Verbal/

Linguistic

Name of
expert

Reflection why I chose this

person

What I learned about this

Strength

J. Brown

She is a great English teacher

who writes very well and is
very well spoken. I guessed
that J. Brown would be Verbal
because of her subject matter
that she teaches, but in other
besides teaching she is very
eloquent and she converses
well with others.

Verbal/Linguistic: Matches
the traditional ways teachers
have taught including lecture,
recitation, textbooks and board
work. This intelligence includes
the ability to express oneself
orally and in writing. As well as
being able to master foreign
languages.
Strategy:
Recite quotes from
famous dance artists
Read aloud or popcorn
reading in class
Explain portions of a
ballet story
Present findings on
dance genres
Describe the meaning of
choreography.

S. Burbank
Interpersonal

He interacts well with others

and seems to flourish while
hes in groups. Before he was
a teacher he was a comedian
and involved in show business,
so that made me assume that
he was interpersonal.

Interpersonal: This
intelligence is stimulated by
interactions with others. These
learners are good at
communicating verbally, are
skilled nonverbal
communicators, they see
situations from different
perspectives, and they create
positive relationships with others
These learners are also good at
resolving conflict in groups
Strategy:
Lead warmup in class
Improvisation in class
with choreography
Leadership role in class
Group projects in order
to collaborate.

BodilyKinesthetic

K.
Oberlander

Hes extremely physical,

exercises every day and is
active. I guessed he would be a
kinesthetic learner, and
throughout the interview
process was correct. He also
was considered too active in
a normal classroom as a kid.
He did not thrive in the
classroom that forced him to
be still.

Bodily-Kinesthetic: I have
learned that this intelligence is
not just about being physically
active, it is more of a physical
interaction with the persons
environment. These students
enjoy creating things with their
hands, they tend to have
excellent physical coordination,
and they tend to remember by
doing, rather than hearing or
seeing
Strategy:
Leading exercises in
class conditioning days
The physical act of
dancing in class.
Assisting with
costume/prop/set
production for shows.

J. Amann
Intrapersonal

His conversations always

come back to what is the
point of this? or what am I
supposed to learn? I guessed
this right on, and it was
obvious throughout the
interview process that he was
Intrapersonal. I believe that his
way of learning affects what
kind of a Bible teacher he is.

Intrapersonal:
Individuals who are strong
in intrapersonal
intelligence are good at
being aware of their own
emotional states, feelings
and motivations. They
tend to enjoy selfreflection and analysis,
including day-dreaming,
exploring relationships
with others and assessing
their personal strengths.
These students have
excellent self-awareness,
and they clearly
understand the basis for
their own motivations and
feelings.
Strategy:
Journaling after class
meetings
Class discussions
Focusing on the history
and background of genre
and where it originated
from.

K. Hosford
Naturalist

Shes very organized and has

categories for everything in
her life. She likes to have a
pattern for things, a space for
things in her home to go, likes
categories, post it notes, tabs
for her notebooks, and just an
overall sense of organization.
She also has a detailed budget
that she follows very closely.

Naturalist:
This intelligence is more in
tune with nature and is
often interested in
nurturing, exploring the
environment and learning
about other species.
These individuals are said
to be highly aware of even
subtle changes to their
environments. This
learner is very good at
categorizing and
cataloging information
easily, even when it does
not deal with nature.
Strategy:
Assist with organizing
dance storage
Analyze dance
movements performed.

J. Genberg
VisualSpatial

Hes an artist, very creative

and visual. His whole life
revolves around how he sees
things.

Visual-Spatial:
People who are strong in
visual-spatial intelligence
are good a visualizing
things. These individuals
are often good with
directions as well as
maps, charts, videos and
pictures. These learners
are good at interpreting
pictures, graphs and
charts. They may also
enjoy drawing, painting
and the visual arts. These
students tend to recognize
patterns easily.
Strategy:
Creating images and/or
flyers for upcoming
productions
Using artwork as
motivators for creating
movement.
Re-create a dance piece
by viewing original
choreography by video.
Visualize movement.

A. Holtom
Musical
Rhythmic

This person I interviewed is a

good friend of mine, so my
accusation that she was a
musical/rhythmic learner. She
previously taught choir for 10
years and many things in her
life are tied into music. She is
extremely organized and she
does not like change. Patterns
are her comfort.

Musical Rhythmic: I have

learned that this intelligence has
much more depth than just liking
music, it is a focus on the
patterns that are there in music
and in everyday encounters. I
have also discovered based off of
my interview that the patterns
and equations from math are also
a form of musical intelligence.
These students also recognize
musical patterns and
tones easily, and are
typically good at
remembering songs and
melodies.
Strategy:
Analyzing musical
rhythms in class
Breaking down songs for
choreography purposes
Assisting with
organizational tasks for
show production
Creating ripples or stage
elements of
choreography.

D. DeLeon
Logical
Mathematical

She is extremely logical, and

tends to leave emotion out of
her decision making. I was
pretty spot on with my guess
that she would be logical, and
by the questions I asked she
definitely fit the mold. She
also likes to keep things
organized, follow the rules,
and likes to have a routine.

Logical Mathematical:
These learners are problem
solvers and may do well learning
technique and understanding the
physical components required to
perform the skill well. People
who are strong in logicalmathematical intelligence are
good at reasoning, recognizing
patterns and logically analyze
problems. These individuals tend
to think conceptually about
numbers, relationships and
patterns.
Strategy:
Assist with setting
formations for dance
pieces, and problem
solving transitions
between each.

Section I: Meetings with Experts

Section II: Project One Overview

Teacher name: Andrea Oberlander
Unit Title: Choreography
Unit Objectives:
Students will learn the 5 basic elements of choreography
Students will be able to modify choreography to accommodate level changes, timing changes,
and staging elements
Students will learn how to create strong formations patterns to incorporate within their own
work
Students will be able to create a song breakdown of their music piece

Common Core Standards Addressed No standards created yet for Physical

Education or Performing Arts (Dance)
Reading Standards for Informational Text for Grades 9-10
4) Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone.
Writing Standards for Grades 9-10
2) Write informative/explanatory texts to examine and convey complex
ideas, concepts, and
information clearly and accurately through the effective selection,
organization, and analysis of content.
Speaking and Listening Standards for Grades 9-10
5) Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive
elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
Reading Standards for Literacy in Science and Technical Subjects for Grades
9-10
3) Follow precisely a complex multistep procedure when carrying out
experiments, taking
measurements, or performing technical tasks, attending to special cases or
exceptions defined in the text.

Technology Standards Addressed

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a.

Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively,
including at a distance, to support individual learning and contribute to the
learning of others.
Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital
environments and media
a. Communicate information and ideas effectively to multiple audiences
using a variety of
media and formats
d. Contribute to project teams to produce original works or solve problems
Digital citizenship

Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning

Why this subject?

Learning to choreograph a dance is an essential component to becoming a
skilled artist. The
general concept of creating movement may seem simple and brought on by
inspirational things around us, but there is depth and some form that
dancers can follow. The most basic elements of choreography include
shapes, actions/movements, time, space, and additional elements like force
and flow. Having a general knowledge of these elements can help the
beginner dancer to begin their creative process as a choreographer.
Unit Summary:
To start the unit and provide a common starting place of understanding
students will study a web tool on the Elements of Choreography. Students
will practice their verbal and visual skills as they listen and follow along with
the Elements of Choreography web tool on their own iPads. Students will work on
their kinesthetic skills by spending time physically manipulating a section of
choreography that was previously learned from their Contemporary Dance
Unit based off of the 5 Elements of Choreography. Following this activity;
students will practice their musical skills and learn how to create a song
breakdown, where they take a look at how a song can be broken down into
verses, choruses, instrumental breaks, etc. Once this is complete students
will work in small groups towards creating their own unique dance piece

incorporating the Elements of choreography. The piece of choreography they

will create will be based off of the different forces of nature, which will allow
students to work on their naturalistic skills. This creation of choreography will
work on their interpersonal, logical, and visual skills. Students will then
perform their dance piece for their classmates, followed by a time of
reflection on the creative process by journaling and working on their
intrapersonal skills.

Section III: Depth of Knowledge / Gardner Grid: add activities for different MIs
along the Blooms continuum. Incorporate technology in ways that enhance
learning. Please color-code this grid. Put Depth of Knowledge terms in green,
technology terms in red, and MIs in purple.
DoK
Gardner

Level One:
Recall

Level Two:
Skill/Concept

Level Three:
Strategic
Thinking

Level Four:
Extended Thinking

Verbal/
Linguistic

Interpersonal

Students will
use their iPads
SayBallet app
to read, write,
and
define the
basic ballet
terms that are
given by the
teacher. These
terms will be
typed out on the
iPad and
submitted
digitally through
the dance
Schoology page.

Students will use

their iPads
SayBallet app to
describe 5 of their
basic
terminology to
their classmates
through a short
presentation where
they will describe
where the word
originated from,
what the
movement looks
like, and
distinguish where
the term would be
used in ballet
choreography.

Students will
use their iPads
SayBallet
and SayJazz
apps to
compare and
contrast the
major and
minor
differences
between ballet
and jazz
terminology.
Students will
then have a
class
discussion
based on their
findings.

Using their iPads

iMovie app
students will
create their own
video dictionary;
choosing 5 ballet
terms and 5 jazz
terms to recite,
describe, and
demonstrate.
Students will then
present their video
dictionaries to their
fellow classmates.

Students will
work in small
groups to list
song titles they
may use for
their
choreography
project.
Students can use
iTunes or
Spotify to
research for
music while
using their
iPads.

Students will
collaborate in their
small groups to
organize their
thoughts and ideas
for their group
choreography
project using
mindmeister.com
should choose their
song and dance
genre for their
project.

While in small
groups
students should
use their iPad to
record
themselves
improvising
movement to
begin the
choreography
process. The
material should
be
reviewed and
assessed by all
group
members.

While in small
groups students
begin creating their
group
choreography.
Students should
cooperate in
creating equal
amounts of
movement.
Students should
apply the 5 basic
elements of
choreography to
their piece. Once a
section is created,
the movement
should be
recorded for
review purposes.

BodilyKinesthetic

Intrapersonal

Students will be
asked to
perform basic
dance
movements in a
variety of
genres and to
mimic the
teacher or
videos from
YouTube.com
These types of
movements do
not require
previous dance
training.

Students will
demonstrate proper
movement
technique as it
relates to the style
of dance. Students
develop body
awareness, through
videos viewed at
YouTube at Body
Awareness for
Beginners and by
further practice of
movements in
class.

Students will
learn a piece of
choreography
from the teacher
or from
YouTube.com
videos, and then
alter the
movements to
create a new
dance (e.g.
adding a turn,
movement in
the air,
inversion,
twist.)

Students will use

movement
elements, qualities
of movement, and
locomotor and nonlocomotor
movement to
create an original
dance. Students will
then record their
dance with their
iPads and upload
their video to our
class Schoology
page.

Students will
respond to a
series of
questions for
their journal
assignment.
Students should
express their
thoughts and
feelings by
creating a
personal blog
(blogger.com)
and sharing with
their classmates.

While using their

personal blog,
students will
organize and
summarize their
thoughts on each
dance genre
studied in class
(ballet, jazz, tap,
hip hop,
contemporary,
broadway.)
Students should
then make
observations and
respond to other
classmates posts.

Students will
construct a
survey through
www.surveymo
nkey.com with
formulated
questions about
the topic of
dance
worship/religiou
s dance.
Students then
will send out
the survey to
their fellow
classmates.

Students will
attend a
professional dance
performance to
write a dance
critique. The
critique should
evaluate the
quality of
movement along
with the
choreography
principles
demonstrated. The
dance critique
should be posted on
the students
personal blog.

Naturalist

VisualSpatial

Students will list

different forms
of forces of
nature. This list
will be the
beginning step
of choosing
their
inspiration for
their
choreography
project.
Students will
create their list
on a google doc
and share with
their group
members.

Students will
separate their
forms of nature
into specific
categories based
on the following
words: powerful,
calm, exciting,
fearful. Once the
forces of nature are
categorized
students will make
adjustments to
their google docs.

Students will
select what
force of nature
they want their
dance to be
about.
Students will
investigate that
force of nature
and write down
as many
descriptive
qualities they
can about the
chosen force on
their google
doc.

Students will spend

time
improvising
movement
connecting their
descriptive
qualities they
brainstormed. The
movement will be
recored with their
iPads and then
analyzed by all
group members.

Students will
recall specific
movements
from video
previously
recorded on
their iPads.
These
movements will
be used to start
creating set
choreography.

Students will
identify patterns,
collect movement
sections they want
to use,and modify
movements that
need some
alterations within
their recorded
video segments.

Students will
create 8 counts
of 8 of
choreography
based on ideas
from their
videos.
Students will
then revise
those
movements to
accommodate
all group
members in the
space.

Students will video

record their dance
phrase with their
Coach My Video
app. They will
critique their
movements in slow
motion to analyze
what movements
needs revision.

Musical
Rhythmic

Logical
Mathematical

Students will
listen to their
song choice for
their dance
piece. They are
to use either
iTunes or
Spotify to
listen to their
music.

Students will
begin to organize
their song choice
into sections (i.e.
chorus, verse,
bridge.) Their
breakdown should
include the tempo,
and meter of the
song and should be
written down in
their digital dance
journal.

Students will
begin to
construct their
editing of their
song choice.
Students should
decide what
sections need to
be cut and
where in the
song those cuts
should take
place. Their
edits should be
listed in their
digital dance
journal.

Students will use

WavePad audio
editor app to work
on creating their
song edit. Their
final song edit
should be sent to the
teacher via email.

Students will
begin to
illustrate their
dance
formations for
their dance
piece with a
notepad and
pen. They
should have a
variety of
formations
throughout the
dance piece.

Students will
create their setup
of their Choreo app
on their iPad,
adding in their
group members
names and any set
pieces
required. Student
should begin to
calculate how
many transitions
will be needed in
their dance piece.

Students will
continue to use
their notepad
and pen to
begin their
sketches on
formations and
transitions.
Students should
develop a plan
and process for
selecting where
their dancers
will be placed.

Students will
design each
formation change
into their Choreo
app on their iPads
and begin to set
each formation for
their fellow dancers.
Students should
post their
formation charts on
their
Schoology page.