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A Moving Dialogue

Inquiry Evidence Reflection. A Moving Dialogue. Inquiry and Research: What do we see? What does it mean? Why is it important for the program. Inquiry.

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A Moving Dialogue

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  1. Inquiry Evidence Reflection A Moving Dialogue

  2. Inquiry and Research: What do we see? What does it mean? Why is it important for the program Inquiry

  3. Measuring the dance/arts integration environment is complex because as a performance based art, dance leaves “few lasting traces and no permanent objects or artifacts to assess” (Ross, 1994, p. 12). Research and Dance Education: The Challenge…

  4. What makes an effective partnership in dance education? What is the impact of professional development on teacher and artist practice? What makes an effective creative dance curriculum? MAP Research Questions

  5. Research is Collaborative and Layered Inquiries

  6. Pictures Notes from Conversations Student Work On this one I will have to look up the data. D has always been notoriously tardy. The mornings have always been a struggle for him. Since that day that D made a “dance break-through” and decided to join us during the residency he has only been tardy once and, on that day, instead of his characteristic sad, slow, trudge to his desk, he quickly entered the room, and joined us in Brain Dance. He seems more animated in the mornings now and is also now a more active participant in the morning Brain Dance. Just wanted to share a bit. I know that these observations are merely based on informal observations – BUT HEY- these days I’ll take it any way I can get it. Written Observations/Reflections from Teachers and Teaching Artists Inquiry guides Documentation Video

  7. Evidence: Interpreting Documentation Hello Teachers, Yesterday's classes were wonderful! There is already such improvement in the students' demonstration of personal space. And their retention of last week's concepts was beyond their years in my experience. In each class the students picked up the concepts of shape and levels instantly with creative and sometimes daring choices in their movements. That was great to see. Thank you for joining in on the activities and giving the students verbal cues where you see they need them. It is really exciting for the kids to see you moving too. The "terrible shapes" brought up some great juicy words. Next week we will start a Juicy Word Bank and watch it grow through the residency. The students are generating great vocabulary through their movement experiences already. Here is a taste. wiggly sweaty Destroyed…. One of my favorite moments from yesterday was when one student's mind saw one of their peer's shapes as looking at a watch and another saw it as hiding tears. They were so excited that both could be "right." Noting Change Documenting Process Noting what was learned

  8. Triangulation: validates claims Observation Artifacts I'm trilled to announce that Molly and I felt today was highly successful in many areas! Your students creatively demonstrated today's concepts of SPACE (personal and general) LEVELS & SHAPES (high, medium and low) Partner Communication

  9. Using dance in the academic curriculum: • … we’ve incorporated, as one of our assignments, a dance option for them to express whatever they’ve been studying. Like we’re doing biographies right now, and one of their choices is to do a 32-count dance that kind of explains or helps the student understand the person that they’ve researched” (teacher focus group) • .Collaboration • Students developed new ideas in collaboration with each other (Teacher and researcher observation) Other “Evidentiary Trails" seen across data sources

  10. Data Collection Strategies

  11. PD: Teacher/Teacher artist learning Curriculum: Learning environment: Inquiry and Student Artifacts Partnership: Leader and teacher reflections Findings and Reflection

  12. PD practices used are advocated in the research (Darling-Hammond & Richardson, 2009; Guskey,2003). • Workshops • Planning Meetings • Residencies • This has impacted both teaching artist and teacher practice Teacher learning in the MAP program is a collaborative endeavor in which teachers engage in continuous, contextual professional learning

  13. Changes in Teaching Artists’ Knowledge

  14. Professional Development Outcomes:Teachers Report They Use Arts Integrated Strategies

  15. Effective Dance Curriculum: The MAP Classroom Environment Fosters Student Engagement

  16. Curriculum: Teachers’ Reflections on Student Learning:Students improve their academic skills

  17. Teacher Reflections: Students Expand their Knowledge

  18. Partnership: School Leaders

  19. Partnership: Participating Teachers

  20. Leaders and teachers see the qualities of the partnership in similar ways • Highly collaborative partnership • Harder to share arts strategies within the schools • Coherence between MAP program and academic content of classrooms Partnership:

  21. PD • MAP professional development reflects research-based practices and impacts teachers and teaching artists knowledge and classroom practices. • Curriculum • The MAP curriculum fosters student engagement. Teachers view the curriculum as facilitating student knowledge in the content areas. • Partnership • The MAP program fosters collaboration between the organizations and reflects/integrates well with the school curriculum. Conclusions

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