Title of Lesson

Collecting for A purpose

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Grade Level
The lesson is for 9th-12th grades
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Rationale/Purpose
The lesson purpose is to learn to utilize digital tools as not only a teacher based sense of sharing resources, but also a student based sharing tool ,an instantaneous fast trackick and concert planning and production tool for young choreographers to have a chance to save themselves time and money for concert productivity. It must be taught in three installments. One installment to teach the required elements based on the predetermined teacher needs to establish functionality, and another installment to determine student based need (IE exactly in what context students will utilize the tool), and a final time to synthesize the subject specific examples.
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Key Question(s)
What is Curation? What purpose does it serve? How does it help my instructor? In what context can it help me? What specific information do I need to provide/determine in order to generate my own curational planning tools?
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Standard
DHS1CR.1 Demonstrates an understanding of creative/choreographic principles, processes, and structures DHS1CR.2 Demonstrates an understanding of dance as a way to create and communicate meaning DHS1RE.1 Demonstrates critical and creative thinking in all aspects of dance DHS1CO.1 Demonstrates and understands dance in various cultures and historical periods DHS1CO.3 Integrates the use of technology and new media DHS1CO.4 Demonstrates and understands dance as it relates to other areas of knowledge

DHS2CR.1 Demonstrates an understanding of creative/choreographic principles, processes, and structures DHS2CR.2 Demonstrates an understanding of dance as a way to create and communicate meaning DHS2RE.1 Demonstrates critical and creative thinking in all aspects of dance DHS2CO.1 Demonstrates and understands dance in various cultures and historical periods DHS2CO.3 Integrates the use of technology and new media DHS2CO.4 Demonstrates and understands dance as it relates to other areas of Knowledge DHS3CR.1 Demonstrates an understanding of creative/choreographic principles, processes, and structures DHS3CR.2 Demonstrates an understanding of dance as a way to create and communicate meaning DHS3RE.1 Demonstrates critical and creative thinking in all aspects of dance DHS3CO.1 Demonstrates and understands dance in various cultures and historical periods DHS3CO.3 Integrates the use of technology and new media DHS3CO.4 Demonstrates and understands dance as it relates to other areas of knowledge DHS4CR.1 Demonstrates an understanding of creative/choreographic principles, processes, and structures DHS4CR.2 Demonstrates an understanding of dance as a way to create and communicate meaning DHS4RE.1 Demonstrates critical and creative thinking in all aspects of dance DHS4CO.1 Demonstrates and understands dance in various cultures and historical periods DHS4CO.3 Integrates the use of technology and new media DHS4CO.4 Demonstrates and understands dance as it relates to other areas of knowledge .
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Objectives
Students will be able to access and view the teacher example of a Symbaloo resource chart Students will be able comprehend the justifications of the utilization of Symbaloo as a curational device. Students will be able to theorize their own Symabloo Repetory Reference example Students wil be able to physicallize their own Symbaloo Repetory Reference Guide.

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Assessments

Students will be assessed on attention and investment from the first part of discussion concerning the utilization of Symbaloo to their written reviews of the teacher example Students will be assessed on their written example of their own planning documents for their own Repertory Resource Guide Students will be assessed on their physical/digital example of their Repertory Resource Guide

Activities
Day One- Students will access and describe the contents contained within the teacher example of Symbaloo

Day Two- Student will begin to plan their own repertory concert and begin to strategically design their Symbaloo resource chart with links and titles

Day Three- Students will physically implement their plan by creating an account and designing their own Symbaloo repertory resource chart.

Procedures
Day One Introduction and Overview Students will learn and be assessed on attention and investment from the first part of discussion concerning the utilization of Symbaloo to their written reviews of the teacher example Students will be presented with a prefabricated example of a digital dance resource kit. The example is shown below.

Students will discuss the pros and cons of the platform as well as the choices for content matter and groupings of resources Day one closes with a comprehensive review of all elements Day Two- Students will begin to plan their own repertory concert and begin to strategically design their Symbaloo resource chart with links and titles, including source audio, costumes, makeup and hairstyles Students will again discuss the pros and cons of the platform as well as the choices for content matter and groupings of resources Students will physically produce a tile template including all links and titles as well as a template map for distribution of their content tiles Students will pair up and compare and contrast actual templates to troubleshoot any issues that may be inherent at the planning stage Day two closes with a comprehensive review of all elements

Day Three- Students will physically implement their plan by creating an account and designing their own Symbaloo repertory resource chart. Students will again discuss the pros and cons of their own design and organizational ideas. Students will sign onto an internet workstation and create a Symbaloo account.

Students will build title and image their Symbaloo Repertory Resource Guide. Students will submit the url of their completed Symbaloo Repertory Resource Guide digitally to their instructor. Students will be present their own completed Symbaloo Repertory Resource Guide to their peers in presentation format. A completed student sample can be found below:

Time Frame
The class will take place over three 90 minute periods. Two of them will consist of putting the required components in place and the third to present them to an audience.

Technology Application
Students will not only be verbally contemplating an analyzing current digital media, but they will also be analyzing flaws in their own design process at the early stages. Ultimately, they will digitally synthesize their projects to their colleagues in an effort to highly review and customize their end products . By allowing round table opinionization at each and every design stage, students should be highly successful in their quests to create a digital curation resource that will assist them in achieving artistic excellence,

Reflection
From a district perspective, any publicity(digitized synthesis)equals compliance or success. In my own opinion, arming students with skills that can be utilized for not only creating their own digital samples, but gaining the comprehension in synthesizing their own resources is an urgent necessity for todays standards. If they can be taught a platform, its competitors and how to utilize any of them in a specialists sense, then they are way ahead of the game professionally. In the end self sufficiency is the ideal for any artistic endeavor.