Coordinated Movement Reflection

I found my execution of this experience to be successful. I think my confidence in

my movements was the reason for my success in leading this experience. Knowing the
choreography in an activity is crucial so that students gain understanding in how to
execute movements. If your movements are ambiguous, students will not always
understand how to do the choreography correctly. Choreography that is learned
incorrect, will not help students in gaining better coordination skills. Improving
coordination is the objective of this activity, if this experience is not lead confidently the
teacher is not being effective. The reason my experience was successful was the way
by which I modeled the movements.

As discussed in my class by my peers, anticipating movements with certain

gestures is helpful when learning choreography. For example, in my video at 0:11, I
raise my hands to indicate the next gesture. From a students perspective, it is helpful
to anticipate these movements when learning choreography. This specific concept
allows students to learn movements faster and more confidently.

An idea that may help to improve this experience is to include more guiding
questions during the movements. For example, asking What comes after heel
tapping?, might help to have students actively learn and memorize the movements. By
doing this, students are not just mirroring the leader. If students are just copying what
they see, they are not anticipating the movements, or understanding what comes next.
Another idea that might help in leading this experience, is counting down how many
beats there are between movements. In certain age groups, this can help students with
learning numbers. For other students, it is beneficial to understanding tempos and
steady beats. Either way, students understand the duration of choreographed
movements which helps to memorize the patterns. Lastly, I having more discussion and
reflection after the song is completed can be a valuable form of assessment. Asking
questions like What happened first, or How many beats did we do finger wags, can
help to see if students are absorbing information, or if they are just mirroring the
patterns.

Generally, this experience helped me to learn how to teach movement to a

class. I now know what ways I can break songs down so that I can be more successful
for my students. Confidently modeling movements is the first step to allowing students
to be introduced to choreography. Asking guiding questions during the song can help
students to be conscious in their execution of the movements. Having students be
present during pieces can be beneficial to learning the forms of a song confidently.
Lastly, following this experience with facilitated discussion can help to inform the
teacher that students are understanding these movements. All of these components will
help students in their process of memorizing patterns. As a result of this experience,
students will hopefully improve their coordination.

Musicianship (5 Includes (for this 5- Teaching

points) experience) executed
accurate beat; movements
confidently
appropriate tempo;
changing with the
phrase; expression;
music selection,
etc.

Leadership (5 Includes body 5- Teacher had a

points) language; facial positive facial affect
expression; eye
contact; voice tone
and volume;
intensity or energy;
etc.

Preparation (5 Includes knowledge 5- Teacher

points) of music and executed
knowledge of your knowledge of
learned
plan; quality of your
choreography
plan; readiness of
equipment and
materials; etc.

Facilitating the Includes motivation 8- Teacher could

Experience (10 or capturing have used more
points) attention; guiding questions,
and sequence the
sequencing of
plan in a more
steps; pace, flow, effective manner
 transitions; clarity of
verbal instructions;
flexibility; feedback
and assessment;
effect (not all apply
to every experience
you lead...think
about what is most
important).

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