The Blueprint for Teaching and Learning in Dance: Fully Developed Units

Transcription

1 The Blueprint fr Teaching and Learning in Dance: Fully Develped Units Title f the Unit: Universal Human Rights, Alvin Ailey, and the Bdy/What: Actins, Parts and Shapes Benchmark: 2 nd Grade Teacher: Elvira Vaiana, P.S. 20Q Click belw t g t: Unit Template Lessn Plans Tls (Lessn 4) Tls (Lessn 6) We are grateful t the Arnhld Fundatin fr their generus supprt.

2 The Blueprint fr Teaching and Learning in Dance: Sample Unit Planner Title f the Unit: Universal Human Rights, Alvin Ailey, and the Bdy/What: Actins, Parts and Shapes Dance Teacher Name: Elvira Vaiana Schl: PS20Q, Jhn Bwne Elementary Unit Dates: 2/4/15 4/2/15 Number f Class Sessins: 8 Benchmark(s): Grade 2 Grade/Class: 3 Unit Descriptin In this unit, students discuss a bigraphy f Alvin Ailey fcusing n evidence f discriminatin and prejudice, scial actin and change. Students analyze Ailey s chregraphy, using the Laban Mvement Analysis (LMA) pster Bdy/What: Actins, Parts, and Shapes. Students create a dance task using elements f Ailey s chregraphy frm, I Been Buked. Big Ideas f this Unit: Students will understand that: Essential Questins f this Unit: Students will answer: Ailey s life and chregraphy presents a histry f What is the cncept f Universal Human Rights? Blacks in America and raises the issue f human rights. Hw did Ailey s childhd impact his adult life? Ailey s I Been Buked, prvides specific examples f the cmpnents f Laban Mvement Analysis Bdy/What: Actins, Parts and Shapes. What are the cmpnents f Laban Mvement Analysis Bdy/What: Actins, Parts, Shapes? Indicatrs f Student Learning CONTENT Students will knw: SKILLS Students will be able t: Alvin Ailey by Andrea Pinkney & Brian Pinkney Learn and Perfrm the first stanza f I Been Buked The LMA cmpnents f Bdy/What: Actins, Parts, Shapes Demnstrate Egyptian Arms/turning, lw level shapes and cnnected shapes seen in I Been Buked Examples f Afr Caribbean music Make mvement chices as an individual, and as part What is scratch art, and hw drawing can supprt f a small grup, t create a dance phrase dance Draw/label mvements frm I Been Buked using LMA The cncept f universal rights described n the third grade scial studies standard 3.8 Discuss the cncept f universal rights Specific mvements frm selectins f Ailey s Revelatins Dance Making Develp Skills and Techniques Imprvise Chregraph Perfrm Develping Dance Literacy Dance Blueprint Strands Addressed (Highlight ONLY the cmpnents being assessed) Making Cnnectins Understand Dance as a Means f Expressin and Cmmunicatin Apply Dance Vcabulary, Terminlgy and Symbls Analyze, Critique and Cmmunicate Abut Dance Identify and Cmpare Dance Styles, Genres, Majr Wrks and Artists Understand Dance Histry and the Scial and Cultural Significance f Dance (Theatrical, Ritual & Scial Dances) Cnnect Dance t Other Arts and Disciplines Utilize Technlgy in Cnnectin with Dance Cnnect Dance t Health and Well Being Wrking with Cmmunity and Cultural Resurces Engage with Cmmunity and Cultural Institutins, Clleges and Universities Use Dance Research Resurces Share Dance Experiences in and Between Schls Explring Careers and Lifelng Learning Learn Abut Careers in and Related t Dance Set and Wrk Tward Gals Value Dance as a Surce f Enjyment and Lifelng Learning

3 Cmmn Cre Learning Standards Addressed They build strng cntent knwledge. They cmprehend as well as critique. They value evidence. They respnd t the varying demands f audience, task, purpse, and discipline. Learning Experiences (Briefly describe each experience) Students will discuss the bigraphy Alvin Ailey, watch Rcka My Sul frm Revelatins, explre its mvements, and cmpare the bigraphy t the dance n DVD. Students will read and discuss the the cncept f universal rights described n the third grade scial studies standard 3.8 They will listen t an interview with Judith Jamisn n Revelatins, and watch I Been Buked. Students will explre/replicate its mvements. Students will practice the first stanza f Buked, making cnnectins t the LMA cmpnents f Bdy: Actins, Parts and Shapes. Students will draw images frm Buked, and label them with LMA terminlgy: symmetrical, wide, cnnecting, leading part, etc. Repeat the lessn a secnd week; students cntinue drawing/labeling; students wh finish can chse t repeat their images n scratch art paper. Students will define utpia, and warm up t the musical selectin, In Search f Utpia by Heritage O.P. an example f Afr/Caribbean rhythms similar t thse that attracted Ailey t the wrk f dancer/chregrapher, Katherine Dunham. Divide the class int tw grups; assign a dance task: begin with Buked, travel and divide int smaller grups, chse actins and shapes, and end cnnected. Bth grups f dancers rehearse their finished task; each grup alternates as audience and perfrming ensemble, using full, center space when perfrming. Repeat the lessn a secnd week, recrding each grup s perfrmance. Students will watch and reflect n the recrded perfrmances; grups may chse t re wrk a particular sectin, r an ut f schl student vide can be viewed fr further cmparisn and reflectin f the verall unit. Pre Assessment What d students already knw and understand abut this area f Dance Making? What skills related t this unit have students already develped? Observatin/recall/replicatin f dance n DVD An understanding f the purpse, rutine, and Understanding the rules f small grup wrk behavir f a dance class Use f LMA elements fr chregraphy and discussin Use f mvement explratin t make individual r grup chregraphic chices A grwing sense f cntrl and develpment f fine and large mtr skills Unit Assessments Examples: Perfrmance task with checklist, peer bservatin with feedback prtcl, student self assessment frm videtape f student wrk with scring rubric, test with grading system, student jurnal writing cded fr vcabulary Self Assessment Peer Assessment Teacher Assessment Dance task graphic rganizer Peer bservatin and feedback Drawings labeled with elements Recrded grup perfrmance during practice perfrmances Individual task graphic rganizers Ailey Grup Dance Rubric Respnse/discussin f recrded perfrmances Recrded perfrmances

4 Resurces (Bks, music, articles, websites, etc.) Alvin Ailey, a bigraphy by Andrea Pinkney and Brian Pinkney. Revelatins: The Autbigraphy f Alvin Ailey. An Evening with the Alvin Ailey American Dance Theater. DVD. Revelatins. Sundtrack. CD. When I Start T Play. Heritage O.P. CD. What wrked well? The elements f Bdy: Actin, Parts, and Shape, were well explred and demnstrated by students thrughut the unit. They enjyed the pprtunity t draw/label dance images and these created a wnderful display utside the dance rm. The unit related t Black Histry Mnth and the third grade scial studies standard 3.8. Teacher Self Assessment / Reflectin Strategies What shuld be changed? Prvide suggestins. N/A Drawings with LMA vcabulary. Phts taken by Elvira Vaiana at PS20Q.

5 Ailey Grup Dance Rubric Cmmitted t Memry I knew all the steps in rder I think I missed ne step. I missed tw steps. I didn t knw the rder f the steps. Timing I kept all the crrect timing. I lst the timing n ne step. I lst timing n tw steps. I lst timing n 3 r mre steps. Spacing Fcus I didn t bump; the audience culd see me; my steps were set up perfectly. My eyes mved naturally frm my grup t audience. I had ne spacing prblem. I lked at my grup mre than the audience. I had tw spacing prblems. I nly lked at my grup. I had mre than 3 spacing prblems. I lst fcus and began t laugh. Lw level shapes. Cnnected shapes. Phts taken by Elvira Vaiana at PS20Q.

6 Universal Human Rights, Alvin Ailey, and the Bdy/What: Actins, Parts, and Shapes Teacher: Elvira Vaiana, P.S. 20Q Lessn 1 Gal(s): T read and discuss Alvin Ailey, a bigraphy by Andrea and Brian Pinkney T listen t Rcka My Sul, the music that which inspired Ailey s chregraphy T watch, describe, and replicate mvements frm the dance Rcka My Sul frm Ailey s Revelatins Learning Objective(s): Students will Knw: Wh is Alvin Ailey and hw he faced cnditins f prejudice and discriminatin in his life What is the music called Rcka My Sul What is Ailey s dance frm Revelatins called Rcka My Sul Understand: Hw the authr and illustratr prepared fr the writing f Ailey s bigraphy Hw a childhd memry was used as a surce f inspiratin fr creating a dance Hw actins and shapes can cmmunicate emtins D: Listen t and discuss the bigraphy f Alvin Ailey; find evidence f scial injustices, and als scial change Explre/replicate the mvements frm Rcka My Sul Fllw a sequence f mvements taken frm the dance NYCDOE Blueprint Strands Addressed: Assessments: Dance Making: Develp skills and techniques. Develping Dance Literacy: Apply dance vcabulary and terminlgy. Making Cnnectins: Utilize technlgy in cnnectin with dance. Explring Careers/Lifelng Learning: Learn abut careers in/related t dance. Teacher bservatin

7 Materials/Music: Bk: Alvin Ailey, a bigraphy by Andrea and Brian Pinkney; CD: Revelatins music sundtrack DVD: Revelatins, An Evening with the Alvin Ailey American Dance Theater Laban Mvement Analysis (LMA) pster by Dance Educatin Labratry A statement, handwritten n chart paper r an enlarged text cpy, that presents the theme f the lessn Lessn Activities: Presentatin f Questin/Tpic/Theme Warm-Up: Ask: Wh is Alvin Ailey? Present the fllwing statement: Alvin Ailey was a dancer and chregrapher. He grew up at a time f racial segregatin. Blacks and peple f clr did nt have the same pprtunities fr educatin and career as did white peple. Alvin used his talent as a dancer and chregrapher t infrm the wrld abut black histry. With an integrated dance cmpany, he created a culture f respect fr all. (My schl des a Respect fr All campaign during the first half f February. I use the same language whenever pssible thrughut this unit.) A teacher-chregraphed warm-up used every week. Seated: islated bdy parts Standing: plie/releve/tendu/balance (Music: New Earth Music by Bruce Falcner) Jg/run/swings fr heart rate (Music: Merrie Meldies by Cartn Theme Players) Develpment/Elabratin: Begin the stry by reading the list f surces used by the Pinkneys t research this bigraphy; particularly mentin the six mnths f dance classes that the illustratr tk in rder t accurately depict Ailey s mvement style. Summarize the bigraphy, chsing several selectins t read verbatim. Play the Rcka My Sul music when it is mentined in the bk t supprt the memry f the sng and the cmmunal setting in which it takes place. Discuss the evidence f prejudice and discriminatin in Ailey s life. Read the last page f the bigraphy, which tells f the awards and recgnitin that Ailey received as the creatr f the Alvin Ailey American Dance Theater. Watch the dance Rcka My Sul n DVD; discuss hw its actins and shapes cmmunicate jy and celebratin, as it cmes frm a memry filled with the same emtins. Ask fr students t recall and demnstrate mvements. Cnstruct and set a sequence f 32 cunts using the mvements recalled. Arrange students in a rectangle, seated alng the periphery f the space.

8 Each leg f the rectangle can practice the sequence in full, center space; the remaining seated students practice audience behavir. Culminatin/Sharing: Cl Dwn: Lessn 2 Gal(s): What is the emtinal appeal f Rcka My Sul? D yu feel a sense f celebratin while watching this dance? What mvements left a lasting impressin n yu? Return t dance spts: breathing/stretches/reverence Music: Maid with the Flaxen Hair, Richard Stltzman (sample music frm Windws Micrsft) T lk at the third grade Scial Studies Standard 3.8, and discuss its meaning. T listen t an interview with Judith Jamisn, and gain further understanding f Ailey s Revelatins. T watch I Been Buked and learn mvements frm the first stanza, identifying them using LMA vcabulary Learning Objective(s): Students will Knw: What is the third grade Scial Studies Standard 3.8 Wh is Judith Jamisn and hw she describes Revelatins and I Been Buked What are the cmpnents and vcabulary f LMA fr Bdy/What: Actins, Parts, and Shapes Understand: The imprtance f universal human rights, and fair treatment fr all Religin was a unifying frce in the black culture, and I Been Buked was a ppular church sng/spiritual. LMA vcabulary can be used t describe the key mvements f I Been Buked. D: Read the Scial Studies Standard 3.8. Listen t an interview with Judith Jamisn n the Revelatins sundtrack CD. Read the lyrics t I Been Buked, watch the dance, and discuss the chregraphy/music relatinship. Lk fr the cmpnents f Bdy/What: Actins, Parts, and Shapes. Explre/replicate the mvements.

9 NYCDOE Blueprint Strands Addressed: Assessments: Dance Making: Develp skills and techniques. Develping Dance Literacy: Apply dance vcabulary and terminlgy. Making Cnnectins: Cnnect dance t ther disciplines. Explring Careers/Lifelng Learning: Learn abut careers in/related t dance. Teacher bservatin Materials/Music: DVD: Revelatins CD: Revelatins music sundtrack LMA pster Three charts, as fllws: Scial Studies Standard 3.8 Key phrases frm Judith Jamisn s interview Lyrics fr I Been Buked Lessn Activities: Presentatin f Questin/Tpic/Theme: What is the sng I Been Buked? What are its lyrics? Can we describe the chregraphy using LMA vcabulary? I Been Buked I ve been buked and I ve been scrned, yes I ve been buked and I ve been scrned, children I ve been buked and I ve been scrned, I ve been talked abut, shw s yu brn There is truble all ver this wrld, yes There is truble all ver this wrld, children There is truble all ver this wrld There is truble all ver this wrld Ain t gnna lay my religin dwn, n Ain t gnna lay my religin dwn, children Ain t gnna lay my religin dwn Ain t gnna lay my religin dwn I ve been buked and I ve been scrned, yes I ve been buked and I ve been scrned, children I ve been buked and I ve been scrned, I ve been talked abut, shw s yu brn

10 Warm-Up: A self-chregraphed warm-up used every week. (Music: Rcka My Sul frm Revelatins) Seated: islated bdy parts Standing: plié/relevé/tendu/balance Jg/run/swings fr heart rate Develpment/Elabratin: Staying in their warm-up spts, dancers practice all tgether the first stanza f I Been Buked. Emphasize: the pening stillness, leading parts, symmetrical/asymmetrical and wide/narrw shapes, timing, and unisn. Culminatin/Sharing: Cl Dwn: What is the emtinal appeal f I Been Buked? D yu feel a sense f unity as yu practice this dance? What mvements left a lasting impressin n yu? Returning t dance spts: breathing/stretches/reverence Music: Maid with the Flaxen Hair, Richard Stltzman (sample music frm Windws Micrsft) Third grade Scial Studies Standard cnnected t the schl s Respect fr All Week.

11 Key phrases taken frm Judith Jamisn s interview n the Revelatins sundtrack. Lessn 3 Gal(s): T experience the kinesthetic prperties f the mvements in I Been Buked T chse a mvement frm Buked t draw, and label using terminlgy frm LMA s Bdy/What: Actins, Parts, and Shapes Learning Objective(s): Students will Knw: Brian Pinkney tk dance classes fr six mnths t help him capture Ailey s mvement style. The medium used fr the illustratins in the bk is called scratch art. Drawing mvements can als be a part f the chregrapher s prcess. Understand: Practicing the shapes f mvements creates a kinesthetic sense within a dancer s bdy. The experience f drawing mvement can imprve ur ability t replicate the shapes.

12 D: Watch the DVD f I Been Buked again; find images f mvements that yu can draw. Practice the creating the mvement several times t get a kinesthetic sense f its actin, parts, and shape. Draw/label the mvement using terminlgy frm the LMA pster s Bdy/What: Actin, Parts, and Shapes. Repeat yur image n scratch-art paper, if s desired. Assessments: Teacher bservatin NYCDOE Blueprint Strands Addressed: Dance Making: Develp skills and techniques. Develping Dance Literacy: Apply dance vcabulary and terminlgy. Making Cnnectins: Cnnect dance t ther arts and disciplines; utilize technlgy. Materials/Music: Revelatins DVD and music sundtrack CD LMA pster The fllwing drawing materials: Half sheets f paper cut frm 9 x 12 r 8 ½ x 11 drawing r cpy paper Six trays each cntaining crayns, pencils, and erasers fr 4-5 students Lessn Activities: Presentatin f Questin/Tpic/Theme: Warm-Up: Can we draw a mvement frm I Been Buked and label the elements f Bdy/What? A self-chregraphed warm-up used every week. (Music: Prcessinal frm Revelatins) seated: islated bdy parts standing: plie relevé/tendu/balance jg/run/swings fr heart rate Develpment/Elabratin: Ask students t gather in grups f 4-5 arund a tray. Distribute papers t each grup. Have the LMA pster in clear view. Cnsider duplicating the Bdy/What sectin t place n the ppsite side f the rm t avid everyne crwding at the same place t check fr labels and spelling.

13 Culminatin/Sharing: Did yu enjy the drawing experience? Did it make yu ntice mre abut the chregraphy? Did it change the way yu perfrmed the mvement? Cl Dwn: Returning t dance spts: breathing/stretches/reverence Music: Maid with the Flaxen Hair, Richard Stltzman (sample music frm Windws Micrsft) Drawings with LMA vcabulary.

14 Scratch Art

15 Lessn 4 Gal(s): T define utpia and the imprtance f always trying t d ne s best T cmbine individual chices and grup chices in a dance task T cmplete a dance task using traveling, actins, and shapes seen in I Been Buked Learning Objectives(s): Students will Knw: Utpia, dictinary.cm: A cmmunity f peple pssessing highly desirable r near perfect traits Ailey s use f the fllwing chregraphic elements: triangular spacing, stillness, individual vs. small-grup actin, whle-grup cnnected shapes Understand: We search fr utpia when we d ur best. The requirements f the dance task and hw t use the graphic rganizer D: Plan and perfrm a dance task. Cmbine individual chregraphy with small grup chregraphy. NYCDOE Blueprint Strands Addressed: Assessments: Dance Making: Develp skills and techniques, chregraph, perfrm. Develping Dance Literacy: Apply dance vcabulary and terminlgy. Making Cnnectins: Cnnect dance t ther arts and disciplines. Teacher bservatin Dance Task Graphic Organizer Materials/Music: Revelatins sundtrack music CD Music frm Heritage O.P., In Search f Utpia frm When I Start t Play Cpies f Dance Task Graphic Organizer fr each student Three charts t supprt the dance task Lessn Activities: Presentatin f Questin/Tpic/Theme: Individuals have a respnsibility t self and t thers in their grup. Review the scial studies standard frm Lessn 2, including the Respect fr All statement.

16 Warm-Up: A teacher-chregraphed warm-up used every week. (Music: Heritage O.P., In Search f Utpia frm When I Start t Play) Seated: islated bdy parts Standing: plié/relevé/tendu Jg/run/swings fr heart rate Develpment/Elabratin: Begin with the tw grups f dancers; each grup s wrkspace is ne half f the rm. Students will arrange themselves in the triangular psitin seen in the pening f I Been Buked. Leaders will emerge within each grup naturally t rganize the dancers. Simultaneusly, bth grups practice the first stanza frm I Been Buked with the music. Place three ply spts in each half f the rm. Dancers will divide themselves int three small grups f 4-5 members and gather arund ne f the ply spts. Dancers can nw sit with their small grup fr the next discussin. Discuss the three psters: 1) Breakaway Traveling Mvements; 2) Small-Grup Actins; 3) Lw-Level Shapes. Pass ut the Dance Task Graphic Organizers; dancers will recrd their chices n the task papers. Traveling mvements are individual chices; each f the dancers chses hw they will travel t the meeting spts. At the meeting spts, small grups wrk tgether t design their small-grup actin. Each individual chses a lw-level shape and cnnects t anther dancer fr the ending. General percussin music is played t prvide a cnstant beat thrughut. Cllect the graphic rganizers. Culminatin/Sharing: Cl Dwn: Describe hw it feels t be part f a large grup, 12-14, s clsely spaced d yu feel a sense f unity? Then, individually, yu scatter away in rder t create a smaller grup. Did yu like being n yur wn? Was it easy t make decisins as a small grup? Hw des it feel when the smaller grup is cnnected at the end? Returning t dance spts: breathing/stretches/reverence Music: Maid with the Flaxen Hair, Richard Stltzman (sample music frm Windws Micrsft)

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19 Ailey Dance Task Graphic Organizer Name: Class: BODY/WHAT: ACTIONS, PARTS, SHAPES 1. Grup A B 2. My break away actin: 3. Our small-grup actin: 4. My lw-level shape: 5. I cnnected t: Ailey Dance Task Graphic Organizer Name Class BODY/WHAT: ACTIONS, PARTS, SHAPES 1. Grup A B 2. My break away actin: 3. Our small grup actin: 4. My lw-level shape: 5. I cnnected t:

20 Lessn 5 Gal(s): T practice ur grup wrk, perfrm fr each ther, and prvide feedback T recrd and view ur perfrmances Learning Objective(s): Students will Knw: What is perfrmance fcus? What is audience fcus? What are the requirements fr perfrming fr the camera? Understand: Perfrming fr an audience requires a keen perfrmer s fcus. Audiences will prvide feedback in a psitive manner. D: Dancers will self-assess based n the experience. Rehearse and perfrm the dance task. Receive audience receive feedback and self-assess. Perfrm the dance a secnd time fr recrding purpses. NYCDOE Blueprint Strands Addressed: Assessments: Dance Making: Develp skills and techniques. Develping Dance Literacy: Apply dance vcabulary and terminlgy. Making Cnnectins: Cnnect dance t ther disciplines. Explring Careers/Lifelng Learning: Learn abut careers in/related t dance. Audience feedback Self-assessment Materials/Music: Dance Task Graphic Organizers Revelatins sundtrack music CD Music frm Heritage O.P., In Search f Utpia frm When I Start t Play Lessn Activities: Presentatin f Questin/Tpic/Theme: What are the respnsibilities f perfrmer? Audience members?

21 Warm-Up: A self-chregraphed warm-up used every week. (Music: Heritage O.P., In Search f Utpia frm When I Start t Play) Seated: islated bdy parts Standing: plié/relevé/tendu/balance Jg/run/swings fr heart rate Develpment/Elabratin: Bth grups run thrugh the dance task with music; dancers can refer t their task rganizers if necessary. Each grup has an pprtunity t rehearse in the full center space. Recrd each grup. Culminatin/Sharing: Cl Dwn: Lessn 6 Hw did yu feel abut yur perfrmance as a dancer? D yu feel strnger with the larger grup r the smaller grup? Explain. As an audience member d yu get a sense f unity amng the dancers like they belng tgether? Returning t dance spts: breathing/stretches/reverence Music: Maid with the Flaxen Hair, Richard Stltzman (sample music frm Windws Micrsft) Gal(s): T increase ur understanding f dance by watching ur videtaped perfrmances. T practice psitive critiquing. T cmpare and cntrast the chregraphic chices made by individual dancers and grups. Learning Objective(s): Students will... Knw: Hw t ffer cnstructive feedback after watching anther grup s perfrmance Hw t self-reflect n ne s wn perfrmance Understand: Videtape is an instructinal tl that allws perfrmers t view their perfrmance frm an audience perspective. D: All cmments must be psitive and cnstructive. Watch the recrded dances respectfully. Offer psitive cmments abut yurself and yur peers.

22 NYCDOE Blueprint Strands Addressed: Assessments: Dance Making: Replicate and recall mvements and patterns. Develping Dance Literacy: Apply dance vcabulary and terminlgy. Making Cnnectins: Utilize technlgy in cnnectin with dance. Self-assessment Perfrmance rubric Peer feedback Materials/Music: Dance task papers Perfrmance rubric Revelatins music sundtrack CD Music frm Chata Addy and Susuma, Che Che Kule frm This Is What I Feel Lessn Activities: Presentatin f Questin/Tpic/Theme: Warm-Up: What are the respnsibilities f audience members? Can we use vide t self-assess in a psitive way? A self-chregraphed warm-up used every week. (Music: Che Che Kule, Chata Addy & Susuma, frm This Is What I Feel) Seated: islated bdy parts Standing: plie/releve/tendu/balance Jg/run/swings fr heart rate Develpment/Elabratin: Each grup s vide is viewed and reviewed. Sectins may be rewrked immediately if desired. A third vide frm anther class can ffer further study and insight int the perfrmance aspect f ur dance task. CULMINATION/SHARING: I Been Buked is abut a sense f cmmunity, f peple wh stand strng tgether. But there is als the pprtunity t g ut n yur wn and cnnect t smaller grups. There is a balance between grup activity and individual activity. Did yu feel a respnsibility t always d yur best in each situatin? Did yu learn smething abut yurself as a dancer by watching the vide? Cl Dwn:

23 Returning t dance spts: breathing/stretches/reverence Music: Maid with the Flaxen Hair, Richard Stltzman (sample music frm Windws Micrsft)

24 Ailey Grup Dance Rubric Cmmitted t Memry I knew all the steps in rder I think I missed ne step. I missed tw steps. I didn t knw the rder f the steps. Timing I kept all the crrect timing. I lst the timing n ne step. I lst timing n tw steps. I lst timing n three r mre steps. Spacing I didn t bump; the audience culd see me; my steps were set up perfectly. I had ne spacing prblem. I had tw spacing prblems. I had mre than three spacing prblems. Fcus My eyes mved naturally frm my grup t audience. I lked at my grup mre than the audience. I nly lked at my grup. I lst fcus and began t laugh. Small-Grup Actin

25 Lw-Level Shapes Cnnected Shapes

26 Practicing the first stanza f I Been Buked