Part 1:
Musicianship (5/5 points):
I stayed with the beat throughout this experience. I was able to stay with the phrasing and if I noticed that I was not with the phrase, I waited until the next phrase to start my next motion pattern. The music that I selected was not too fast or not too slow. It was a perfect tempo for my students to follow the movements I chose.
Leadership (4/5 points):
In my teaching, I made eye contact with my students so that I can evaluate when they needed my assistance in changing motions. I thought my voice tone and volume was loud and clear enough for the students to understand. I was articulate when I gave instructions so that the students knew what I was looking for. Even though my lesson was not going as planned, I did a great job having energy with my motions and making sure that I kept going.
Preparation (4/5points):
I knew the music very well and I knew where the phrases were going to change. When I felt like I was not with the phrase, I stopped and restarted with the phrase so that we could start on the phrase. I think I could’ve been more prepared with my lesson plan. I practiced it, but sometimes I forgot what came next or confused it with another phrase of movements. I had to look at my lesson plan a lot which made me loose eye contact with my students. I wanted to keep eye contact with my students which made me look away from my plan and I would forget what came next in my lesson plan. My equipment and materials were prepared and ready for me to teach. I made sure my music was playing on my laptop and my lesson plan/dancing chart were pulled up for me to look at when I needed it during my lesson. Overall, I was very prepared to teach my lesson.
Facilitating the Experience (6/10 points):
The clarity of my verbal instruction was not always clear. There were times where I asked the class to just say the movements and not do them, but we all ended up doing the motions and saying them. I could’ve been more demanding and stopped the class to just say the movements without doing the motions. The sequencing of steps was not all there in my lesson. I tried to sequence my steps to what I wrote out in my lesson plan, but I did not know how to teach it. I think that I could’ve done shorter phrases and broken it down to no music. I was not able to focus on giving feedback and assessing the class because I was still too worried about trying to figure out how to sequence my steps. Even though I was not able to break down the steps all the way, the class was able to learn the movements and do the movement dancing three times in a row.
Total: (19/25)
Part 2:
There were times where the learners were confused on what motion came next. Part of this was because I wasn’t doing the motions in order that I had in my dancing chart. Once I fixed the motion, the students were able to do the motions that I was teaching them. It just took them a little bit of time to figure out what motion I was trying to do. I felt prepared to teach my lesson. I sequenced out how I was going to teach my lesson. I just was not sure how to approach teaching the motions. Since I went first, I had no one to steal teaching styles from and usually when I go first, I get nervous. After seeing everyone else teach, I took a ton of different ways I could teach my lesson again. I think I could’ve broken down my phrases and taught them one by one. Instead of trying to do it with the music, I should’ve done my teaching without music and made sure the students could do them alone. I could’ve had the students say each phrase of motions, then have them say the motions while I did it, then have them do the movements of the phrase while saying them. If I did all of that for each phrase, the students would’ve been more successful and could’ve done the whole dance with no confusion. Since I was not breaking down the steps enough for my students, Dr. Stauffer stepped in to give me feedback and guidance so that I could be more successful in my teaching experience. One primary goal for my next leadership experience is to sequence my teaching more so that my students are able to be more success. A secondary goal I have for my next leadership experience is to assess my classroom and make sure that my students are understanding what I am teaching so that I can adapt to what they need.
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