Bulb Archived: Waters SCALE 2016-2017: Roman & Rhyme

Due January 27th:

Teacher: Lucila Roman

Artist: Megan Rhyme

School: Waters Elementary

Big Idea: Community

Inquiry Question: How does dancing together helps us grow stronger as a community?

Fall/Winter

Art Content: We learned our body, energy, space and time (BEST) ways of understanding dance.  We worked our own choreography in groups of 4-5 students.  

Non-Art Content: Expressing our self. Relating dance and music to something they know, which is their favorite music. Building confidence. Working in groups.

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

We started by thinking about our favorite music and journaling about our favorite song. Then, we created our own dance move based on our favorite song and described it by using BEST. We taught each other our moves and worked in small groups of 4-5 to create choreography. We printed a picture of each individual movement for the students to choose from to make their group dance. Each group made a poster describing the moves they choose, the number of times they did each move and their formation in space. The kids felt very motivated to see their end results of their dance. We ended with a showing of the dances, we invited parents/members of our community and also the photography class. 

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

The goal was set for the group and we believe that 100% of the students progressed toward the learning goals that we set for them such as becoming more confident. At the beginning of the program we had 60% of the students would join in and participated in games like little Sally Walker or leading a stretch, but by the end of the semester all students felt comfortable doing these activities. As they begin working in groups their confidence helped them participate and create with their groups.

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

There are two videos of the students performing their dance and also reflecting on their dances after the performance. The pictures are of the moves that students created. By creating their own movements and naming them, they built confidence and ownership. Using these movements as vocabulary for our group dances helped the students build a sense of community, they felt proud when they saw other groups use their movements. 

Lucy leading some student reflections after the showing. The students are discussing what they liked about their dances and anything they might do differently if they did it again. 
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A student demonstrating the move she created, called “The Jingle Dance”  
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A student demonstrating his move,  which he named “The Spin-Stirred”.

How did your teacher/artist collaboration work this semester?

We used our own areas of expertise like a puzzle to teach the different pieces to help students make a whole dance. We worked one step at a time and move forward on building the whole outcome.

Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

We stayed after the class and planned our lessons. We respected each other ideas and build each other up, each one of us would add to the idea created by the other. So if one of us was excited about an idea then we would keep coming back to it and then the other person would add to it. 

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

We do a lot of team work.

Ms. Megan leads the warming up 

We work individually with students and walk around the room to help during project work.

Ms. Lucy manages the warm up by being part of the warm up, encouraging and providing a foundation for them to focus and follow.

Due May 31st:

Winter/Spring

Art Content: 

We learned about different styles of music and dance from Columbia, Santo Domingo, Mexico, Serbia, African American, Guatemala, Greek, Irish, and Poland.

Non-Art Content: 

We learned about cultural heritage in the classroom by sharing our own cultural backgrounds and customs. We also learned about what makes us a good community member and what is a community.

Describe how the project unfolded.  

Students interviewed an adult in their family and asked about their cultural heritages, music, dance, instruments and celebrations. Then, we brought back the interviews and share it with the class and had conversations and opinions. From those interviews, we listed what the students noticed and what the students had questions about. Then, we did research on the various styles of music and dance that had been mentioned. We watched videos and look for music instruments, basic steps, costumes, and noticeable elements in each style. We looked at examples of two artists that used community and culture in their work: Katherine Dunham and Frida Kahlo. 

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Students shared their interviews and afterwards we listed words we heard and questions we had.

We started learning four of the dance styles that we had researched which are Cumbia, Bachata, Ersko Kolo and Swing. We learned steps and talked about the community with in each dance. Then, the students split into groups and each group made a poster. The posters contain information about the dance (a description of the dance using body/energy/space/time, a list of instruments used in the music, pictures and description of costumes used for the dance, and students reflections on how the students show community). 

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Students working on a poster about the dance Ersko Kolo.

We made the instruments that are used in the cultural music such as tambourines, maracas, drums, and guitars. We made them out of recycling objects like cans, paper plates, tape, spoons, rice, plastic eggs, rubber bands and balloons. We practice with the instruments making rhythms, and we had the students accompany each other as part of the performance.

The students worked on their groups on dances that show community. We asked them to think about what a good community member should act like, then they worked together to come out with tableaux that show a scenes of someone who shows being a good citizen for their community.  Then, the students came out with dance moves and added them to their tableaux to create a dance that shows community. 

One of the things that prompted us talking about community more in depth and gave examples of what is to be a good community member is on incident that happened in class. One day we had friendship drama, hurt feeling and tears and that caused us to sit everyone down and talk about how to be good friends with each other and how the golden rule is an important part of a community. That really inspired us to list ways to be a good community member and to have the students reflect on what kind of actions should take on to be a good community member.

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We brainstormed as a class about what kinds of actions a good community member would do.

Do you think that students made progress toward the learning goals that were set for this semester?  Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

Our learning goal was for our students to have more knowledge about their culture and be more excited about sharing their cultural heritage with their classmates. We saw this because they were very excited to share their interviews and to watch the videos that were about their music, costumes, and culture. Another way in which we saw this, students who would speak up in class and said, “that music came from my culture”. Another goal that we wanted them to continue to build community within the classroom and we wanted them to continue being friends and at the same time working together.

 90% of the students progress toward the learning goals. 

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

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Students showing one of the tableaux they created, showing helping the elderly/helping a grandma cross the street.
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Students showing off some of the costume pieces they created in collaboration with the Costume Creations class.
The final performance part 1: students performing the 4 dance styles of Ersko Kolo, Bachata, Cumbia, and Swing
The final performance part 2: students performing the dances they created in small groups, while the rest of the class accompanies them on the instruments we made.

How did your teacher/artist collaboration work this semester?

Ms. Roman planned a lot of the physical creations like instruments and posters. Ms. Megan planned the community group dances and choreographic process. We both planned the conversation around community. 

Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

We planned after class and we make changes when we felt that something was needed for the students to get the bigger picture. When there were differences in ideas, we communicated about it and brainstorm and decided together. We both trusted each other ideas so if one of us had an idea, the other would listen to it and try it.  For example: Megan had come up with a plan for the students play the instrument for each other’s dances by playing a rhythm, and then Ms. Roman came with the idea of having the students play the rhythm by category of instruments (for example, play the rhythm on the shakers first and then play it on the drums). 

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example? 

In the classroom Ms. Megan leads the warm ups and dances. Mrs. Roman manages the class while Ms. Megan leads. Ms. Roman lead the instrument making activities and poster making activity. We both supported each other by participating with the students and helping them as a group or individual.