Student+Work

**Knowledge:**
//Selected Response:// Students identify and use slang vocabulary (index cards). Ex: "Bank's closed" = no kissing or cuddling //Extended Written Response:// BASTE workshop to assess student's knowledge of dance elements (Body, Action, Space, Time, Energy). //Personal Communication (DA: Use prompts to trigger responses in journal? online reflection? Maybe a chance to use those iPods!):// Students identify key dates, people such as Shorty George, sites such as Savoy Ballroom .............................................................................................................................................................................................................................

**Skills:**
__Research skills__ - What skills do students practice

__Dance skills:__
 * < ** Shim Sham steps **

Students review Shim Sham steps with the Teaching Artist:
 * shimmy
 * freeze
 * push-push
 * cross over
 * Tackie Annie
 * half break
 * boogie back
 * boogie front ||< media type="file" key="Shim Sham Practice_CD.mov" width="300" height="300" align="right" ||

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**Reasoning:**
See Critical Response notes from class discussion of "Dancing at the Savoy" (Photograph by Cornell Capa).
 * Students examine a still image of dancers during the Harlem Renaissance and discuss possible context/significance of dance during that period. **


 * ** How did dance change during the Harlem Renaissance? **

The teacher asks about social dances before the Harlem Renaissance. "What's different about the dances you've been doing? What were dances like before the Harlem Renaissance?"

Two students start spontaneously waltzing and and the Teaching Artist immediately adapts the lesson so the students can practice waltzing.

One student concludes by saying, "This is hard!" || media type="file" key="How did dancing change_CD.mov" width="300" height="300" || // Next Time: Scan unit reflection especially final question about significance of dance in Harlem Renaissance (short response); compare/contrast Harlem Ren dances with Hip/Hop (opportunity for Venn diagram next time or Same/Dif workhsheet?) //

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**Performance/Product:**
Research presentations (PowerPoints). Could we put some of those here? Video (* w/ performance assessment rubric; see Christopher notes from 3/11 mtg with D)

Leadership: Cherri description of other 8th grade classes learning Big Apple from peers. SEE other worksheets etc. from Cherri
 * Anecdotal and field observations:**