a. Identifying integration standards Connection to student learning: It is known that students learn in different ways, and the Flip Video Camera allows for students to show what they learned through many different avenues of utilizing the cameras. It promotes student engagement
Hands-on technology use: Provides new ways for students to learn. When students are able to choose and use technology tools to obtain, analyze, synthesize, assimilate, and present course-related information in an acceptable manner, then technology integration takes place.
Variety in learning experiences: Students can perform skits, interviews, demonstrations, step-by-step instructions, video logs, video assessments, group work, presentations, projects, homework, labs, activities, pictures; the list is endless of what the camera can be used for in learning experiences.
Curriculum-specific applications: There are websites that provide free lesson plans and ideas for using the Flip Video Camera in the classroom. All lesson plans and activities can be incorporated into any State's standards and the 21st Century Learning Skills.
Collegial approaches to learning: Flip Video Cameras are an effective way to incorporate technology within the classroom.
Active participation of teachers: Educators in all grades and subjects can use the Flip Video Camera. Quick and easy training will allow teachers to be more willing to use the technology within their own classroom setting.
Technical assistance and support: Teachers can access free technical support line with questions or concerns (888-222-6689).
Adequate resources: There are websites that provide free lesson plans and ideas for using the Flip Video Camera in the classroom. All lesson plans and activities can be incorporated into any State's standards and the 21st Century Learning Skills.
Continuous funding: Fortunately the Flip Video Cameras require little to no maintenance. Software updates are free on the Flip Video Camera website. Any money left over from grants or the schools budget would be used to fund for the cameras.
Built-in evaluation: Technology committee will evaluate teacher/student integration of Flip Video Cameras.
b. Technology Proficiency in the Teaching/Learning Environment for
Students, Teachers, and Administrators i. Benchmarking standards Kathy: Curricula Crosswalk
The following curricula crosswalk is a document that provides links between high quality career and technical education and academic education to best prepare students for work and/or postsecondary education. Its intended audience is classroom teachers in grades 9-12 and it focuses on the four core academic areas: English language arts, mathematics, science and social studies.
Valerie: NJCCCS: Technology Standards for grades up to 6th:
8.2.8 B. Design Process and Impact Assessment
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to create the solution.
Lesson ideas for a Technology class using the Flip Camera:
-Students can create a HOW TO presentation on how to create a project or even how to use the Flip Cameras by using the Flip Camera. These presentations can be saved and used as references for creating the next project for the class.
ii. Applicable technology standards National Educational Technology Standards (NETS•S) and Performance Indicators for Students Creativity and Innovation- Using the Flip Video Camera is an innovative way for students to be creative in demonstrating, presenting, interviewing, assessing, and performing their knowledge on the lesson being taught. Students can be allowed to work with others to develop and implement their ideas on camera. Students will be able to demonstrate ideas that require more than what the school settings provide, i.e. live footage.
Research and Information Literacy- By using the cameras students can show what they know/learned from the lesson. In order to use the cameras, they would have to have researched the topic in order to film it. Information will able to be presented with precision due to the unlimited time and freedom to pause and restart the filming.
Digital Citizenship- Using the cameras utilizes technology within the classroom. Both teachers and students can use these cameras because it is appropriate and easy to use and incorporate within the schools curriculum. Videos can also be emailed and/or posted online as a resource that will be shared with others in the digital community.
Communication and Collaboration- When using the cameras with other students, they have to communicate and collaborate with others in various different means. They need to find ways to teach and motivate each other and make decisions together as a group.
Critical Thinking and Problem Solving- By using the cameras, they have to edit what they film to create a final product. This utilizes their inductive and deductive reasoning skills because they have to analyze and decide what is relevant and what is not.
Technology Operations and Concepts- The cameras are easy to use and incorporate within the classroom. Both students and teachers would be learning technology skills for the 21st century that are applicable to real world situations.
c. Technology Integration in the Teaching/Learning Environment i. Integration into core curriculum Kathy: Teachers participating in integrating Flip Video Camera would be asked to use it at least once a quarter. The means in which they use it would be entirely up to them (project, demonstration, interview, assessment, homework assignment, etc). The hope is that when teachers use it and see how easy it is to use and the positive response, they would be more willing to use it on their own without being required to do so. Because of its simplicity, it can very easily be infused into any subjects' curriculum.
Valerie: A trial group of teachers, most likely our Technology Committee teachers, will be trained on the uses of the Flip Camera and be asked to keep a journal of how it is used in their classroom. Journals will be discussed a monthly Technology Committee meetings and successes will be recorded. At the end of the trial period, about 2 marking periods, the committee members will turnkey the training to other interested teachers. A handout of lesson plan samples and ideas gathered from the journals will be given out to help the new teachers joining the initiative get started. We will arrange coverage for teachers if interested in observing a lesson with the Flip Cameras. With this being down every two marking periods, the training and word should spread within the first year and able to be modified continuously during the beginning of this process. Once interest increases and success is proven, the rest of the staff will be trained on in-service days by those willing to turnkey.
ii. Learning standards and assessment Kathy: We are not required to provide lesson plans when we teach; therefore we do not have to document which Delaware State Standard the lesson goes with. We as teachers are to follow the curriculum and teach it in a means that we feel teaches our students. Since college professors teach the way they want to, that idea is almost the same here. Students are expected to use skills that work best for them and incorporate it in their learning. Don't get me wrong, teachers do go out of their way to meet the needs and learning abilities of their students, but the idea is to train our students to figure out what works for them so they can be successful in all classes here and in college.
Our initiative can be incorporated in a lot of Delaware's State Standards. For example:
- In elementary school science, Standard 7; Diversity and Continuity of Living Things (Reproduction, Heredity and Development) can incorporate the Flip Video Camera to demonstrate how traits and heredity is passed down from parent to offspring. Students can show pictures of their parents and of themselves to demonstrate this idea. They can also conduct interviews with their parents to talk about personality traits and which parent they resemble.
- In middle school science, Standard 1; Nature and Application of Science and Technology (Understandings and Abilities of Scientific Inquiry) can incorporate the Flip Video Camera by demonstrating their knowledge of the scientific method and creating a video where they are presented a problem. They must ask questions, gather information and conduct experiments to test their hypothesis.
- In high school science, Standard 3; Energy and Its Effects (Forms and Sources of Energy) can incorporate the Flip Video Camera to show lab demonstrations of energy transfer. Students can also take the cameras home as a homework assignment to create their own lab demonstration on the topic.
Valerie: Unlike Kathleen, I teach in a New Jersey public school so lesson plans and standards are a must! After talking to the members of our committee from my school and looking at my own lesson plans, I can give a few examples of New Jersey Core Curriculum Content Standards (NJCCCS) with a brief summary of a lesson plan: Language Arts Standards for 5th grade: 3.3.5.B. Questioning (Inquiry) and Contributing
1. Respond orally by adding questions and comments while integrating knowledge.
2. Use interview techniques to develop inquiry skills.
3. Explore concepts by describing, narrating, or explaining how and why things happen.
4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
5. Reflect and evaluate information learned as a result of the inquiry.
6. Solve a problem or understand a task through group cooperation. 3.3.5.C. Word Choice
1. Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
2. Use varied word choice to clarify, illustrate, and elaborate.
3. Use figurative language purposefully in speaking situations.
4. Select and use suitable vocabulary to fit a range of audiences. 3.3.5.D. Oral Presentation
1. Develop and deliver a formal presentation based on a central theme, including logical sequence,
introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening,
supportive details, and a closing statement.
3. Use clear, precise, organized language that reflects the conventions of spoken English.
4. Use visuals such as charts or graphs when presenting for clarification.
5. Use props effectively while speaking.
6. Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing,
and clear enunciation.
7. Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
8. Read aloud with fluency.
9. Understand and use criteria from a rubric to improve an oral presentation.
10. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
Lesson ideas for a Language Arts class using the Flip Camera:
-The students will interview another student to demonstrate questioning skills while the other demonstrates answering skills. Students can pretend to be the author of the novel we are reading who is being interviewed about why the story was written and what it is about. These interviews will be video taped and showed as a Entertainment Weekly Episode.
-The students will create or perform a short story or a play. Students can record their performance to be shown to the class. This will allow them to practice and perfect the final product.
-The students can record themselves presenting their book report or research paper. Videos can be posted on the class website (after permission from parents is granted) and the students can peer grade after viewing the reports on laptops.
Math Standards for Grades 2 through 12: 4.5 E. Representations
1. Create and use representations to organize, record, and communicate mathematical ideas.
- Concrete representations (e.g., base-ten blocks or algebra tiles)
- Pictorial representations (e.g., diagrams, charts, or tables)
- Symbolic representations (e.g., a formula)
- Graphical representations (e.g., a line graph)
2. Select, apply, and translate among mathematical representations to solve problems.
3. Use representations to model and interpret physical, social, and mathematical phenomena. 4.5 F. Technology
1. Use technology to gather, analyze, and communicate mathematical information.
2. Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information.
6. Use computer-based laboratory technology for mathematical applications in the sciences (cf. science standards).
Lesson ideas for a Math class using the Flip Camera:
-Students can demonstrate how to create a representation of data by videoing the process as a step-by-step activity to teach the class as a review of the subject. Students can show how they collected the data, via video survey on the Flip Camera.
-Students can use the Flip Camera recording to download onto a computer to edit and display information collected.
-Students can act out a live autobiography of a famous mathematician. The use of prerecording with the Flip Camera will be to allow for costumes and appropriate settings to help make the mathematician’s life more clear and believable.
Science Standards to be met by the end of 8th grade: 5.1.4.B.2. Measure, gather, evaluate, and share evidence using tools and technologies.
Evidence is used to construct and defend arguments. (Tools and technology are used to gather, analyze, and communicate results.)
5.1.4.B.3. Formulate explanations from evidence.
Reasoning is used to support scientific conclusions.
5.1.4.B.4. Communicate and justify explanations with reasonable and logical arguments. 5.1.8.B.1. Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.
5.1.8.B.2. Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies. (Mathematics and technology are used to gather, analyze, and communicate results.)
5.1.4.C.3. Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.3. Demonstrate how to safely use tools, instruments, and supplies.
Lesson ideas for a Science class using the Flip Camera:
-Students will be able to record observations of a Science experiment and show visual representation, for example video the creation of a chemical reaction or the daily growth of a plant.
-The students will be able to give a formal presentation on a scientific topic by using the Flip Camera to allow for editing and cue cards.
-Students will be able to act out an investigation as a pretend detective in a theme related video to create a mood for effect.
-Students will be able to create visual demonstrations of safety rules that can be references throughout the year and shown periodically prior to a new experiment.
Visual and Performing Arts Standards Met by the end of 5th grade: 1.3.A. Dance Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
1. Perform planned and improvised sequences with a distinct beginning, middle, and end that manipulate time, space, and energy, and accurately transfer rhythmic patterns from the auditory to the kinesthetic.
3. Create and perform dances alone and in small groups that communicate meaning on a variety of themes, using props or artwork as creative stimuli.
4. Demonstrate developmentally appropriate kinesthetic awareness of basic anatomical principles, using flexibility, balance, strength, focus, concentration, and coordination.
5. Perform basic sequences of movement from different styles or traditions accurately, demonstrating proper alignment, balance, initiation of movement, and direction of focus. 1.3.C. Theater Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theater, and visual art.
1. Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction.
Lesson ideas for a Performance Arts class using the Flip Camera:
-Dance and theater performance project can be completed at home in order to allow for appropriate spacing. The video will be shown in class as the presentation so that this lesson can take place in a classroom setting.
-Teachers will be able to video a demonstration used either with a substitute teacher or to be used as a critiquing method. Since the teacher will be able to pause the video, students and the teacher can comment on the performance as it is happening without disrupting the performance itself.
iii. Administrative Processes: These will be addressed after our trial year with the initiative.
Integrating Your Technology
a. Identifying integration standards
Connection to student learning: It is known that students learn in different ways, and the Flip Video Camera allows for students to show what they learned through many different avenues of utilizing the cameras. It promotes student engagement
Hands-on technology use: Provides new ways for students to learn. When students are able to choose and use technology tools to obtain, analyze, synthesize, assimilate, and present course-related information in an acceptable manner, then technology integration takes place.
Variety in learning experiences: Students can perform skits, interviews, demonstrations, step-by-step instructions, video logs, video assessments, group work, presentations, projects, homework, labs, activities, pictures; the list is endless of what the camera can be used for in learning experiences.
Curriculum-specific applications: There are websites that provide free lesson plans and ideas for using the Flip Video Camera in the classroom. All lesson plans and activities can be incorporated into any State's standards and the 21st Century Learning Skills.
Collegial approaches to learning: Flip Video Cameras are an effective way to incorporate technology within the classroom.
Active participation of teachers: Educators in all grades and subjects can use the Flip Video Camera. Quick and easy training will allow teachers to be more willing to use the technology within their own classroom setting.
Technical assistance and support: Teachers can access free technical support line with questions or concerns (888-222-6689).
Adequate resources: There are websites that provide free lesson plans and ideas for using the Flip Video Camera in the classroom. All lesson plans and activities can be incorporated into any State's standards and the 21st Century Learning Skills.
Continuous funding: Fortunately the Flip Video Cameras require little to no maintenance. Software updates are free on the Flip Video Camera website. Any money left over from grants or the schools budget would be used to fund for the cameras.
Built-in evaluation: Technology committee will evaluate teacher/student integration of Flip Video Cameras.
b. Technology Proficiency in the Teaching/Learning Environment for
Students, Teachers, and Administrators
i. Benchmarking standards
Kathy:
Curricula Crosswalk
The following curricula crosswalk is a document that provides links between high quality career and technical education and academic education to best prepare students for work and/or postsecondary education. Its intended audience is classroom teachers in grades 9-12 and it focuses on the four core academic areas: English language arts, mathematics, science and social studies.
Valerie:
NJCCCS: Technology Standards for grades up to 6th:
8.2.8 B. Design Process and Impact Assessment
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to create the solution.
Lesson ideas for a Technology class using the Flip Camera:
-Students can create a HOW TO presentation on how to create a project or even how to use the Flip Cameras by using the Flip Camera. These presentations can be saved and used as references for creating the next project for the class.
ii. Applicable technology standards
National Educational Technology Standards (NETS•S) and Performance Indicators for Students
Creativity and Innovation- Using the Flip Video Camera is an innovative way for students to be creative in demonstrating, presenting, interviewing, assessing, and performing their knowledge on the lesson being taught. Students can be allowed to work with others to develop and implement their ideas on camera. Students will be able to demonstrate ideas that require more than what the school settings provide, i.e. live footage.
Research and Information Literacy- By using the cameras students can show what they know/learned from the lesson. In order to use the cameras, they would have to have researched the topic in order to film it. Information will able to be presented with precision due to the unlimited time and freedom to pause and restart the filming.
Digital Citizenship- Using the cameras utilizes technology within the classroom. Both teachers and students can use these cameras because it is appropriate and easy to use and incorporate within the schools curriculum. Videos can also be emailed and/or posted online as a resource that will be shared with others in the digital community.
Communication and Collaboration- When using the cameras with other students, they have to communicate and collaborate with others in various different means. They need to find ways to teach and motivate each other and make decisions together as a group.
Critical Thinking and Problem Solving- By using the cameras, they have to edit what they film to create a final product. This utilizes their inductive and deductive reasoning skills because they have to analyze and decide what is relevant and what is not.
Technology Operations and Concepts- The cameras are easy to use and incorporate within the classroom. Both students and teachers would be learning technology skills for the 21st century that are applicable to real world situations.
c. Technology Integration in the Teaching/Learning Environment
i. Integration into core curriculum
Kathy: Teachers participating in integrating Flip Video Camera would be asked to use it at least once a quarter. The means in which they use it would be entirely up to them (project, demonstration, interview, assessment, homework assignment, etc). The hope is that when teachers use it and see how easy it is to use and the positive response, they would be more willing to use it on their own without being required to do so. Because of its simplicity, it can very easily be infused into any subjects' curriculum.
Valerie: A trial group of teachers, most likely our Technology Committee teachers, will be trained on the uses of the Flip Camera and be asked to keep a journal of how it is used in their classroom. Journals will be discussed a monthly Technology Committee meetings and successes will be recorded. At the end of the trial period, about 2 marking periods, the committee members will turnkey the training to other interested teachers. A handout of lesson plan samples and ideas gathered from the journals will be given out to help the new teachers joining the initiative get started. We will arrange coverage for teachers if interested in observing a lesson with the Flip Cameras. With this being down every two marking periods, the training and word should spread within the first year and able to be modified continuously during the beginning of this process. Once interest increases and success is proven, the rest of the staff will be trained on in-service days by those willing to turnkey.
ii. Learning standards and assessment
Kathy: We are not required to provide lesson plans when we teach; therefore we do not have to document which Delaware State Standard the lesson goes with. We as teachers are to follow the curriculum and teach it in a means that we feel teaches our students. Since college professors teach the way they want to, that idea is almost the same here. Students are expected to use skills that work best for them and incorporate it in their learning. Don't get me wrong, teachers do go out of their way to meet the needs and learning abilities of their students, but the idea is to train our students to figure out what works for them so they can be successful in all classes here and in college.
Our initiative can be incorporated in a lot of Delaware's State Standards. For example:
- In elementary school science, Standard 7; Diversity and Continuity of Living Things (Reproduction, Heredity and Development) can incorporate the Flip Video Camera to demonstrate how traits and heredity is passed down from parent to offspring. Students can show pictures of their parents and of themselves to demonstrate this idea. They can also conduct interviews with their parents to talk about personality traits and which parent they resemble.
- In middle school science, Standard 1; Nature and Application of Science and Technology (Understandings and Abilities of Scientific Inquiry) can incorporate the Flip Video Camera by demonstrating their knowledge of the scientific method and creating a video where they are presented a problem. They must ask questions, gather information and conduct experiments to test their hypothesis.
- In high school science, Standard 3; Energy and Its Effects (Forms and Sources of Energy) can incorporate the Flip Video Camera to show lab demonstrations of energy transfer. Students can also take the cameras home as a homework assignment to create their own lab demonstration on the topic.
Valerie: Unlike Kathleen, I teach in a New Jersey public school so lesson plans and standards are a must! After talking to the members of our committee from my school and looking at my own lesson plans, I can give a few examples of New Jersey Core Curriculum Content Standards (NJCCCS) with a brief summary of a lesson plan:
Language Arts Standards for 5th grade:
3.3.5.B. Questioning (Inquiry) and Contributing
1. Respond orally by adding questions and comments while integrating knowledge.
2. Use interview techniques to develop inquiry skills.
3. Explore concepts by describing, narrating, or explaining how and why things happen.
4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
5. Reflect and evaluate information learned as a result of the inquiry.
6. Solve a problem or understand a task through group cooperation.
3.3.5.C. Word Choice
1. Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
2. Use varied word choice to clarify, illustrate, and elaborate.
3. Use figurative language purposefully in speaking situations.
4. Select and use suitable vocabulary to fit a range of audiences.
3.3.5.D. Oral Presentation
1. Develop and deliver a formal presentation based on a central theme, including logical sequence,
introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening,
supportive details, and a closing statement.
3. Use clear, precise, organized language that reflects the conventions of spoken English.
4. Use visuals such as charts or graphs when presenting for clarification.
5. Use props effectively while speaking.
6. Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing,
and clear enunciation.
7. Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
8. Read aloud with fluency.
9. Understand and use criteria from a rubric to improve an oral presentation.
10. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
Lesson ideas for a Language Arts class using the Flip Camera:
-The students will interview another student to demonstrate questioning skills while the other demonstrates answering skills. Students can pretend to be the author of the novel we are reading who is being interviewed about why the story was written and what it is about. These interviews will be video taped and showed as a Entertainment Weekly Episode.
-The students will create or perform a short story or a play. Students can record their performance to be shown to the class. This will allow them to practice and perfect the final product.
-The students can record themselves presenting their book report or research paper. Videos can be posted on the class website (after permission from parents is granted) and the students can peer grade after viewing the reports on laptops.
Math Standards for Grades 2 through 12:
4.5 E. Representations
1. Create and use representations to organize, record, and communicate mathematical ideas.
- Concrete representations (e.g., base-ten blocks or algebra tiles)
- Pictorial representations (e.g., diagrams, charts, or tables)
- Symbolic representations (e.g., a formula)
- Graphical representations (e.g., a line graph)
2. Select, apply, and translate among mathematical representations to solve problems.
3. Use representations to model and interpret physical, social, and mathematical phenomena.
4.5 F. Technology
1. Use technology to gather, analyze, and communicate mathematical information.
2. Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information.
6. Use computer-based laboratory technology for mathematical applications in the sciences (cf. science standards).
Lesson ideas for a Math class using the Flip Camera:
-Students can demonstrate how to create a representation of data by videoing the process as a step-by-step activity to teach the class as a review of the subject. Students can show how they collected the data, via video survey on the Flip Camera.
-Students can use the Flip Camera recording to download onto a computer to edit and display information collected.
-Students can act out a live autobiography of a famous mathematician. The use of prerecording with the Flip Camera will be to allow for costumes and appropriate settings to help make the mathematician’s life more clear and believable.
Science Standards to be met by the end of 8th grade:
5.1.4.B.2. Measure, gather, evaluate, and share evidence using tools and technologies.
Evidence is used to construct and defend arguments. (Tools and technology are used to gather, analyze, and communicate results.)
5.1.4.B.3. Formulate explanations from evidence.
Reasoning is used to support scientific conclusions.
5.1.4.B.4. Communicate and justify explanations with reasonable and logical arguments.
5.1.8.B.1. Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.
5.1.8.B.2. Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies. (Mathematics and technology are used to gather, analyze, and communicate results.)
5.1.4.C.3. Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.3. Demonstrate how to safely use tools, instruments, and supplies.
Lesson ideas for a Science class using the Flip Camera:
-Students will be able to record observations of a Science experiment and show visual representation, for example video the creation of a chemical reaction or the daily growth of a plant.
-The students will be able to give a formal presentation on a scientific topic by using the Flip Camera to allow for editing and cue cards.
-Students will be able to act out an investigation as a pretend detective in a theme related video to create a mood for effect.
-Students will be able to create visual demonstrations of safety rules that can be references throughout the year and shown periodically prior to a new experiment.
Visual and Performing Arts Standards Met by the end of 5th grade:
1.3.A. Dance Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
1. Perform planned and improvised sequences with a distinct beginning, middle, and end that manipulate time, space, and energy, and accurately transfer rhythmic patterns from the auditory to the kinesthetic.
3. Create and perform dances alone and in small groups that communicate meaning on a variety of themes, using props or artwork as creative stimuli.
4. Demonstrate developmentally appropriate kinesthetic awareness of basic anatomical principles, using flexibility, balance, strength, focus, concentration, and coordination.
5. Perform basic sequences of movement from different styles or traditions accurately, demonstrating proper alignment, balance, initiation of movement, and direction of focus.
1.3.C. Theater Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theater, and visual art.
1. Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction.
Lesson ideas for a Performance Arts class using the Flip Camera:
-Dance and theater performance project can be completed at home in order to allow for appropriate spacing. The video will be shown in class as the presentation so that this lesson can take place in a classroom setting.
-Teachers will be able to video a demonstration used either with a substitute teacher or to be used as a critiquing method. Since the teacher will be able to pause the video, students and the teacher can comment on the performance as it is happening without disrupting the performance itself.
iii. Administrative Processes: These will be addressed after our trial year with the initiative.