Video Demo Sent out to Students: https://www.tiktok.com/@teachinggrover — **Video Demo Sent out to Students:** https://www.tiktok.com/@teachinggrover

Dance Mimesis Project

Grade Level or Age of Participant: 12-14

School, Teacher and Classroom: Clara Barton Open School, Allison Rubin

MCAD Teaching Artist: Grover Hogan

VISUAL ARTS CONTENT OR STANDARDS

1.0.2.4.1

1. Dance

2. Create

4. Revise and complete original artistic work.

1. Respond to suggestions for changing movement in a guided improvisation.

1.1.2.4.1

1. Dance 1

2. Create

4. Revise and complete original artistic work.

1. Apply suggestions to change movement in a guided improvisation.

1.7.3.5.2

1. Dance 7

3. Perform

5. Develop and refine artistic techniques and work for performance.

2. Refine partner and ensemble skills.
For example: Focus, awareness in executing complex patterns, sequences, and formations.

OVERVIEW OF PROJECT

Students replicate a choreographed dance done by the teaching artist. However, each student will do the dance to a different song and will adjust the emotion, tone, and pace of the dance moves to correlate with the song that they chose. Students and teaching artist ideally post a video of their interpretation to the app TikTok, however YouTube, Google Drive, or any other video uploading platform will suffice.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

1. How can subtle movements and actions change tone?

2. How does dance and music influence each other?

3. What does collaboration look like, especially when that collaboration occurs in nonphysical spaces?

4. What is artistic license and appropriation?

STUDENT OUTCOME OBJECTIVES

Students will:

1. Communicate tone and voice through dance and understanding of music

2. Consider tempo and affect in dance movements affected by music

3. Build collaboration skills through a virtual space

PRIOR KNOWLEDGE

Students will need prior experience recording video with either computer, phone, etc. as well as a basic understanding of dance, music, and rhythm.

LESSON PREPARATION TIMELINE

Create Lesson Plan and Storyboard

Record Demo (1 video without music, 2 with different songs for each video, resulting in 3 videos total)

Upload all materials and send in to teacher so that class may view and recreate

Review Assessments

EXAMPLES OF ARTWORK

1. https://www.youtube.com/watch?v=yjZfuIME7vc

Keke Janajah, Video, 2020, Savage Dance Tutorial (Savage by Megan Thee Stallion, 2020)

2. https://www.tiktok.com/@yodelinghaley/video/6774888255801396486

Hayley Sharpe, Video, 2019, Say So Dance Tutorial (Say So by Doja Cat, 2019).

3. https://www.youtube.com/watch?v=rdff8hycRo8

Jalaiah Harmon. Video, 2020, Renegade Dance Tutorial (Lottery (Renegade) by K CAMP, 2019)

ASSESSMENT

Students will upload their own interpretation of the dance and will be allowed to leave comments on each other’s videos, including the teaching artist’s videos. Comments cannot be deleted by the user but are monitored by the application, and any comment that uses inappropriate language will not be visible. Comments may be reported and will then be removed by the application if shown to be harassment. Positive and constructive comments will be encouraged. Students may choose to turn their comment section off if they wish.

Teaching Artist will also provide comments on student’s dances and interpretations, as both a way to set an example of how a critique should look like as well as a form of sincere critique within itself.

MATERIALS

Students will need access to an electronic device that will allow for recording and uploading. Ideally, the student would have the application TikTok. Materials will be what the student has at home.

TEACHING ARTIST DEMO

ADDITIONAL RESOURCES AND INSTRUCTION

Instructions for instructor and students

LEARNING ACTIVITIES AND TIMING

Within a shared Google Document that will go out to the class, both links to exemplar videos as well as written instructions on how to share and critique other’s videos will be provided. The following will be mentioned/ linked to in the document:

1. Teaching Artist will upload choreography to TikTok without any music, giving a slow and steady step by step instruction (approx. 30- 60 seconds)

2. In addition, an example of the dance applied to two different songs will also be uploaded (2 30-60-second-long clips)

3. Teaching Artist will ask students to leave comments and create their own video uploaded with the same hashtag (#CopyCatDanceChallenge)

4. Students will be asked to leave positive and constructive feedback on each other’s videos

TEACHING ARTIST REFLECTION

1. Students may not have access to the proper technology; need to find a way to make certain all have access to a cell phone and data

3. Students may be embarrassed to dance in front of their peers; provide a way for students to submit work to teacher and teaching artist

4. Students fun of others for what they upload off site; review protocols for feedback, social emotional learning connections

Mythical Creature Clay Project

Grade Level or Age of Participant: 5th Grade

School, Teacher and Classroom: Whittier Elementary, Alex Lange, Room 230

MCAD Teaching Artist: Grover Hogan

Number of Students: 33 - 36

VISUAL ARTS CONTENT OR STANDARD

Code: 5.A.1.1

Strand: 1. Foundations

Standard: 1. Use foundational knowledge and skills while responding to, creating, and presenting artistic work.

Code: 5.5.2.2.1

Strand: 2. Create

Standard: 2. Generate and develop original artistic ideas.

Benchmark: 1. Generate and document an innovative idea for art making.

Code: 5.4.2.2.2

Strand: 2. Create

Standard: 2. Generate and develop original artistic ideas.

Benchmark: 2. Incorporate personal choice into divising a solution for a creative art problem

Code: 5.6.2.2.1

Strand: 2. Create

Standard: 2. Generate and develop original artistic ideas.

Benchmark: 1. Elaborate upon an initial concept for art making.

CURRICULAR LINK / STANDARDS (LANGUAGE ARTS)

The most appropriate for this assignment seem to be the from the Language Progressive Skills list -- you could pick a coupe from there. However, if we were thinking about this in the future the arts portion ncould easily intersect with writing or reading they are doing in class for LA currently.

Code: 5.2.3.3

Strand: 2. Key Ideas and Details

Standard: 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text

Benchmark: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

OVERVIEW OF PROJECT

Students will be creating their own mythical creatures of clay, pipe cleaners, and other craft materials. They will be referencing other cultures, natural occurrences, animals, and other symbols in order to come up with their own creature that has a positive effect on the world.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

- What is the difference between myth and fact?

- How could we make the world be a better place?

- What does a better world look like?

- How could we translate ideas into 3D objects?

STUDENT OUTCOME OBJECTIVES

Students will learn to model clay
Students will be able to translate written ideas into 3D objects
Students will be able to come up with a creative explanation or solution to one of the world’s occurrences or problems.

PRIOR KNOWLEDGE

Students will need to know the basics of sculpting 3D works out of clay materials, have an understanding of the world around them, and be able to translate what they have written into an art form.

LESSON PREPARATION TIMELINE

2.5.2020: Set up date for teaching

2.8.2020: Schedule and confirm with Lynda

2.12.2020: Meeting with Lynda, order supplies

2.14.2020: Receive supplies

2:16.2020: Turn in lesson plan

2.17.2020: Finish power point/ any materials/ demo materials

2.19.2020: Final regular teaching day with students, as well as check in with class and teacher

2.21.2020: Teaching day, start at 2:15pm

EXAMPLES OF ARTWORK

1. Hercules and Cerberus by Antonin Pavel Wagner, 1893, Hofburg Palace, Vienna Austria, marble

2. Figure of Ra-Horakhty, 3rd century bc, Brooklyn Museum of Art

3. Syrenka, Konstanty Hegel, 1855, Warsaw, Poland, Bronze

ADDITIONAL RESOURCES

http://mermaidsofearth.com/syrenka-the-famous-mermaid-of-warsaw/

ASSESSMENT

Students will have a gallery walk in which they will put their name on a sticky note under their sculpture and the entire class will walk around to see their peer’s creations. The teaching artist(s) will then select a few students who raise their hand so that the students may share what their creature/ mythical being does and what its powers are. The Writing portion will be used as a reference for the student and will help them put ideas into words and brainstorm. These writings will also be picked up at the end of the lesson and will be used as part of the teaching artist’s assessment.

MATERIALS

- Tools for shaping clay

o Knives

o Spoons

o Forks

- 3 (36 Count) Packages of Model Magic Clay (108 .5oz packets total, different colors) - self drying clay

- Various Craft Materials

o Pipe Cleaners

o Buttons

o Feathers

o Googly Eyes

o Post it notes/ engrave

LEARNING ACTIVITIES AND TIMING

1. Prep room

a. Have everything set up, about 18 packs of clay for each table, encourage students to share, a few materials in addition

2. Begin Lesson

a. Powerpoint and questions about Myths (Greek/ Nordic/ African/ Aztec etc.)

b. Have students talk and participate, start generating ideas

c. Do writing first

i. Powers

ii. Colors

iii. Name

iv. Are they helpers? Do they interact with nature? Are they like animals? How do they make the world a better place?

3. Demo

a. Demo with clay and how to use it (Demo in Circle or on overhead)

i. Mixing colors

ii. Blending

iii. Sticking eyes on things

iv. How much clay each student should take

v. Remind students that clay will dry in 24 hours and only use as much as they need (3 colors per student and no extra)

4. Engage Questions

5. Create creatures

6. Conclude with having a post it with their name and the creatures name)

6. Share (a few volunteers/ share with a neighbor - maybe a gallery walk

7. Put away creations to dry overntie + Clean up

i. Be clear about clean up - ask them what clean up means to them

ii. Make sure figurines are put away so that they can dry completely-leave for the weekend, clay takes 24 hours to dry properly

iii. Have creations put away in a safe place to dry over-night or over the weekend in the classroom. Do not take creatures home

TEACHING ARTIST REFLECTION

Possible issues include:

- Students will be distracted and talk/ uses materials not for their intended uses

- Students will have creative blocks and will be scared to make something

- Class will run out of model magic clay

This project will fit within understanding history, culture, and literature

Students will share works through a gallery walk and a few students will be selected to speak about their creation

Teaching Artist will keep in contact with class teacher and ask for feedback if possible. There will also be casual conversation with students during the project where the TA asks how the student is doing/ feeling

MCAD Teaching Artist Minor Program

Lesson Plans

Dance Mimesis Project

Mythical Creature Clay Project