1. Creation of a “Season” As with any new skill, practice opportunities are necessary for dance learning to take place. In order to obtain true competence in any area I plan to move beyond mere expose to multiple opportunities for planned practice. “Activities such as dance – i.e., those filled with gender stereotypes and unique social interactions – can only benefit from an extended season incorporating detailed movements and routines (Grave & Townsend, 2000). Every class period, the students work hard on their skill elements and routines.
2. Affiliation To establish teams, I will privately choose “dance troupes” to ensure skill equity among students of differing abilities and talents. I will then allow students to choose their team’s name, color, song and signature dance moves. Students will also be made responsible for designating their dance roles (e.g., choreographer, disc jockey, reviewer/critic, master of ceremonies, fitness trainer).
3. Record Keeping Keeping records of daily competitive events designed by the teacher allows for authentic assessment (Graves & Townsend, 2000). During the dance unit, students will be taught how dance troupe routines will be scored. The grading rubric is simple and reliability checks will be made between student and teacher scoring.
4. Formal Competition & Culminating Event Teachers can use competition to elevate student’s drive and determination and create opportunities for discussing fair play and sportsmanship (Graves & Townsend, 2000). During the various dance lessons, I have planned daily “Dance Fever” tasks concentrating on the dance concepts learned. The schedule of the final dance competition is set for the last class of the unit (March 12, 2014). Here the students will compete in Riverside’s Best Dance Crew Final Performance.
5. Festivity Awards will be bestowed for the final dance competition. There will be such categories as “Most Dance Hustle,” “Best Choreography,” “Best Dressed,” as well as “Best on Beat.” The final competition will also be recorded for assessment purposes as well as student enjoyment.
6. Advocacy By using the SECM, which recognizes students’ various responsibilities and differences, I may begin to advocate not only dance, but physical education in general. Consultation with teachers from other disciplines to help in our dance season will be discussed such as developing a relationship with the drama department and arranging a collaboration or joint performance or in the very least providing student access to the wide range of wardrobe choices.