The stages of this task are described in four section; Firstly the LSA's attention needs to be focused on the production of visual (hand formations/movements) and auditory (sounds) output from student to ensure visual and auditory input of information. Next the perception of the input information will require the LSA to process auditory and visual information to be recognised together as
Task 3: Roles and Responsibilities Home Study Written Task Introduction This task prepares you for working in a school. It covers key aspects of schools as organisations. This includes the structure of the education system, the roles and responsibilities of key members of the school team and the purpose of school ethos, mission statement and aims and values. Assessment You can either use the templates that follow to record your work, or produce your own. You will be assessed on your knowledge and understanding, through your assessor looking at your written records.
This assessment can ascertain as to whether the student has any background knowledge of the subject they are being taught and if they are applying for the correct level of education. Carrying out initial assessment can determine as to whether there are specific areas that a student needs to develop. ‘Diagnostic assessment is an evaluation of a learner’s skills, knowledge, strengths and areas for development. Formative assessments are ongoing throughout the course and a simple way of gauging how and what your students are learning. This then allows the teacher to amend the way in which they are teaching or what they are teaching to accommodate the results.
Dance Homework – Research Task Katherine Dunham Katherine Dunham was born on June 22nd 1909. Dunham had many great talents as well as dance and choreography. She was an artist, anthropologist, author, manager, movie star, activist, producer, educator, wife and mother .She was inspired by caribbean dance and African culture which gave her the idea to bring them together. She became first interested in dance when she began studying ballet in 1928. She was then accepted to the University of Chicago in 1929 as an anthropology major in which she focused on dance.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Vickie Sears’ did a great job on explaining the Native American Elements throughout the story while explaining how Clarissa overcame her label. Clarissa started off as an unstable child, but now through her Native American culture she made a huge turn around and became a great dancer just like Molly Graybull. Clarissa learned dancing through experience, listening, observing and doing. Oral traditions were very important to Clarissa so she attended the women’s traditional. Last but not least Clarissa maintained her traditions, native language and culture by practicing dance and expressing that she was
Australian Dance Theatre Work: G Artistic Director: Garry Stewart History and Purpose Australian Dance Theatre has been owned and operated by numerous choreographers that have impacted and influenced the path of the dance company. Dr. Elizabeth Cameron Dalmon established the company in 1965 and sought to “open the horizons for provocative contemporary and cutting edge dance.” Elizabeth Dalman School of Modern Dance was what the company was called from 1965-1975. After the first performance from the company in Adelaide, critics were divided over the company’s new and adventurous approach. However, audiences were enthralled from the very beginning. In 1967, Dalman provided the public with an insight into the company through school classes, workshops, pre- and post- show forums/discussions during the company’s infancy.
But soon he married a dancer, Alexander Danilova. Balanchine began to stage dances for the Cochran Revues in London, and was retained by the Royal Danish Balletin Copenhagen as guest ballet master. In 1933, Lincoln Kristein became interested in ballet and soon had a dream of establishing ballet company in United States. His first goal was to convince Balanchine to come with him to U.S, fairly quickly he agreed and went to U.S. Balanchine had all of it planed out. He thought of teaching the young and influencing the kids into getting interested in ballet style of dancing.
Through dance, a story can be told. Ballet is a compromise of classical and formal dance. Ballet is a dance of exquisite taste and is extremely strict on movement. Ballets are a choreographed technique and performed by highly trained dancers. “They are set to music and poised in a style of dance which incorporates the foundational techniques for many other dance forms.” Ballet is an intense theatrical performance put forth by solo dancers, duets, and choruses, or corps de ballet.
Differentiated Instruction Shirley P. Davis AET/525 September 23, 2013 Dr. L.M. Portugal Differentiated Instruction Differentiated instruction is a method of teaching in which the instructor offers multiple approaches to meet the diverse needs of each learner in a classroom in order to unlock the highest potential of the individuals. Differentiated instruction helps instructors assure the success of diversified learners “by taking diverse student factors into account when planning and delivering instruction” (Willoughby, n.d.). The instructional module on “Mapping out Close Reading” originally addressed to language arts teachers, is differentiated to address a diverse audience with multiple backgrounds and learning levels. Two modifications have been made to accommodate diverse learners in each of the following areas: content, instructional strategies, the end product, and the environment.