Shifting to Virtual

As studio doors close, many of us are shifting virtual instruction and experiences, here are some of my suggestions for easing the transition.   I  admit I don't know it all but sharing is caring, so I offer what I have to those who are experiencing the need to switch their studio based academic dance class to the virtual world.

Some Suggestions:

1. Create a detailed grading rubric

2. Use technology you’re familiar with to create and distribute content: camera on your phone, google suite, YouTube, flipcam, PowerPoints, Prezi, etc.

3. Be patient with yourself as Familiarize yourself with a new form of technology: Web-Ex (see video provided), Conference (in Canvas) Voice thread, Zoom

4. Use varied forms of submission: Written, practical, audio recording, etc.

5. Listen to what others are doing and decide what works for you: Zoom Presentation Moving Dance- Based Pedagogy Online https://csuci.zoom.us/rec/play/u50kJuD6-jw3SNHGsASDAfQoW9Toe66s2igf-_cEnUmzB3RXOlenN7YVMbMRDavccAwBKqYKY8NLbcT0?startTime=1584035267000

Content ideas

1. Go live/ virtual lecture

• Preparation –Instructor uses  Web-Ex, YouTube live, Facebook live, Zoom, Canvas or some other platform to do real-time virtual lectures

• Assignment –Student must leave a comment when the login as it will leave a time stamp.

• Assessment- Break the class into groups and use Conference, Web-Ex or your preferred platform to give small group virtual instruction/ assessments. 2

• 2. Simple see and Do

• Preparation-Instructor records themselves performing movement a phrase.

• Assignment – Students must record themselves doing the phrase and then submit a video via Canvas, Voice Thread, or preferred platform. Instructors provides students with detailed comments about video

• Assessment – The instructor schedules meetings with individual students. During individual sessions, students perform movement phrase and the instructor gives live feedback.  Depending on the length of phrase, 10-15 minutes should be enough time for meeting

• 3.  Movement dialog w/ instructor

• Preparation-Instructor records themselves performing a phrase. With prompt for students to generate a movement phrase in response to the phrase

• Assignment -Students post the movement phrase they generated in response to the instructor’s prompt

• Assessment – Student create and submit prompts for the generation of  new movement phrases

• 4. Movement dialog w/ one another

• Preparation- Instructor records themselves performing a phrase. The phrase is posted to the discussion board or a similar platform with a prompt for student to generate a movement phrase in response to the original phrase

• Assignment- On discussion board students post a movement response to the instructor with a prompt that inspires the generation of movement.

• Assessment- Students must respond to the instructor, post a prompt and respond to a student.

• 5. Critical Response (a slightly modified version of Liz Lerman’s process)

• Preparation- The instructor divides the class into three groups. The instructor creates a prompt that students use to generate movement.

• Week 1-

1. Group A student’s post individual responses to the discussion board

2. Groups B and C respond to Group A with a “Statement of meaning” by answering the question: What was stimulating, surprising, evocative, memorable, touching or meaningful about the work submitted?

3. Group A “Artist questions”, each member of group A creates two questions related to the work they submitted. Groups B and C must respond to one of the questions

4. Neutral Question- Groups B and C submit one neutral question for Group A members. Group A member must respond to at least 2 neutral questions

• Week 2-

Follow this process for Group B

• Week 3.

Follow this process for Group C

Hope you enjoyed this quick read. Remember to like, subscribe and share

💛Mya