Professional Documents
Culture Documents
Linguistic
Name of
expert
J. Brown
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
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
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
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
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
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
D. DeLeon
Logical
Mathematical
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 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
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.
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
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.
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
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
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.
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
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.