EVERGREEN MIT 2007 - LEARNING AND THE BRAIN - THEATRE, DANCE AND MOVEMENT

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DUE: within one week of your group’s presentationDUE: Friday of Week 10L e a r n i n g a n d t h e B r a i n : T h e a t r e , D a n c e a n d M o v e m e n tWinter 2006 - MIT: Weaving the Web of DemocracyRATIONALEMany people agree that the arts (music, visual arts, dance, and theater) play an important role in learning. What some people disagree about, however, is what makes the arts important. Are they important as languages of thought and expression in and of themselves? Are they primarily useful aspedagogical tools for potentially improving students’ capacities in the 3Rs? Or are the arts important in both these aspects?According to Rod Paige, U.S. Education Secretary, the arts are a core subject under the “No Child Left Behind” Act. Guided and shaped by both artists in the community and research, the Office of the Superintendent of Public Instruction for the State of Washington has taken a position on the role of artin education. Their goal is to have “all 296 school districts in Washington State …offer, support and provide comprehensive, sequential standards based K-12 arts programs to all learners in dance, music, theatre and the visual arts.” Specifically, Arts EALRs are organized around the following goals:1. The student understands and applies arts knowledge and skills;2. The student demonstrates thinking skills using artistic processes;3. The student communicates through the arts;4. The student makes connections within and across the arts, to other disciplines, life, cultures, and work.Here are the links to the specific EALRS for theatre and dance: Elementary theatre & dance:http://www.k12.wa.us/curriculumInstruct/Arts/frameworks/Etheatre.aspxhttp://www.k12.wa.us/curriculumInstruct/Arts/frameworks/Edance.aspxSecondary theatre & dance:http://www.k12.wa.us/curriculumInstruct/Arts/frameworks/Stheatre.aspxhttp://www.k12.wa.us/curriculumInstruct/Arts/frameworks/Sdance.aspxOUR GOALS FOR YOU We will continue to work together this quarter to consider how and why you might bring the Arts into your classrooms as pedagogical tools. We want each of you -- regardless of whether you would call yourself musician, artist, actor or dancer -- to consider the functions and possibilities of these diverse forms of thought and expression for your teaching. Specifically, our goals Spring quarter are for you to:- explore what role theatre, dance and movement may have in public education;- find intentional and purposeful ways to bring the theatre, dance and movement into the classroom;- begin to learn about a few elements and principles of theatre, dance and movement; - begin to learn how the elements and principles of theatre, dance and movement can be used aspedagogical tools for exploring and making meaning of concepts in a range of disciplines; and,- become more inclusive in the way you consider theatre, dance and movement so that what is normalized in the classroom are not just the visions and perspectives of the dominant culture, orthe concept that only some people are able to engage in the arts.YOUR TASK Five workshops this quarter will (i) model ways to engage students in theatre, dance and movementand (ii) will draw attention to various elements and principles within these forms.You will then work in Grade-Band Groups to: 1. Identify and present either a) a theatre lesson or b) a movement/dance lesson. These lessons should highlight a particular theatre/dance element or principle. 2. Explore ways to make the strategy more inclusive of diverse abilities, cultural backgrounds and perspectives.Each group will have 30 minutes to share. Individual Preparation for this Teaching ExerciseTo help your group envision and imagine how to integrate art into your endorsement area, each person needs to do a little spying on how other teachers do this. So: - Use web research to identify ways in which other teachers are integrating theatre AND movement/dance instruction into their classrooms. Find at least one specific lesson plan/strategy for each. These should be ideas you could imagine trying out and should be relevant to your teaching area. - Write brief annotations about each of these teaching resources and bring them to your team preparation. The annotations should be in APA reference format and include a brief but clear description of the lesson, a sentence identifying the elements and principles of theatre or dance/movement instruction, and an explanation of the context you’d use the lesson in and why.Final Group Task: Create a Teaching Resource Web PageYour group should compile and design an organized web page that contains- The group’s outline for the theater or dance/movement lesson described in class- The group’s lesson plan for teaching us how to see and describe the theatre or dance/movement element or principle.- The web resource annotations each member of your group wrote - Any useful web links to sites that contain lesson plans which bridge theatre, movement anddance with your endorsement areas.Your group should post the link to your web-page on web-crossing. Each of you should also link this web page to your personal web-sites.DUE: within one week of your group’s presentationFinal Individual Task: Self- Reflection about what you learned this quarter about integrating theatre, movement and dance into your teachingDUE: Friday of Week


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EVERGREEN MIT 2007 - LEARNING AND THE BRAIN - THEATRE, DANCE AND MOVEMENT

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