Ours shows and post-show wrap ups are over and it's back to life as we we know it...full speed ahead!
Dance 1-4 are starting their ballet units after their history lesson and activity from last week. My Dance 2 class has had ballet in level 1 so I took a new approach to their learning. Name Selector put pairs of students together and on one iPad a student opened the Ballet History Prezi from my website. The other student opened Bubbl.us. They worked independently in pairs to watch the Prezi and create a mind map of the material. The map is easily shared with me on my Bubbl.us app (no need to have each of them airdrop or email) and their partner will see it in their own iPad when opening the app too). The only hiccup was the YouTube videos not playing in the Prezi (school network problem, not the app). I quickly made a Playlist of the videos on my YouTube channel that they could access as they went or after they finished. Dance 2 will make a new study set in Quizlet with their vocab each day along with their journals.
Dance and Media used Google docs for a continuous writing exercise on a role model or mentor. They used this writing to begin a dance phrase called Dancing my Tribute. The following day we took that writing and created a 4-part poem the we shared and discussed with partners. We will memorize it and add it to the dance sequence next class. They also learned about camera motion and will begin to explore that vocabulary as they film their partner's dance.
My ballet classes are returning to their vocabulary, but this time in a new way. We are taking the vocabulary from our 1st 6 weeks and working on the job-worthy skill of spelling. They are great at saying them, translating them, and demonstrating them...but spelling, turns out it is a struggle. What happens if they apply for a dance job or start teaching dance themselves? So after our journals in Google Classroom, we open up awwapp.com and and take a handful of terms at a time. I dictate and they try to spell. Then we review and display the correct spelling including the French accents. Each day we will add more words to our list. Our goal at the end of the weeks is to take a spelling test on Classkick with the vocab prerecorded and loaded.
Both levels of ballet also worked on their PIE Grant "Fit & Flexible Minds & Bodies," with Ballet 4 using Yoga apps for lessons in flexible strength building as well as stretch timer apps. Ballet 1-3 took their skills photos to analyze their angles in Coach My Video and record their data in a Google sheet I had created in their class folder. With partners they used each others iPads to take the pictures and then took turns reading their data to their partner to load the numbers and then switched rolls, making the process go so quickly.
Jazz 4 is working on the same spelling skills as ballet. They also used the iPads to video their partners doing various turning and jumping skills. They then analyzed the videos in Coach My Video which has slow-mo, zoom, and frame-by-frame features. They could get immediate feedback on their technique and try again for better results.
Dance 1-4 are starting their ballet units after their history lesson and activity from last week. My Dance 2 class has had ballet in level 1 so I took a new approach to their learning. Name Selector put pairs of students together and on one iPad a student opened the Ballet History Prezi from my website. The other student opened Bubbl.us. They worked independently in pairs to watch the Prezi and create a mind map of the material. The map is easily shared with me on my Bubbl.us app (no need to have each of them airdrop or email) and their partner will see it in their own iPad when opening the app too). The only hiccup was the YouTube videos not playing in the Prezi (school network problem, not the app). I quickly made a Playlist of the videos on my YouTube channel that they could access as they went or after they finished. Dance 2 will make a new study set in Quizlet with their vocab each day along with their journals.
Dance and Media used Google docs for a continuous writing exercise on a role model or mentor. They used this writing to begin a dance phrase called Dancing my Tribute. The following day we took that writing and created a 4-part poem the we shared and discussed with partners. We will memorize it and add it to the dance sequence next class. They also learned about camera motion and will begin to explore that vocabulary as they film their partner's dance.
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