Dance Foundations Syllabus

Dance Foundations Syllabus

2016 - 2017

Teacher: Michelle Perry

Email:

Room: 207 Dance Room

Block: 1

COURSE DESCRIPTION:

This Dance class is meant for the student with little, previous or no dance experience. The objective of this course is to develop knowledge and increase appreciation of dance through the study and exploration of selected dance forms including, but not limited to ballet, lyrical, modern, hip-hop, jazz and various social dances.

COURSE OBJECTIVES:

·  To recognize, understand, and use basic vocabulary to increase knowledge and appreciation of dance through the study and exploration of selected dance forms.

·  To critically connect to and develop an enjoyment of Dance.

·  To recognize, understand and use basic elements of Dance, performance and creation.

·  To interpret, analyze, perform and react to dance utilizing dance vocabulary.

·  To learn, audition and perform choreography throughout the year during culmination events as well as our school dance concerts.

REQUIRED MATERIALS:

·  Composition Notebook

·  Blue or Black Pen

·  Appropriate Dance Clothes (See Below)

REQUIRED PROJECTS | PERFORMANCES:

·  Combination Choreography - First Quarter

·  Live. Love. Dance Showcase - Friday December 2nd

·  Dance Presentation - Third Quarter

·  Senior Showcase - Friday April 7th

·  Two Outside Performance Critiques or Classes - 1 each Semester

Performing Arts students at The SAE will be expected and required to attend all after school rehearsals and performances as deemed necessary by the Department and the school. Failure to attend will result in a negative affect to a student’s course grade and multiple absences may affect student’s participation in productions. Failure to participate in required productions will have an even greater negative impact on course grade. Please contact Instructor directly with questions.

DRESS CODE:

·  All Black Clothing or Dance Department apparel Required

A.  Form fitting tank top or T-shirt, SAE shirt, boy cut shorts, leggings (not see through), leotard, tights

B.  Leotard and black tights or leggings for Ballet Unit.

·  Bare feet, jazz shoes, foot paws, or half soles

·  Hair must be pulled out of face or in bun for Ballet Unit.

**The School of Arts & Enterprise recommends that all students wear proper attire to insure focus on work and safety.

CLASSROOM EXPECTATIONS:

*Please refer to The SAE Student Handbook for official rules & regulations.

·  Come prepared

·  Be on time

·  Be polite

·  Assume personal responsibility

·  Everyone must participate

·  Respect and support others

·  Be open to constructive criticism

·  No Food, Gum, Cell Phones and/or IPods allowed in class

·  No jeans, mid drifts, restrictive clothing, boots, sandals, or flats allowed

·  No rings, watches, bracelets, necklaces, belly, tongue or lip piercing. (Small studs earrings- acceptable)

**Observe all policies detailed in The SAE Student-Parent Handbook

STUDENTS ARE EVALUATED ON A 4-POINT RUBRIC:

·  4 or 3.5= Advanced

·  3= Proficient

·  2.5= Approaching Proficient

·  2= Basic

·  1.5 or 1=Below Basic

MASTERY LEARNING AND STANDARDS-BASED GRADING:

Mastery Learning is an instructional approach that is designed to help all students improve their learning. Some key aspects of mastery learning include:

·  Learning objectives will be transparent from the first day of a unit and on each assignment.

·  Students will have opportunities to track and reflect on their progress on the standards.

·  Formative assessments are opportunities for students to practice the standards.

·  Summative assessments are the primary factor in academic grades.

·  Multiple summative assessments that address various learning styles will be used.

·  Grades are based ONLY on mastery of academic standards and UNLOCK skills;

·  Students must earn a C to pass a course; D’s are not given.

Standards-based Grading

The SAE has adopted the Mastery Learning model of standards-based grading. Students are evaluated based on specific academic standards and UNLOCK skills. Students are not given “points” for simply completing work or participating. Student must demonstrate their knowledge and abilities on a variety of assessment types (quizzes, oral quizzes, discussions, tests, essays, reports, speeches, projects, presentations, portfolios).

For every assignment, students are evaluated on a 4-point rubric:

4.0 = Advanced

3.5 = Approaching Advanced

3.0 = Proficient

2.5 = Approaching Proficient

2.0 = Basic

1.5 or 1 = Below Basic

Formative vs. Summative Assessments

For the purpose of Mastery Learning, it is important to recognize the difference between “formative” and “summative” assessments.

Formative Assessments are activities given during the instructional process intended to practice assessments. Formative assessments tell a teacher how students are progressing toward the learning goals and help students understand and track their progress towards standards mastery. Formative assessments are included in the grade book, but are replaced by summative assessments. Students are given ample chances to retake formative assessments.

Summative Assessments are given at the end of units to determine what a student knows and is able to do. Students take summative assessments after feedback from formative assessments have been given. Retakes on summative assessments or alternative assessments are limited as determined by teachers. Students will be given an appropriate time period to re-take summative assessments, not to exceed two weeks.

Final Course Mark Grade Scale for Mastery Learning

A student’s final course grade should be an accurate reflection the level of standards that have been mastered by the end of the course. Because multiple assessments and retake opportunities are given, teacher grade books will only calculate the most recent summative assessments of standards. As a general guide, teachers should include in their final grade calculation at least one (1) traditional assessment (multiple choice, paper/pencil, essay, etc.) and at least one (1) authentic assessment (project-based, arts-integrated, presentation, performance, etc.). Final grades will be an average of the most recent assessment of each standard as well as UNLOCK Skill assessments. UNLOCK Skills will count for about 10% of the final grade for academic courses.

Please Note: Students must complete formative assessments to be eligible to take summative assessment.

Final Course Mark Percentage Bands

A 85-100%

B 70-84%

C 60-69%

No Credit (Fail) 0-59%

The SAE does NOT allow a D to be used as a final course mark because we are a college preparatory school and a D is not an acceptable grade for college preparatory course work.

21st Century Learning skills is an important part of educating students for college and career readiness and are represented by The SAE’s UNLOCK Skills. UNLOCK skills are formally assessed as a part of the final grade in students’ courses.

A Note on Quarterly Progress Reporting for Mastery Learning

Please note that in the Mastery Learning model, a student’s grade shows the level of Mastery they have achieved on specific standards in that content area. It is NOT necessarily an indication of how hard a student is working or how well they behave in class.

If a student is failing (below 60%) for the overall course at the quarter, please refer to the individual progress report or grade book entries from that teacher in the online portal to see which standards the student needs more practice or help with during tutoring. (If you have trouble accessing the online portal, please call The SAE main office for assistance.) It is entirely appropriate that the student may not yet have a passing grade because the course is only half over at the quarter progress report. Mastering knowledge and skills happens over time, with many opportunities for application and practice. Students will have opportunities to retake assessments and therefore show their mastery of skills and knowledge as the semester continues. Please refer to teachers’ grade level policy for retakes.

Mastery Learning hugely improves student success in high school, and preparation for college; based on research, Mastery Learning makes a difference in students’ lives.

Common Misconceptions about Mastery Learning

Key aspects of mastery learning can sometimes be simplified to the point of not being correct. It is important to clearly explain the concept of mastery learning to students, and to reinforce the aspects of mastery learning consistently throughout the school year. Some examples of common misconceptions about mastery learning include:

·  “Only tests count toward my grade.” – Teachers will use multiple summative assessments (e.g., traditional tests, essays, reports, performance assessments, projects, oral examinations) to measure student proficiency. Formative assessments drive student learning and summative assessments display what they know.

·  “I don’t need to do classwork or homework anymore because they don’t count toward my grade.” – Mastery Learning is about student depth of understanding. This is achieved through different kinds of evaluations. Homework and classwork can be summative or formative assessments, depending on the teacher’s discretion and needs of the students. Both homework and classwork may be entered into grade books as part of the final grade.

·  “I can turn in work late/I have as many chances as I want to re-try completing summative assessments.” – Late work may not always be accepted as determined by teachers and the nature of the assessment. Students must be given additional practice or support (i.e. mandatory tutoring) prior to retaking summative assessments. The number of retakes allowed is limited as determined by the teacher. Students will be given an appropriate time period to re-take summative assessments, not to exceed two weeks.

·  “I don’t test well, so I won’t perform well under this system.” – Feedback from formative assessments as well as multiple assessment types support students who are challenged with traditional test taking.

After you and your parents have read this syllabus, please sign it and return the lower portion to me. Please file the syllabus for your records.

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Student Print Name Date

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Student’s Signature Date

Parent’s Signature Date

Michelle Perry

Dance Teacher