Integrating Dance Concepts and Interdisciplinary Practices

Welcome! You are currently visiting my Mini-Course Homepage. Below you will find an overview of the course and links to subsequent units/lessons. Click here to return to my Portfolio Page or to ETAP 623 Spring 2020.

                         Click here to begin Unit 1 Overview>>>

Introduction

This mini-course serves as a planning guide and resource for K-12 educators searching for creative interdisciplinary lessons between their subject area and dance. As participants proceed through the following units, they will gain an appreciation for dance and its potential, as well as practical applications for their classrooms. By the end of this mini-course, they will design a discipline-specific unit that integrates dance made for their needs.

Target Participants

• Are you a prospective/current K-12 educator?
• Are you in charge of at least some curriculum design in your content area?
• Are you looking for some creative interdisciplinary ideas?

If so, this course will be great for you!

It would help if you have some practice unit or lesson planning, as well as an expertise in your content area. However, no dance experience is required. Just an open mind towards creative curriculum integration.

Course Learning Outcomes

Upon completion of this course, participants will be able to...

• Advocate for the position and value of dance in various K-12 settings
• Integrate key dance concepts into any non-dance curriculum using the UbD framework
• Engage in meaningful interdisciplinary planning with dance educators

Navigation Tips

There are a few ways to navigate through this course.

1. Use the course outline below (all unit overviews and lessons are linked)
2. At the top and bottom of each lesson page, there is a navigation bar with links to the previous and next lesson/unit overview (Example: <<<Previous Lesson | Next Lesson>>>)
3. At the top of each lesson page, above the navigation bar, there are links to return to the Mini-Course Homepage (here) or Unit Overview (specific to the unit you are in)

Course Outline

Unit 1: Call to Action

Participants will identify three to four general goals for their dance-related interdisciplinary unit

• Lesson 1.1: A Need for Dance Integration
• Lesson 1.2: Benefits of Dance Integration
• Lesson 1.3: Goal Setting and Brainstorming

Unit 2: Laying the Foundation

Participants will define learning outcomes for interdisciplinary unit supported by national dance standards and concepts

• Lesson 2.1: National Core Arts Standards for Dance
• Lesson 2.2: Determining Types of Dance Activities
• Lesson 2.3: UbD Framework Stage 1

Unit 3: Discipline-Specific Applications

Participants will explore practical applications and example lessons of dance integrated into specific content areas

• Lesson: Integrating Dance into Math
• Lesson: Integrating Dance into Science
• Lesson: Integrating Dance into English Language Arts
• Lesson: Integrating Dance into Social Studies

Unit 4: Designing an Interdisciplinary Unit

Participants will design effective assessments and learning activities aligned to interdisciplinary performance objectives

• Lesson 4.1: Developing Performance Objectives
• Lesson 4.2: UbD Framework Stage 2
• Lesson 4.3: UbD Framework Stage 3

Unit 5: Final Message

References

• About PreK-12 Dance Education in the United States. (n.d.). Retrieved from https://www.ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=194714
• Backwards Design. (n.d.). Retrieved from https://www.mostkreativeklassroom.org/backwards-design.htm
• Belcastro, S.-M., & Schaffer, K. (2011). Dancing Mathematics And The Mathematics Of Dance. Retrieved from http://digitaleditions.walsworthprintgroup.com/article/Dancing Mathematics And The Mathematics Of Dance/635230/60727/article.html
• Berger, P. (n.d.). All I Want to Do Is Dance, Dance, Dance! Retrieved from https://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson38.html
• Blake, O. (n.d.). Slideshow Presentation. Retrieved from https://slideplayer.com/slide/9152160/
• Bradley, K., & Bonbright, J. (2013). Evidence: A report on the impact of dance in the K-12 setting. National Dance Education Organization, 1–66. Retrieved from https://www.arts.gov/sites/default/files/Research-Art-Works-NDEO.pdf
• BYU McKay School of Education. (n.d.). BYU Arts Lessons. Retrieved from https://education.byu.edu/arts/lessons
• Chapman, S. (n.d.). Slideshow Presentation. Retrieved from https://slideplayer.com/slide/6618101/
• Cravath, E., BYU Arts Partnership, E., Arts Bridge America, E., & BYU | Honors, E. (n.d.). Lesson plan resource.
• Elements of Dance | Kqed Arts. (2015). Retrieved from https://www.youtube.com/watch?v=UGuD9Geeb2k
• Evidence: A report on the impact of dance in the K-12 setting. (2013). Evidence: A report on the impact of dance in the K-12 setting. Retrieved from https://www.arts.gov/sites/default/files/Research-Art-Works-NDEO2.pdf
• Fitzgerald, S. (n.d.). Slideshow Presentation. Retrieved from https://slideplayer.com/slide/9165266/
• Heick, T. (2019, December 8). The 6 Facets Of Understanding: A definition for teachers. Retrieved from https://www.teachthought.com/critical-thinking/6-facets-of-understanding-definition/
• Kassing, G. (n.d.). Discovering Cultural Dance. Retrieved from https://us.humankinetics.com/blogs/excerpt/discovering-cultural-dance
• Larson, M, B., Lockee, B, B. (2014). Streamlined ID: A Practical guide to Instructional Design. New York, NY: Routledge.
• McTighe, J., & Wiggins, G. (2012). The Understanding by Design® Framework. Alexandra, VA: ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
• National Core Arts Standards: A conceptual framework for arts learning. (n.d.). National Coalition for Core Arts Standards, 1–27. Retrieved from https://www.nationalartsstandards.org/content/national-core-arts-standards
• National Core Arts Standards, National Core Arts Standards 1–11 (2014). Dover, DE.
• OSPI-Developed Performance Assessment. Dance Art: Grade 5, Dance Art: Grade 51–19 (n.d.). Olympia, WA: Office of Superintendent of Public Instruction.
• Overby, L. Y., Beach, H. A., Glassman, P. undefined, Haislip, Y. undefined, Luzier, J. undefined, Schotz, R. undefined, & Thomas, T. undefined. (2013). Formative and Summative Assessments for Dance Interarts/Interdisciplinary Projects. Journal of Dance Education, 13(1), 23–29. doi: 10.1080/15290824.2012.701182
• Parsad, B., Spiegelman, M., & Coopersmith, J. Arts Education: In public elementary and secondary schools, 1999-2000 and 2009-10, Arts Education: In public elementary and secondary schools, 1999-2000 and 2009-101–126 (2012). Washington DC. Retrieved from https://nces.ed.gov/pubs2012/2012014rev.pdf
• Patel, K. (2013). Science Class Gets Its Groove On. Retrieved from https://www.dance-teacher.com/science-class-gets-its-groove-on-2392417103.html
• PBS, & SGHB Educational Foundation. (n.d.). Teaching Resources For Students And Teachers. Retrieved from https://www.pbslearningmedia.org/
• Perpich Center for Arts Education, & University of MN Dance Program. (2018, September). The Elements of Dance. Retrieved from https://www.elementsofdance.org/
• Ps Dance! Dance Education in Public Schools (Official Trailer). (2015). Retrieved from https://www.youtube.com/watch?v=ICyS65MyoIE#action=share
• SMU. (n.d.). Learning Objectives. Retrieved from https://cte.smu.edu.sg/approach-teaching/integrated-design/learning-objectives
• Standards for Learning and Teaching Dance in the Arts: Ages 5-18. (n.d.). Retrieved from https://www.ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55431
• The Kenenedy Center, & Arts Edge. (n.d.). How Dance Can Teach Literature: Five ways to use dance in your english class. Retrieved from https://artsedge.kennedy-center.org/educators/how-to/encouraging-arts/how-dance-can-teach-literature
• United Arts Council. (n.d.). We Make Art Happen. Retrieved from https://www.unitedarts.org/

Graphic Images

• http://clipart-library.com/math-cliparts.html
• http://clipart-library.com/science-cliparts.html
• http://clipart-library.com/social-studies-clipart.html
• http://www.clipartpanda.com/clipart_images/file-type-60286632
• https://clipartix.com/kindergarten-clip-art-image-21131/
• https://frepple.com/blog/roadmap-voting-poll/
• https://nohoartsdistrict.com/industry-all-art/gotta-dance/item/2952-your-dancing-brain
• https://phs.warwickschools.org/academics/departments/
• https://usergeneratededucation.wordpress.com/?s=interdisciplinary
• https://ya-webdesign.com/explore/no-contract-png/
• http://www.denterlein.com/blog/best-brainstorming-techniques
• https://www.canva.com/learn/the-art-of-alignment/
• https://www.clipart.email/clipart/engineering-design-engineering-clipart-317608.html
• https://www.clipart.email/download/24479529.html
• https://www.dreamstime.com/teachers-characters-educational-tools-stationery-as-ball-globe-books-different-disciplines-geography-physical-culture-image155025880
• https://www.facebook.com/BSCroosendaal/photos/%EF%B8%8F-we-need-your-help-we-hebben-voor-de-volgende-3-data-nog-behulpzame-bscrs-nodig/2194527957273102/
• https://www.immunology.umn.edu/files/job-promotion-congratulations-clipart-1jpg
• https://www.natureindex.com/news-blog/how-to-collaborate-more-effectively-five-tips-for-researchers-science
• https://www.pinterest.com/pin/245446248424619160/
• https://www.socoselling.com/understanding-the-decision-making-process/
• https://www.storyboardthat.com/articles/e/what-is-ubd-understanding-by-design
• https://www.teachhub.com/classroom-management-smart-stretch-goal-setting
• https://www.vecteezy.com/vector-art/272435-design-studio-designing-drawing-photographing <a href="https://www.vecteezy.com/free-vector/design">Design Vectors by Vecteezy</a>
• Teachers Characters with Educational Tools and Stationery as Ball Globe Books. Different Disciplines as Geography, Physical Culture, Chemistry, Literature, Language Cartoon Flat Vector Illustration
• Vector Illustration Of Handyman Home Renovation Expert - Cartoon Building A House