I am fortunate enough to be able to develop my own curriculum for our dance program. Twelve years ago I started with a foundation during my year of student teaching and have continued to refine my curriculum through reflection and the student population. I have planned the environment for my students to succeed and hold high standards for each and every one of my students. We begin the year with a class pledge and expectations to create a safe and welcoming environment for all students to learn. It is not about being the best dancer but giving it your all and looking at improvement with hard work and dedication.
The entire year builds from level one to advanced lessons where each of the State of California Dance Standards for Visual and Performing Arts (VPA) are touched on. Since the Common Core State Standards (CCSS) have been implemented in core subjects I have had to opportunity to create more detailed lessons incorporating digital learning and social media. I also keep in mind Gardner’s Multiple Intelligence (1991) and the learning domains of Bloom’s Taxonomy (1956) along with the VPA and CCSS when developing my curriculum for all levels of my dance department.
The Substitution, Augmentation, Modification, and Redefinition (SAMR) developed by Dr. Ruben Puentedura (2008) is now a guide I also use to transform my lessons to bring digital learning into the dance class with higher order and critical thinking as the core of what my student will learn. This guide has assisted me develop curriculum that is project and inquiry based, turning my students from media consumers to media producers.
The entire year builds from level one to advanced lessons where each of the State of California Dance Standards for Visual and Performing Arts (VPA) are touched on. Since the Common Core State Standards (CCSS) have been implemented in core subjects I have had to opportunity to create more detailed lessons incorporating digital learning and social media. I also keep in mind Gardner’s Multiple Intelligence (1991) and the learning domains of Bloom’s Taxonomy (1956) along with the VPA and CCSS when developing my curriculum for all levels of my dance department.
The Substitution, Augmentation, Modification, and Redefinition (SAMR) developed by Dr. Ruben Puentedura (2008) is now a guide I also use to transform my lessons to bring digital learning into the dance class with higher order and critical thinking as the core of what my student will learn. This guide has assisted me develop curriculum that is project and inquiry based, turning my students from media consumers to media producers.