WEBVTT
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Have students show their work
where they are,
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instead of creating a stage area
and an audience area.
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This makes sharing much faster,
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as students just sit down
and the stage moves
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depending on where it is in the room.
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Students can turn their bodies
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and view the dances
that their peers have created
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without you having to create
an audience area and a stage area.
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♪ (music) ♪
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(teacher) Very nice.
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As each group presents
their movement phrase,
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provide feedback either from the teacher
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or from the students
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that is based on the success criteria
that are posted.
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The thing where he was tripping Mac.
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Mac, he sort of forgot to react to it
for a second there.
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(teacher) Okay, so his reaction
was a little delayed, you thought.
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- Ratoul?
- Clear ending?
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(teacher) Clear endings, and what was
the ending for all three of them?
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They all ended on the ground.
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(teacher) They all ended on the ground--
they all ended on a low level.
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So this is an interesting question
to think about
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for when you do work tomorrow.
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How can you make an ending clear
without ending on the floor?
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(teacher) I don’t want an answer,
but just think about that for tomorrow.
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Do we have one more group
or two more groups?
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We have two more groups:
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Kelly’s group and Yannis’s group.
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No, they took a pass.
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We use sometimes an idea
called "right to pass,"
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where students have the right to say
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they don’t want to present,
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or they don’t want to share their work,
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and that’s a great thing to use sometimes
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to help students to become comfortable.
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Eventually students will have to share,
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as we get further on in the unit,
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because we need to understand
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that everybody needs
to share their work at some point,
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but having "right to pass"
early in the unit allows students
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to sort of slowly get comfortable
with the idea of dance
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and the idea of sharing their work.
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♪ (music) ♪
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(narrator) As an extension,
you could try these activities
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with different pieces of music,
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so that students can see how the music
affects the way that they move.
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♪ (music) ♪
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(teacher) Very nice.
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(applause)
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♪ (music) ♪
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The parts that I especially like
were this part--
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that slicing action--
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and I especially liked Larissa’s reaction.
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Provide some time
at the end of the lesson
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for students to give you feedback
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on what they enjoyed
or didn’t enjoy during the lesson.
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I would like a very fast "high, low,"
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so that means I would like to know
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what you liked the best out
of what we did this afternoon,
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and what maybe I should change
the next time I do it.
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Just now when we had
to make up our dance.
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(teacher) You liked
making up your dance? Awesome.
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Going into partners and getting,
like, doing it with other people
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that we don’t really know,
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even though that we know all of…
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(teacher) Yep, so you know
them a little bit
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but not in this way.