the
body to mimic the movements of fish,
jellyfish, and other underwater creatures.
3. Explore different shapes and forms
in dance, such as curves, spirals, and angular shapes,
through guided movement exercises and
improvisation.
4. Learn a short choreography sequence
inspired by underwater creatures, incorporating the
shapes and forms explored in the
warm-up and movement exercise.
5. Introduce vocabulary related to
shape and form in dance, such as "curved," "straight,"
"twisted," and
"expanded."
6. Enhance the learning experience with
visual aids, such as pictures or videos of underwater
scenes and marine life.
7. Encourage creative expression and
storytelling as students perform their underwater adventure
dance sequence.
Assessment: Informal observation-based assessment. Monitor students'
participation and
engagement during the activities,
noting their ability to embody different shapes and forms in
their movements. Provide positive
reinforcement and encouragement to foster confidence and
creativity in each student.
Lecture
6: Creative Method Illustrated
(3/20/2024)
Question 1: Why are these music props
important for dance teachers? These music props are
important for dance teachers because
they enhance the learning experience and engagement of
young children in the classroom. Props
such as scarves, ribbons, shakers, and instruments
provide tactile and visual stimulation,
encouraging children to explore movement and rhythm in
a playful and interactive way.
Additionally, props can help children develop coordination, spatial
awareness, and motor skills as they
interact with different objects while dancing.
Question 2: Which are possible
scenarios in which you would use recorded songs like this one?
I would use this as a warm-up to start
the class with an energetic song to get students moving and
warmed up before engaging in more
structured dance activities or exercises or I would use this as
a
cool down activity when they get back from recess and also as a way to take a
brain break if I
see they are lacking focus or getting
rowdy during a lesson.
Lecture
7: Teaching practice: Calming Exercises
(3/25/2024)
Question: After watching the video,
what tools can we develop to engage young children?
- Please, write a reflection on how
this video can improve online dance/movement
instruction for children.
After watching the video some tools
that we can develop to engage young children are creating
interactive platforms or apps that are
designed for children that allow them to engage in a variety
of dance and movement activities with
things like lots of colors, animations, characters and fun
music that brings them joy and fosters
engagement. In addition, I believe that this video can
improve online dance/movement
instruction for children because it uses all of the right and
appropriate things to keep children
engaged, there’s lots of animation that allows them to use as
much as imagination that they want, the
music is calming and it’s not too long to where they lose
their attention span. It demonstrates
simple yet effective techniques to help children regulate
their emotions and energy levels
through breathing and stretching exercises.
Lecture
8: Yoga for kids (4/1/2024)
Question: Based on the approach of this
teacher:
- What age group and/or grade level is
her target audience? I believe her target audience is
for 3-7 year olds
- Why do you think so? I say this
because everything is very animated, and these yoga
moves aren’t super advanced, although
it’s a follow along video she uses certain things to
keep the children engaged/for them to
be able to use their imagination. For example, for
one of the scenarios she says “now it’s
time to get on our bicycles” as she has them
pedaling their legs in the air.
- How would you adapt her lesson to
your own style? To adapt her lesson to my own style,
I would maintain the focus on
simplicity, creativity, and engagement. I might incorporate
more interactive elements such as
call-and-response chants or incorporating storytelling
into the movements to stimulate
children's imaginations further. I would also emphasize
the importance of encouragement and
positive reinforcement throughout the lesson,
creating a supportive and nurturing
environment where children feel confident to explore
and
express themselves through movement. Additionally, I would ensure clear and
concise instructions, using visual cues
and demonstrations as needed to aid
understanding, especially considering
the young age of the group.
Lecture
9: Creative Ballet Teaching (4/8/2024)
Question: About this video; do you
think her mode of instruction is truly effective when teaching
ballet technique to children. Justify
your answer.
Firstly, I really enjoyed this video as
it was fun and enthusiastic, I do believe that there are both
negatives and positives to the video.
To begin with the positives, I believe this is effective for the
children because it gives access to
kids who may not have the luxury of taking a ballet course or
just don’t have the proper resources to
participate in ballet, I also believe that she has a great
attitude that gives positive
reinforcement and makes everyone feel good about themselves, lastly
this is appropriate for all ages and
abilities and a good way to get children moving. While the
instructor incorporates fun and playful
elements into the class, such as using props and
encouraging imagination, the length of
the video and the repetitive nature of some activities may
lead to decreased engagement and
attention span, particularly for younger children, I also feel
that there was a lack of representation
for the children. I feel children would be able to connect
more if there were other kids on the
screen doing/demonstrating the activities along with the
teacher, it also may be hard for the
kids to stay tuned if they don’t have the same props.
Lecture
10: Teaching children with disabilities
(4/17/2024)
Question: About these 3 videos; what
would you say is the main objective of teaching dance to
children with disabilities? Explain
The main objective of teaching dance to
children with disabilities in these videos is to promote
inclusion, self-expression, and
physical well-being by providing accessible and empowering
opportunities for creative movement and
expression. These videos showcase adapted
choreography tailored for children with
disabilities, highlighting the importance of inclusivity
and providing a platform for them to
participate alongside their peers. Furthermore, the videos
demonstrate the beauty of integrated
dance, where dancers of all abilities collaborate and create
together, advocating for equal
opportunities and accessibility in the dance community. Through
these diverse perspectives and
experiences, the videos collectively emphasize the significance of
inclusive
dance education and performance in promoting acceptance, empowerment, and
well-being for children with
disabilities. I love that it teaches these children with the disabilities
that they are still able to participate
in fun activities and feel the freedom of dancing just like
everyone else. I loved seeing their
faces light up all throughout the videos!
My
teaching lesson plan (wednesday
4/25/2024)
Title: Elemental Explorations: Improv
Dance
Age Group: 11-15 years old
Component: Creative Movement and
Collaboration
Duration: Approximately 25 minutes
Learning Objective:
Students will explore the elements of
earth, wind, water, and fire through improvised
choreography in small groups,
culminating in a sharing session where they provide positive
feedback to each other.
Competencies:
● Collaboratively
create choreography based on assigned elements.
● Perform
improvised choreography with creativity and expression.
● Provide
constructive feedback to peers.
Lesson Plan:
Introduction (5 minutes):
Begin with a brief warm-up to get
students moving and focused. Include dynamic stretches and
movements to prepare their bodies for
improvisation.
Explain the objective of the class: to
explore the elements of earth, wind, water, and fire through
improvised choreography in small
groups.
Elemental Exploration (10 minutes):
- Divide the class into groups of four,
assigning each group an element (earth, wind, water,
fire).
- Instruct each group to brainstorm and
create choreography inspired by their assigned
element. Encourage them to think about
movements, shapes, and dynamics that represent
their element.
- Give the groups about 5-7 minutes to
create their choreography.
Group Sharing (5 minutes):
- Have each group perform their
improvised choreography for the rest of the class.
- After each performance, facilitate a
brief discussion where each group shares something
they liked about the other groups'
performances. Encourage positive feedback and
appreciation for each other's
creativity.
Closing Circle (5 minutes):
- Gather the class into a circle,
holding hands.
- Lead a moment of reflection where
students express gratitude for each other's efforts and
creativity during the class.
- Have each student step into the
circle, thank the person next to them, and then step out,
creating a chain of appreciation.
- End the class with a collective thank
you and a reminder to carry the spirit of
collaboration and creativity into
future dance sessions.
This lesson plan aims to engage
students in a creative exploration of the elements through
improvised choreography, foster
collaboration and appreciation among peers, and end the class
on a positive and connected note.
FINAL PAPER:
Participating in this course this semester has improved my knowledge not only
as a
dancer but also my knowledge of
teaching dance. I have left feeling experienced in teaching all
different age groups and audiences as
well as being able to write out a proper lesson plan. I loved
how the course started off with not
just dance education history but the history of education
overall. It was important for me to not
only understand the foundation of teaching dance but to
also know the foundations of teaching
in all aspects as a whole. I also got to experience first
hand the work that goes into teaching a
class overall, it takes a lot of planning and organization.
That is a skill I can truly say I am
leaving this class with and that is something I am grateful for. I
appreciate each and every blog post for
every lesson you made, because it was so easy to follow
through whether I was in class or out
of it, and I always knew exactly what was planned for that
day in class.
My experience in this class has been
such a wonderful experience, not only did I get to
connect with such a great and
kindhearted professor but I got to meet some amazing classmates
along the way too. Exploring different
teaching methodologies and real-life examples has
allowed me to connect theory with
practice in meaningful ways. The collaborative and
supportive learning environment
fostered in this class has encouraged me to step out of my
comfort zone and explore new approaches
to teaching and learning. I would have liked us to do
more interactive classes where he had
teaching seminars or scenarios that allowed us to move
and dance more, but I still enjoyed the
discussions that we did and lessons that helped us build
up to teaching our own lessons.
The main reason I chose my field of
study; Global Health, is because it allows me to do
what I love most, which is helping
others. Not only do I get to help improve the quality of health
for others and help achieve health
equity but I get to do so on a global scale. This class has
taught me how to work with many
different age groups and audiences, which is good for me to
apply to my future career as I will be
working with those who are living in different
circumstances such as those who live in
poverty, those who are disabled, special needs, those
who speak different languages, and
those of many different cultures and backgrounds. This class
has also taught me how to plan and
organize very well, from building our lesson plans, group
projects, and curating a portfolio. It
will all come in handy for me as next semester I am stepping
into my senior year, and being a part
of the Global Health program requires me to do a capstone
of my own which will then require me to
build a portfolio as well in the end. With my prior
knowledge from this class I can take
all of these experiences to conduct my own research, and
build a nice long resume/portfolio to
show all of my accomplishments and achievements after
studying my program. I am so glad to
have been a part of this class this semester, it has truly
changed my life and skills for the
better.
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