Kids on the Move
In this model program, we provide teachers with:
- a series of five full day workshops
- five co-teaching/mentoring sessions with each class
- four sessions on how to teach after-school “creative movement labs”
- six after school curriculum-writing sessions to create a dance resource guide
- coordination and facilitation of the final culminating performances
This model will build the capacity of school staff to deliver movement lessons by helping teams of classroom teachers and physical educators collaborate in developing their own units of study. TID facilitators serve as workshop leaders and mentors to guide participants through each aspect of the project, building a foundation so that teachers will be able to continue the work on their own.
Moving Minds and Bodies
This hands-on, interactive project empowers early childhood coordinators to use dance/movement in the design of their own Professional Development workshops. Using the New York City Department of Education’s Pre-Kindergarten Performance Standards and the New York State Standards for the Arts, this initiative comprises three full day PD workshops, plus TID support and assistance at the coordinator-led PD workshops. This project provides tools and knowledge so that participants can design and deliver team-led PD workshops, advocating for and demonstrating the benefits of kinesthetic learning in the Early Childhood classroom. This model can be adapted to meet the needs of any school leaders.
Dance for Learning: Student Work as an Assessment Lens
This program design is part of Together in Dance’s ongoing Professional Development for dance educators in Brooklyn and Staten Island. TID continues to train and collaborate with a select cohort of NYCDOE Dance Educator Trainers (DET’s) to identify issues of interest to address in future workshops, while developing the DETs’ skills as facilitators and strengthening their roles as leaders. This gives dance educators new tools with which to inspire student dance making, as well as strategies to assess the student learning achieved through the dance-making process.
In this program the participants:
- create/utilize protocols to look at student work
- experience ways to incorporate dance technique into the dance making process
- reflect and share feedback on units of study and the collaborative dance making process
- articulate the use of the Dance Blueprint in their teaching practices
- develop and share teaching strategies based upon observation protocols
- develop and experience units of study that emphasize student dance making
- respond to, reflect on, and revise assessment tools created during the sessions
- receive a compilation of units of study generated by their colleagues
- hone skills as effective leaders and facilitators
Content is aligned with the New York State & City learning standards & the Blueprint for Teaching & Learning in the Arts.
Arts Vision Forward
In addition to Professional Development with dance as the centerpiece, TID provides comprehensive support to help schools strengthen their arts programming by:
- helping to resolve obstacles that might hinder achieving this vision
- assisting school personnel, including arts specialists, to articulate their teaching goals
- creating overviews and sequential arts curriculum maps
- designing assessment strategies that correspond to teaching goals
- guiding the school in addressing the specific budgeting and scheduling challenges
This model builds the capacity of the school arts staff to work more cohesively in order to find common goals, deliver and share grade performances and collaborate to develop their combined units of study. TID facilitators serve as workshop leaders and mentors with school leaders, arts coordinators, arts specialists, and others who are invested in providing the highest level arts programming. During the process, participants create an Arts Binder containing all materials generated, along with other relevant arts-related resources. The Arts Binder serves as a permanent record to refer to and build upon, ensuring continuity and institutional memory in future years.