Julian Jernigan FRIT 7090: Games and Instructional Design Final Project July 17th ,2013

Statement of Goals
Goal 1 Student timeliness and preparedness will increase by 20% from prior two month period. Goal 2 Student work ethic in class will increase by 20% from prior two months period. Goal 3 Student flexibility and strength will increase by 20% from prior two month period. Goal 4 Student absentee will decrease by 20% from prior month period. Goal 5 Students will gain better understanding of technology integration and its effects on initiative as it applies to dance.

Statement of Objectives
Terminal Objective 1 Students will be able to identify and demonstrate movement elements, skills, and terminology in Classical Ballet Technique. Enabling Objective A.1 Student executes a technically based warm-up related to strength, muscular endurance, and flexibility. B.1 Student executes advanced principles of dance technique with precision. C.1 Student executes focus, control, and coordination in performing complex combinations through the integration of dance elements. D.1 Student will refine the ability to transfer weight, change direction and maintain balance without losing focus in a dynamic movement context. E.1 Student will synthesizes knowledge of dance vocabulary from multiple sources.

Terminal Objective 2 Student fully understands and models dance etiquette as a classroom participant, performer, and observer. Enabling Objective A.1 Student demonstrates attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment. B.1 Student demonstrates concentration and focus and helps to maintain a respectful performance environment for others. C.1 Student exhibits the ability to perform with focus, concentration, and attends rehearsals and classes in preparation for performances. D.1 Student exhibits leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer. Terminal Objective 3 Student recognizes concepts of anatomy and kinesiology in movement. Enabling Objective A.1 Students exhibit use of self-monitoring methods to refine and improve alignment and technical skills. B.1 Student defines and describes the physiological demands of different dance techniques and repertoire and how to prepare for those demands within rehearsals and performances. C.1 Student engages in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness. D.1 Student applies principles of injury prevention for dance to personal practices in preparing for dance class and performance. Terminal Objective 4 Student understands and applies music concepts to dance. Enabling Objective A.1 Student synthesizes musical concepts with self-initiation in instructed and created dance movements and phrases.

B.1 Student demonstrates self-initiative in phrasing movements artistically, aesthetically, and musically Georgia Performance Standards. Terminal Objective 5 Recognizes connections between dance and wellness Enabling Objective A.1 Students will communicates how life style choices affect the dancer. B.1 Students will analyze the historical and cultural images of the body in dance and compare these to images of the body in contemporary media. C.1 Students will discusses challenges facing professional performers in maintaining healthy lifestyles. D.1 Students will assess consequences of personal actions, commitment, and discipline necessary to achieve dance goals. Terminal Objective 6 Students integrate the use of technology and new media Enabling Objective A.1. Students explores technological tools to create and communicate about dance B.1 Students understand how technology can reinforce, enhance, or alter the dance concept and performance Terminal Objective 7 Students will demonstrate and understand dance as it relates to other areas of knowledge Enabling Objective A.1 Students Understand and demonstrate how media and technology can reinforce, enhance, or alter the dance concept and performance

Link to Georgia Performance Standards

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/912_Fine_Arts_Dance_Level_4_2-11-2010.pdf

List of Georgia Performance Standards Utilized

Foundations Fundamental concepts, principles, and skills of dance
DHS4FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance a. Executes a technically based warm-up related to strength, muscular endurance, and flexibility b. Executes advanced principles of dance technique with precision c. Executes focus, control, and coordination in performing complex combinations through the integration of dance elements d. Refines the ability to transfer weight, change direction and maintain balance without losing focus in a dynamic movement context e. Synthesizes knowledge of dance vocabulary from multiple sources DHS4FD.2 Understands and models dance etiquette as a classroom participant, performer, and observer a. Demonstrates attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment b. Demonstrates concentration and focus and helps to maintain a respectful performance environment for others c. Exhibits ability to perform with focus, concentration, and attends rehearsals and classes in preparation for performances d. Exhibits leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer DHS4FD.3 Recognizes concepts of anatomy and kinesiology in movement a. Exhibits use of self-monitoring methods to refine and improve alignment and technical skills b. Defines and describes the physiological demands of different dance techniques and repertoire and how to prepare for those demands within rehearsals and performances c. Engages in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness d. Applies principles of injury prevention for dance to personal practices in preparing for dance class and performance DHS4FD.4 Understands and applies music concepts to dance a. Synthesizes musical concepts with self-initiation in instructed and created dance movements and phrases b. Demonstrates self-initiative in phrasing movements artistically, aesthetically, and musically Georgia Performance Standards

Connections Exchanging and relating ideas, experiences, and meanings

DHS4CO.2 Recognizes connections between dance and wellness a. Communicates how life style choices affect the dancer b. Analyzes the historical and cultural images of the body in dance and compare these to images of the body in contemporary media c. Discusses challenges facing professional performer in maintaining healthy lifestyles d. Assesses consequences of personal actions, commitment, and discipline necessary to achieve dance goals DHS4CO.3 Integrates the use of technology and new media a. Explores technological tools to create and communicate about dance b. Understands how technology can reinforce, enhance, or alter the dance concept and performance DHS4CO.4 Demonstrates and understands dance as it relates to other areas of knowledge a. Understands and demonstrates how media and technology can reinforce, enhance, or alter the dance concept and performance

Learner Characteristics
Noah 9th grade. Short stature, average technique for boy, lack of self confidence may inhibit physical competency. Third year of dance Troy 9th grade. Strong physique and natural movement ability supports strong technique. Lack of self control limits information absorption. Third year of dance Shakira 10th grade. Strong physique and natural movement ability supports strong technique. Lack of self confidence limits information absorption and physical competency and application of corrections. Thirteenth year of dance Evan 1 11th grade. Strong physique and natural movement ability supports less than average technique. Lack of terminology knowledge and repetition inhibits abilities. First year of dance. Brittni 12th Grade. Small stature and multi month observations due to mononucleosis has left a gap of application of learned materials and principles. Fourteenth year of dance.

Evan 2 11th grade. Excellent technique and intelligence. Six weeks out with an ankle injury has resulted in a gap of application learned materials and applications. Fourteenth year of dance. Leo 10th grade. Excellent technique and facility. Slight processing delay often inhibits ability to apply information as it is received. Has been working on this issue since November and improved significantly. Tird year of dance. Stevenwayne 11th Grade. Less than average technique. Lack of terminology knowledge and repetition inhibits abilities. Lack of work ethic at the beginning of the year took a lot of confrontational discussion but has worked itself out. Third year of dance. Rebecca 12th grade. Extremely tall proves difficult at times. Less than average technique, but an extreme dedication to being successful. Lack of self confidence contributes to limited physicality. Thirteenth year of dance. Kieran 12th grade. Extreme intelligence and technical prowess and knowledge helps student excel. Lack of application of corrections is the only limiting factor. Fifteenth year of dance. Gabby 11th grade. Extreme intelligence and technical prowess and knowledge helps student excel. Lack of application of corrections is the only limiting factor. Fifteenth year of dance. Stephen 12th grade. Strong physique and natural movement ability supports less than average technique. Lack of terminology knowledge and repetition inhibits abilities. Personality and determination have propelled student beyond some of his more experienced peers. First year of dance. Kaitlin 12th grade. Extreme intelligence and technical prowess and knowledge helps student excel. Lack of application of corrections is the only limiting factor. Fifteenth year of dance. Mike 10th Grade. Less than average technique. Lack of terminology knowledge and repetition inhibits abilities. Lack of work ethic at the beginning of the year took a lot of confrontational discussion but has worked itself out. Lack of confidence is a major limiting factor. Second year of dance. Peter 11th Grade. Less than average technique. Lack of terminology knowledge and repetition inhibits abilities. Lack of work ethic at the beginning of the year took a lot of confrontational discussion but has worked itself out. Third year of dance. Andrien 12th grade. Less than average technique, but an extreme dedication to being successful. Complete team player, will often assist peers if they experience difficulties. Eighth year of dance.

Class Test Scores for Savannah Arts Academy

Savannah Arts SAT Score History

600 590 580 570 560 550 540 530 520 510 500 490 480 470 460 450
Critical Reading Math Writing

SAT Scores

2001

2002

2003

2006

2007

2008

2009

2010

2011

Year

Content and Instructional Strategies Overview A basic ballet class can be confusing for the non-informed spectator; the following description is given in hopes of translating it to a common denominator that simplifies this process. The lesson will cover the basic principles of a classical ballet class. Students will participate in a barre which will consist of approximately ten exercises. The exercises are designed to not only warm the dancers up, but to continue to develop strength, balance and endurance. Center work continues in this tradition, pushing the physical limits as well as the technical merit of all that attempt it. By the end of the class, the students are moving as large as possible and investing their utmost effort, physically and mentally, in executing the steps. A short video demonstration has been included for understanding and comprehension. Barre Description and Demonstration http://www.youtube.com/watch?v=Zv70BCFnfhg It is important to remember that each exercise can last up to five minutes each and a very taxing. Center Description and Demonstration http://www.youtube.com/watch?v=MolxRL6uo4k While this is the standard for any dance class, I will be incorporating the free online application Class Dojo in order to instill a daily feedback and competition based atmosphere to enhance not only effort that students will put forth, but overall will increase their abilities as well as their extracurricular habits in order to become better dancers. This information will be repeated in the content section. A teaching sample for a typical ballet class at the Savannah Arts Academy with myself as the instructor is linked at the following URLs: http://youtu.be/bGGN7KAU1CY http://youtu.be/c0YALhEAD6g

Instructional Strategies Dancers will be digitally tracked via a service known as Class Dojo. Points will be awarded and taken in each class for a two moth period. Students will gain experience points for every exercise completed competently. For instance, 1 points for showing up 10 minutes early; 1 points for warming up before class; 1 points for balancing one second longer than in your previous class. Or, for example, holding your balance the longest over the course of the day awards you a level 2 Master of Balance achievement trophy. Being awarded this trophy unlocks a side quest that challenges you to do three double pirouettes in a row, which, if successful, gets you a clothing

coupon towards a new class leotard or shirt. Perhaps improving your timing in the phrase you did last week gets your overall class score high enough for you to move up to the first group to attempt the combination(a prestigious placement for most dancers in class). Finally, every time you reach 100 points you win free tickets to a show, or get a discount at a retail outlet. Because accomplishments could be tracked and stored on a computer and students can access and track their progress through their own access to the service, they could immediately be utilized to show areas of strength and weakness. Eventually, these statistics could be compounded and given to a guest choreographer in order to determine who will receive this accolade. A sample class has been developed utilizing the mentioned software class dojo. A few screenshots have been included below. Class List and Avatars

Positive Behaviors

Negative Behaviors

Class Percentages

Class Points List

The class percentages and points will be totaled monthly, dancers may choose to cash out points at the end of each period, or continue to stockpile them for greater rewards. A reward table is listed below: -20 Points Stretching/Strengthening amounts double for two months -15 Points Stretching/Strengthening amounts double for one month -10 Points Stretching/Strengthening amounts double for two weeks -5 Points Stretching/Strengthening amounts double for one week 0 Points Written assignments on biography of a famous dancer focusing on work ethic +5 Points Free pass to performing arts library during lunch one day +10 Points Free pass to performing arts library during lunch multiple days +20 Points Free pass to performing arts library during lunch one week +30 Points $5 giftcard to ITunes +40 Points Promotion to first group of dancers +50 Points $10 gift card to ITunes +60 Points Free school leotard/shirt for class purposes +70 Points Free dance concert DVD +80 Points Qualification for guest artist piece +90 Points $20 gift card to dance retailer +100 Points Free dance concert tickets

Learner Assessment

Short term learner assessment will occur via observation and record keeping. The teacher will use key points in dance technique and ability improvement in order to assess point assignment. Online tools, specifically Class Dojo, will not only tally points on a per class basis, but can also verify trends and statistics within any category that is selectable, from whole class to individual statistics instantaneously, or comprehensive results. Comprehensive learner progress through physically based course goals will be measured using the following instrument every two months. This represents a pretest as well as a post test to track learner strength variation which can only be gained in the long term, consistent with full body conditioning.

Initial Fitness Test

Name: Date: ___________________

Test Pre Test Pulse Push Ups 60 Seconds Sit Ups 60 Seconds Squats until Fatigued Step Test 3 Minutes Flexibility Post Test Pulse

Your Result BPM for 1 Minute ____________

Total Number Completed

Categorized Score FEMALES

Categorized Score MALES

In HFZ? Yes/No

__________________
Total Number Completed

__________________
Total Number Completed

__________________
Total Duration Completed ___:_______

+/- Inches _______________ BPM for 1 Minute ____________

Final Fitness Test

Name: Date: __________________

Test Pre Test Pulse

Your Result BPM for 1 Minute ____________

Categorized Score FEMALES

Categorized Score MALES

In HFZ? Yes/No

Push Ups 60 Seconds Sit Ups 60 Seconds Squats until Fatigued Step Test 3 Minutes Flexibility Post Test Pulse

Total Number Completed

__________________
Total Number Completed

__________________
Total Number Completed

__________________
Total Duration Completed ___:_______

+/- Inches _______________ BPM for 1 Minute ____________

Evaluation Learner progression throughout the year should be indicative of a successful design. Learners numbers in every category should increase over time with the exception of flexibility and pulse. In these two categories, a negative result, or decrease is in fact desirable. A summative evaluation will be administered in two rounds, at the halfway point of the year and at the conclusion of the academic year to insure consistency throughout administration. The two part assessment will be a duplicate delivery of a survey with a few open ended questions in order to fill any void left by standardized questions. The instrument is inserted below: Summative Evaluation Form Demographics Please select one of the following Class Freshmen Sophomore Junior Senior Sex Female Male

Technical Experience Before this course: 1. I have had a lot of experience with Classical Ballet Technique I have had some experience with Classical Ballet Technique I have had little experience with Classical Ballet Technique I have had no of experience with Classical Ballet Technique 2. I am confident in my strength I am pleased with my strength I have room for improvement with my strength I am not strong 3. I am confident in my flexibility I am pleased with my flexibility I could be more flexible I am not flexible

At completion of this course: 4. I have had a lot of experience with Classical Ballet Technique I have had some experience with Classical Ballet Technique I have had little experience with Classical Ballet Technique I have had no of experience with Classical Ballet Technique

5.

 I am confident in my strength I am pleased with my strength I have room for improvement with my strength I am not strong 6. I am confident in my flexibility I am pleased with my flexibility I could be more flexible I am not flexible

Course Materials 7. I felt this course was Easy Slightly challenging Challenging Difficult

8. I felt that Class Dojo was __________________ in keeping track of my progress Very helpful Helpful Somewhat helpful Not at all helpful Ease of Use 9. Would you recommend this course to a peer? Yes Maybe

 No Comments 10. One thing I liked about this course was

11. One thing I disliked about this course was

12. Any other feedback or comments are welcome below

Students surveys will be submitted to the instructor physically and reviewed upon receipt. Results will be compounded and analyzed by question. Final results will be included in a document that lists percentages of responses on a per question basis, and open ended comments

will be collected and taken into consideration.