ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON IV
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Sabor
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Discuss the meaning and understand how history can be kept alive through dancers feet or a drummer’s hand. (HCC)
• Discuss the meaning of certain dance terms that apply to Salsa dancing and explore how they could embrace these terms in their own dancing. (HCC)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
• Distinguish LA style Salsa dancing and be able to explain the origins of this style.
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
• Share the song that coined the term Salsa along with the following information:
Latin Music began to spring interest among the Americas around 1940 and 1969. In the late 1970’s Salsa was on high demand. Salsa is usually a partner dance. The word is the same as the Spanish word “salsa” which means sauce, which many relate to flavour or style. The name took root from a song titled “Echale salsita” by Ignacio Pineiro. (Play a snippet of this song) and was made popular through the commentary of New York DJ. A well-known artist in Salsa era is Celia Cruz who has been labelled the “Queen of Salsa”. LA style salsa dancing is very modern, as it was developed between 1999 and 2000. It is highly influenced by Hollywood and by the swing and mambo dances. It is considered the flashiest style. Most common steps in this style the basic step and the cross body lead.
Assessing Prior Knowledge:
• Ask students to share if they have translated the verse that was assigned as their follow up.
• Discuss if any had ever thought there to be different styles of Salsa.
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Exploring the concept of “Sabor” in dancing and how it relates to individual style and everyday life
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how feet and hands can keep culture alive.
Share the Latin American value that was brought to class.
Explore the qualities that make a good partner.
Describe that Salsa has many different styles.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
In what ways do we see individuals performing “sabor” in their every day lives?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Sabor / Flavor/Style Salsa / LA style Salsa Basic Step Basic Turn Partner Work Leader /Follower
Wednesday, May 16, 2007
Corrections after given Lesson 3
Beign the lesson three of my lesson plan had to much information to cover, I have revised this lesson plan and here's what was covered instead.
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Assign Follow up : Translate the following verse (if possible) into another language that you are comfortable with.
“Rompiendo Barreras voy sobreviendo,
Cruzando fronteras voy sobreviendo”
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore the qualities that make a good partner.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Basic Step Basic Turn Partner Work Leader /Follower
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Assign Follow up : Translate the following verse (if possible) into another language that you are comfortable with.
“Rompiendo Barreras voy sobreviendo,
Cruzando fronteras voy sobreviendo”
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore the qualities that make a good partner.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Basic Step Basic Turn Partner Work Leader /Follower
Last Week
Due to midterms last week I was unable to attend Miliken Middle School to teach my classes. I did talk to Mrs. Rahamim throught email and told her if she could start the kids on working on traslating the firs sentence of the last stanza of the song into the languages in which they speak. She had told me how they all had been expecting me but unfortunately I am still a student and need to focus on that as well and graduating.
Due to the fact that I didn't get through much of my material in the last lesson plan this week I plan to go over those themes again and review the steps that they already had learned. I will not be assigning a question this week, so that I may take their journals home and read through them.
These last couple of weeks are beginning to be a little more hectic and stressful with having to worry about graduation things, ect. and other life arising dilemas, but I am managing. Hopefully, today, the kids will remind me once again ofthe reasons that I go to do this.
Amy, has shared with me that she recieved a call from the assitant principal to share that they really enjoy me coming to Miliken and doing my lesson plans.
Due to the fact that I didn't get through much of my material in the last lesson plan this week I plan to go over those themes again and review the steps that they already had learned. I will not be assigning a question this week, so that I may take their journals home and read through them.
These last couple of weeks are beginning to be a little more hectic and stressful with having to worry about graduation things, ect. and other life arising dilemas, but I am managing. Hopefully, today, the kids will remind me once again ofthe reasons that I go to do this.
Amy, has shared with me that she recieved a call from the assitant principal to share that they really enjoy me coming to Miliken and doing my lesson plans.
Wednesday, May 2, 2007
May 2 ~ Lesson 3
Today I had my third lesson with period 2 and my second lesson with period 4.
I was running late this morning and arrived 5 minutes late to class but things weren't that bad because the room was locked and the kids were waiting for the dance room to be open. My first class seems to take a little more time to intricate the movements into their bodies. A lot of them are still having a hard time with the basic few steps that were taught to them. Because the original song I chose is a little too fast I am planning to changing to a more slower version. They already have a couple of 8 counts choreographed and have been practicing to that. In my first class it gets hard to incorporate the history and other such materials to the class because I spend a lot more time in making sure that each students is understanding the movement. Today we just reviewed the old steps that were taught to them and we did these steps with partners. They were given the follow up question of : What is Salsa and what does salsa mean to you?
It was one of the students birthday and I thought it was so sweet and thoughtfull that he saved me a piece of cake. They all seem extremely excited to have me come every Wednesday and they always say hi to me now if they may see me in the hallways. This makes me feel good and I am glad that they are all so enthusiatic about learning how to Salsa.
During my wait for period 4 to begin I decided to go into Mrs. Rahamim's room for lunch as she opens her room for those kids who just want to hang out , or come and practice. The kids were very excited to see me there and they asked me questions and asked me if I knew how to dance other types of music. One of the kids asked me if he could bring some Salsa music next class because his dad is a DJ and he has tons of salsa music. The boys in my first class seem to be really intrigued to learn, but they give me the impression that they might think I am good looking instructer and that is why they are so focused :-] I find this a little humorous but if it's getting them to focus and pay attention why not?
The fourth period class actually retains and picks up a lot quicker than my second period class. They learned a few more counts to the choreography and also got introduced to the concept of partner choosing/ friend choosing. They too were given the follow up question. It has become that I stay a little longer into period five. I end up leaving maybe around 1:30PM instead of when period 4 ends. The girls are highly motivated in this class and they all have made talk with me of their previous experiences in dance classes.
Last week, I forgot to mention that we asked Mr. Miranda to come in to one of the sessions and play the huanhuaco for the kids.
This week my lesson plan did not go as planned at all, I didn't even get to give them the lyrics of the day, it has become hard now since we do have to change up the music. I am glad Mrs. Rahamim is willing to work with me though and she keeps the kids on check and on task.
I am unsure if I will be able to attend next week due to midterms, but I really want to try to make it. So far I'm having a good experience although I feel overwhelmed with everything else that I have to take care of in my life and all my other responsibilities. The kids really do appreciate me coming and I can see that I am impacting their lives as some have volunteered to bring music, and others have asked if they could borrow dvd's or such so that they could practice at home. Some have even asked about the music so that they could have a copy themselves. The kids are also extremely helpful always asking me if I need help carrying items ect.
At the end of class I burned my CD onto one of the computer's in Mrs. Rahamim's class and she said that she would try to take care of making copies for the kids.
Also we have talked about how the kids will have to perform in order to be able to perform because some are just not picking it up and also because there is not way we could possibly have 50 students on stage.
I was running late this morning and arrived 5 minutes late to class but things weren't that bad because the room was locked and the kids were waiting for the dance room to be open. My first class seems to take a little more time to intricate the movements into their bodies. A lot of them are still having a hard time with the basic few steps that were taught to them. Because the original song I chose is a little too fast I am planning to changing to a more slower version. They already have a couple of 8 counts choreographed and have been practicing to that. In my first class it gets hard to incorporate the history and other such materials to the class because I spend a lot more time in making sure that each students is understanding the movement. Today we just reviewed the old steps that were taught to them and we did these steps with partners. They were given the follow up question of : What is Salsa and what does salsa mean to you?
It was one of the students birthday and I thought it was so sweet and thoughtfull that he saved me a piece of cake. They all seem extremely excited to have me come every Wednesday and they always say hi to me now if they may see me in the hallways. This makes me feel good and I am glad that they are all so enthusiatic about learning how to Salsa.
During my wait for period 4 to begin I decided to go into Mrs. Rahamim's room for lunch as she opens her room for those kids who just want to hang out , or come and practice. The kids were very excited to see me there and they asked me questions and asked me if I knew how to dance other types of music. One of the kids asked me if he could bring some Salsa music next class because his dad is a DJ and he has tons of salsa music. The boys in my first class seem to be really intrigued to learn, but they give me the impression that they might think I am good looking instructer and that is why they are so focused :-] I find this a little humorous but if it's getting them to focus and pay attention why not?
The fourth period class actually retains and picks up a lot quicker than my second period class. They learned a few more counts to the choreography and also got introduced to the concept of partner choosing/ friend choosing. They too were given the follow up question. It has become that I stay a little longer into period five. I end up leaving maybe around 1:30PM instead of when period 4 ends. The girls are highly motivated in this class and they all have made talk with me of their previous experiences in dance classes.
Last week, I forgot to mention that we asked Mr. Miranda to come in to one of the sessions and play the huanhuaco for the kids.
This week my lesson plan did not go as planned at all, I didn't even get to give them the lyrics of the day, it has become hard now since we do have to change up the music. I am glad Mrs. Rahamim is willing to work with me though and she keeps the kids on check and on task.
I am unsure if I will be able to attend next week due to midterms, but I really want to try to make it. So far I'm having a good experience although I feel overwhelmed with everything else that I have to take care of in my life and all my other responsibilities. The kids really do appreciate me coming and I can see that I am impacting their lives as some have volunteered to bring music, and others have asked if they could borrow dvd's or such so that they could practice at home. Some have even asked about the music so that they could have a copy themselves. The kids are also extremely helpful always asking me if I need help carrying items ect.
At the end of class I burned my CD onto one of the computer's in Mrs. Rahamim's class and she said that she would try to take care of making copies for the kids.
Also we have talked about how the kids will have to perform in order to be able to perform because some are just not picking it up and also because there is not way we could possibly have 50 students on stage.
Lesson Plan #3
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Sabor
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Discuss the meaning and understand how history can be kept alive through dancers feet or a drummer’s hand. (HCC)
• Discuss the meaning of certain dance terms that apply to Salsa dancing and explore how they could embrace these terms in their own dancing. (HCC)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
• Distinguish LA style Salsa dancing and be able to explain the origins of this style.
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
• Share the song that coined the term Salsa along with the following information:
Latin Music began to spring interest among the Americas around 1940 and 1969. In the late 1970’s Salsa was on high demand. Salsa is usually a partner dance. The word is the same as the Spanish word “salsa” which means sauce, which many relate to flavour or style. The name took root from a song titled “Echale salsita” by Ignacio Pineiro. (Play a snippet of this song) and was made popular through the commentary of New York DJ. A well-known artist in Salsa era is Celia Cruz who has been labelled the “Queen of Salsa”. LA style salsa dancing is very modern, as it was developed between 1999 and 2000. It is highly influenced by Hollywood and by the swing and mambo dances. It is considered the flashiest style. Most common steps in this style the basic step and the cross body lead.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Exploring the concept of “Sabor” in dancing
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how feet and hands can keep culture alive.
Share the Latin American value that was brought to class.
Explore the qualities that make a good partner.
Describe that Salsa has many different styles.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Sabor / Flavor/Style Salsa / LA style Salsa Basic Step Basic Turn Partner Work Leader /Follower
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Sabor
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Discuss the meaning and understand how history can be kept alive through dancers feet or a drummer’s hand. (HCC)
• Discuss the meaning of certain dance terms that apply to Salsa dancing and explore how they could embrace these terms in their own dancing. (HCC)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
• Distinguish LA style Salsa dancing and be able to explain the origins of this style.
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
• Share the song that coined the term Salsa along with the following information:
Latin Music began to spring interest among the Americas around 1940 and 1969. In the late 1970’s Salsa was on high demand. Salsa is usually a partner dance. The word is the same as the Spanish word “salsa” which means sauce, which many relate to flavour or style. The name took root from a song titled “Echale salsita” by Ignacio Pineiro. (Play a snippet of this song) and was made popular through the commentary of New York DJ. A well-known artist in Salsa era is Celia Cruz who has been labelled the “Queen of Salsa”. LA style salsa dancing is very modern, as it was developed between 1999 and 2000. It is highly influenced by Hollywood and by the swing and mambo dances. It is considered the flashiest style. Most common steps in this style the basic step and the cross body lead.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Exploring the concept of “Sabor” in dancing
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how feet and hands can keep culture alive.
Share the Latin American value that was brought to class.
Explore the qualities that make a good partner.
Describe that Salsa has many different styles.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Sabor / Flavor/Style Salsa / LA style Salsa Basic Step Basic Turn Partner Work Leader /Follower
Tuesday, May 1, 2007
Forgot to Mention
For those that may not know, I am also actively involved with a Sorority on campus, which I actually founded on this campus.
My organization along with other Latin@/Chican@ based sororities and fraterneties are hosting a Conference this Friday. There will be different workshops given and also a tour of the campus.
At the moment I have brought this up to my partner teacher to see if the kids will be able to attend. Hopefully it goes through, if any of you would like to bring your kids then let me know or ask your partner teachers. It would be a good experience I will post the schedule and details for the Conference.
Here's the schedule for Friday's Conference:
8:30-9:30 Registration/ Breakfast
9:45-10:30 Welcome/Guest speaker
10:30-11:15 Workshop 1 (we will do the A-G
requirements and How to Survive High School.
11:20-12:20 tour
12:30-1:30 Lunch/Entertainment
1:40-2:10 Workshop 2
2:15-2:45 Workshop 3
2:50-3:30 Closing, Question and Answer
Our organizations have been working in obtaining swipes donated by studetns that live in the dorms. So the students that attend will be able to eat at the dorms. If you would like to help in this and have extra swipes to spare, please let me know and you can help out.
This is an outline of the workshops that the studetns will be provided with:
Workshops
>
> A-G Requirements
> For middle school students it is important
> for them to realize that colleges do have certain
> pre requisites that they have to meet. They should
> be familiar with what these A-G requirements are
> and the competitiveness between the different
> colleges (Cal State, UC, private). Students
> should be able to understand which colleges only
> need the minimum requirements and which ones look
> for completion of recommended classes taken.
>
> How to Survive High School
> How to take advantage of programs and
> facilities that the schools provide such as AVID,
> college career center, counselors, teachers, local
> JC, school involvement, etc
>
> How to Survive your First Year in College
> The purpose of this workshop would be to
> introduce students to what first year is like and
> how to prepare for it. For example, there should be
> an explanation on how to prepare to live in dorms
> and away from parents if they are doing so. Also,
> how to prepare for classes and explaining the
> difference between a quarter and semester system
>
> Applying to college
> Go over the application process and the
> different parts of the application such as the
> essay, letters of recommendation, SAT/ACT test
> scores (along with the test explain the importance
> of taking PSAT or taking prep courses and also
> taking the SAT twice if time permits or if
> necessary). Also, explain how to get access to
> applications (online or from college counselor).
>
> Financial Aid
> Explain FAFSA in general and its purpose.
> Describe how to apply and how money should not be
> an issue when trying to go to college. Also
> explain scholarship opportunities available online,
> through your local school or college campus.
>
> How to Get Involved In College
> The purpose of this workshop is to first
> demonstrate and explain the importance of
> involvement on a college campus. Studies have shown
> that there is a correlation between the level of
> involvement on campus and a students' happiness.
> We can provide students with a list of ways to
> become involved such as organizations (club, Greek,
> community service oriented, etc.), IM sports,
> student government, volunteer opportunities, etc.
>
> Study Abroad/Travel Study
> We can explain what they experience of
> studying abroad is and opportunities to do so by
> the school.
>
> STEP/DANCE
> There could be a workshop on different kinds
> of dancing like salsa, tango, step, etc
>
> Options after High School
> Students should know that their are different
> options other than a four year university.
>
> Different Majors
> Provide different pamphlets of the different
> majors provided by UCLA and if possible from other
> schools.
>
>
Last but not least we also provided a letter in case you are interested in having your studetns participate.
April 25, 2007
To Whom It May Concern:
The Latino Greek Council of U.C.L.A. would like to invite your students to our First Annual Youth Conference on May 4, 2007. The conference is a part of Latino Greek Week, which allows the Latino community to celebrate together and raise awareness about issues that affect our community. The week of events will consists of various workshops, forums, activities and other events that are tailored engage the Latino community.
We will conclude the week of events with the Youth Conference. The purpose of the conference will be to provide your students with constructive tools and resources that they can use both in and out of school. By showing our faces and demonstrating the kind of events that our community works on, we hope to instill a strong sense of hope and inspiration to our youth.
In order to accomplish this mission we will host a variety of workshops and activities that will allow us to engage the students at different levels. We will facilitate workshops regarding college preparation. We will also provide entertainment.
Finally, the Latino Greek Council will provide lunch to all students.
Please note that in order to make this conference a success, we need your assistance by providing transportation to U.C.L.A. The future of our youth greatly depends on knowing that people like them can make it to universities such as U.C.L.A. This event is an excellent opportunity for them to witness this first hand. Please take advantage of this great opportunity, as it may open up so many more for your students.
For further questions or concerns do not hesitate to contact me at: (818)303-6423 or j3bruins@ucla.edu.
Respectively,
Joseph Chicas
My organization along with other Latin@/Chican@ based sororities and fraterneties are hosting a Conference this Friday. There will be different workshops given and also a tour of the campus.
At the moment I have brought this up to my partner teacher to see if the kids will be able to attend. Hopefully it goes through, if any of you would like to bring your kids then let me know or ask your partner teachers. It would be a good experience I will post the schedule and details for the Conference.
Here's the schedule for Friday's Conference:
8:30-9:30 Registration/ Breakfast
9:45-10:30 Welcome/Guest speaker
10:30-11:15 Workshop 1 (we will do the A-G
requirements and How to Survive High School.
11:20-12:20 tour
12:30-1:30 Lunch/Entertainment
1:40-2:10 Workshop 2
2:15-2:45 Workshop 3
2:50-3:30 Closing, Question and Answer
Our organizations have been working in obtaining swipes donated by studetns that live in the dorms. So the students that attend will be able to eat at the dorms. If you would like to help in this and have extra swipes to spare, please let me know and you can help out.
This is an outline of the workshops that the studetns will be provided with:
Workshops
>
> A-G Requirements
> For middle school students it is important
> for them to realize that colleges do have certain
> pre requisites that they have to meet. They should
> be familiar with what these A-G requirements are
> and the competitiveness between the different
> colleges (Cal State, UC, private). Students
> should be able to understand which colleges only
> need the minimum requirements and which ones look
> for completion of recommended classes taken.
>
> How to Survive High School
> How to take advantage of programs and
> facilities that the schools provide such as AVID,
> college career center, counselors, teachers, local
> JC, school involvement, etc
>
> How to Survive your First Year in College
> The purpose of this workshop would be to
> introduce students to what first year is like and
> how to prepare for it. For example, there should be
> an explanation on how to prepare to live in dorms
> and away from parents if they are doing so. Also,
> how to prepare for classes and explaining the
> difference between a quarter and semester system
>
> Applying to college
> Go over the application process and the
> different parts of the application such as the
> essay, letters of recommendation, SAT/ACT test
> scores (along with the test explain the importance
> of taking PSAT or taking prep courses and also
> taking the SAT twice if time permits or if
> necessary). Also, explain how to get access to
> applications (online or from college counselor).
>
> Financial Aid
> Explain FAFSA in general and its purpose.
> Describe how to apply and how money should not be
> an issue when trying to go to college. Also
> explain scholarship opportunities available online,
> through your local school or college campus.
>
> How to Get Involved In College
> The purpose of this workshop is to first
> demonstrate and explain the importance of
> involvement on a college campus. Studies have shown
> that there is a correlation between the level of
> involvement on campus and a students' happiness.
> We can provide students with a list of ways to
> become involved such as organizations (club, Greek,
> community service oriented, etc.), IM sports,
> student government, volunteer opportunities, etc.
>
> Study Abroad/Travel Study
> We can explain what they experience of
> studying abroad is and opportunities to do so by
> the school.
>
> STEP/DANCE
> There could be a workshop on different kinds
> of dancing like salsa, tango, step, etc
>
> Options after High School
> Students should know that their are different
> options other than a four year university.
>
> Different Majors
> Provide different pamphlets of the different
> majors provided by UCLA and if possible from other
> schools.
>
>
Last but not least we also provided a letter in case you are interested in having your studetns participate.
April 25, 2007
To Whom It May Concern:
The Latino Greek Council of U.C.L.A. would like to invite your students to our First Annual Youth Conference on May 4, 2007. The conference is a part of Latino Greek Week, which allows the Latino community to celebrate together and raise awareness about issues that affect our community. The week of events will consists of various workshops, forums, activities and other events that are tailored engage the Latino community.
We will conclude the week of events with the Youth Conference. The purpose of the conference will be to provide your students with constructive tools and resources that they can use both in and out of school. By showing our faces and demonstrating the kind of events that our community works on, we hope to instill a strong sense of hope and inspiration to our youth.
In order to accomplish this mission we will host a variety of workshops and activities that will allow us to engage the students at different levels. We will facilitate workshops regarding college preparation. We will also provide entertainment.
Finally, the Latino Greek Council will provide lunch to all students.
Please note that in order to make this conference a success, we need your assistance by providing transportation to U.C.L.A. The future of our youth greatly depends on knowing that people like them can make it to universities such as U.C.L.A. This event is an excellent opportunity for them to witness this first hand. Please take advantage of this great opportunity, as it may open up so many more for your students.
For further questions or concerns do not hesitate to contact me at: (818)303-6423 or j3bruins@ucla.edu.
Respectively,
Joseph Chicas
Miliken Handout #2
Along with this handout the kids were given a map of Cuba so that they could be familiar with the geographical location.
Phrase of the Day
“ Mi voz puede volar, puede atravesar”
“ My voice can fly, can pass through”
Space – A place available for a particular purpose.
Atrevesar – To pass through
• In dance there are many ways to cut through space, a straight line or linear movement, or curvilinear movement, which is the same as, curved lines.
Forma – Form
• The literal meaning is an external appearance of a clearly defined area, as distinguished from color or material.
• In dance it may be an object, person, or part of the human body or the appearance of any of these.
- The way the body looks
Caminos – Pathways
• The literal meaning is a route, course, or track along which something moves.
• In dance we can explore the different ways to move through space.
Locomotor – The act or ability to move place to place.
Phrase of the Day
“ Mi voz puede volar, puede atravesar”
“ My voice can fly, can pass through”
Space – A place available for a particular purpose.
Atrevesar – To pass through
• In dance there are many ways to cut through space, a straight line or linear movement, or curvilinear movement, which is the same as, curved lines.
Forma – Form
• The literal meaning is an external appearance of a clearly defined area, as distinguished from color or material.
• In dance it may be an object, person, or part of the human body or the appearance of any of these.
- The way the body looks
Caminos – Pathways
• The literal meaning is a route, course, or track along which something moves.
• In dance we can explore the different ways to move through space.
Locomotor – The act or ability to move place to place.
Lesson Plan #2
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON II
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Shape
Locomotor Movements
Pathways
Form
Space
Student Outcomes:
Students will be able to:
• Describe dance terminology expressed through the lyric’s of Celia Cruze’s song.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, and perform the beginning set choreography to the first stanza of the song “Yo Vivire”(AP)
• Discuss the meaning and understand history and methods of communication by using terminology that is also applicable to dance(HCC)
• Make connections of geographical location of Celia Cruz’s motherland and where she spent most of her career years.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explain how literacy prepares us for communication between ourselves and each other as represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• Where is Cuba?
• Why do we refer to it as the America’s and not just America?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Learning Basic Step
Exploring Shape
Pathways
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how we could feel like we are flying through our dance movements.
Each student is to explore the Latin American culture by bringing one value to class.
Students will write in their journals for a follow up: If your song could travel anywhere were would it travel to and why?
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
Verbal Assessment:
Reflection Circle
• Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group: Where would you fly to if you could and why?
What ways can you express yourself if your are restricted?
How can our voices fly?
(Talk about how we communicate with loved ones and handle distance / separation)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Warming-up Space Locomotion
Basic Step Atrevazar / Pass Through Caminos / Pathways
Shape Forma / Form
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON II
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Shape
Locomotor Movements
Pathways
Form
Space
Student Outcomes:
Students will be able to:
• Describe dance terminology expressed through the lyric’s of Celia Cruze’s song.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, and perform the beginning set choreography to the first stanza of the song “Yo Vivire”(AP)
• Discuss the meaning and understand history and methods of communication by using terminology that is also applicable to dance(HCC)
• Make connections of geographical location of Celia Cruz’s motherland and where she spent most of her career years.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explain how literacy prepares us for communication between ourselves and each other as represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• Where is Cuba?
• Why do we refer to it as the America’s and not just America?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Learning Basic Step
Exploring Shape
Pathways
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how we could feel like we are flying through our dance movements.
Each student is to explore the Latin American culture by bringing one value to class.
Students will write in their journals for a follow up: If your song could travel anywhere were would it travel to and why?
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
Verbal Assessment:
Reflection Circle
• Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group: Where would you fly to if you could and why?
What ways can you express yourself if your are restricted?
How can our voices fly?
(Talk about how we communicate with loved ones and handle distance / separation)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Warming-up Space Locomotion
Basic Step Atrevazar / Pass Through Caminos / Pathways
Shape Forma / Form
Second Lesson
On April 25, 2007 I conducted my second Salsa lesson with the students at Miliken Middle school. We met in the dance room for second period. The kids seem so excited to be learning Salsa and look like they are enjoying their time. I am having my students keep a journal about the experience of learning salsa, ect. This weeks follow up question dealt with having our song fly or our voice if this could happen where would you want it to travel and why? This related to the song lyrics of Celia Cruz and the first Stanza in the song. I also went over some words that were found in the first stanza that related to dance terminology.
I also conducted a session with Mrs. Rahamim's fourth period class. These students seem more alert and pick up a little faster than my second period students. There is one student who was beginning to be problematic but with my partner teacher's disciplinary techniques I think we will be okay. Although towards the end I think he was dancing without complaining. The kids in this class are extremely excited to have me teach their class, they even asked me in the beginning of class if I will be staying for 5th period as well.
While walking through the hallways at Miliken Middle school I found that students are beginning to say hi to me ...it's just an experience to have students say " Hi Miss P." ...it's such a feeling that you get. I am really glad to be making a difference in these kids life. It makes me happy to teach them the knowledge that I know about and the skills that I have learned to love! :-]
I also conducted a session with Mrs. Rahamim's fourth period class. These students seem more alert and pick up a little faster than my second period students. There is one student who was beginning to be problematic but with my partner teacher's disciplinary techniques I think we will be okay. Although towards the end I think he was dancing without complaining. The kids in this class are extremely excited to have me teach their class, they even asked me in the beginning of class if I will be staying for 5th period as well.
While walking through the hallways at Miliken Middle school I found that students are beginning to say hi to me ...it's just an experience to have students say " Hi Miss P." ...it's such a feeling that you get. I am really glad to be making a difference in these kids life. It makes me happy to teach them the knowledge that I know about and the skills that I have learned to love! :-]
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