Service Learning in the areas of Dance and Education Developed by George Ann Simpson and G. Salvador Gutierrez Presented by: Audrey Grams Service-Learning Coordinator San Antonio College

Course Description DANC 1151, DANC 1152, DANC 2151 Performance Dance I, II, and III The purpose of this course is to expose dancers to the process involved in becoming an educated performer. Students will be provided the opportunity to experience the mechanics of auditions, rehearsal, backstage production and presentation as a performance group.

Learning Outcome Learning Outcome I: Students will be able to identify and demonstrate movement elements and skills in performing dance. Learning Outcome II: Students will be able to identify and demonstrate choreographic principles and processes.

Course Requirement The Service Learning experience was a mandatory requirement reflecting 25% of course grade. Students were expected to perform about 20 hours of service by the end of the project. Professional interaction with community partner:

Guidelines for Teaching Conduct and express yourself in a manner that reflects your love and respect for dance. Be confident and strong in your action and words. Use correct grammar. Give feedback by first looking for what is right. Give constructive reinforcement.

Breaking it Down

Impact on Students Joven Student S.A.C. Student

Impact on San Antonio

Education 1301: Introduction to the Teaching Profession Education 1301 is designed for students who are considering teaching as a career. The course will focus on the requirements for becoming a certified teacher in Texas and will serve as an introduction to and analysis of the culture of schooling and classrooms. VII. Course Requirements and grade computation: A. College Requirements Sixteen (16) hours of service learning experience in the public school setting as required by the Texas Higher Education Coordinating Board. Students will be placed in schools of the San Antonio Independent School District. Students will be responsible for developing and implementing a classroom learning game for the students of the assigned public school class.

Day 1: Content Area & Grade/Age Appropriate Texas Essential Knowledge and Skills (TEKS) Day 2: Research Day 3: Future Teacher Staff Development Day Day 4: Game Day

Assessment: Learning Game Rubric Criteria 9-10 Points 7-8 Points5-6 Points3-4 Points1-2 PointsComments 1. Objective 2. TEKS 3. Grade Appropriate 4. Age Appropriate 5. Attractiveness 6. Student Friendly 7. Manipulatives 8. Learning Styles 9. Multiple Intelligences 10. Rewards

Rubric Explanations Objective: State the learning objective of your game. (What is the grade level) Is your game grade level appropriate? Age Appropriate:(State the age level) Is your game age level appropriate? Attractiveness: Is the game colorful. Will its appearance attract the interest of your students? Student Friendly: Are the rules and directions easy for the student to understand and to successfully play the game? Manipulatives: Were any manipulatives used? Learning Styles: Does your game accommodate visual, auditory and kinesthetic learners? Multiple Intelligences: Does your game address examples of the Multiple Intelligences? Rewards: Is there a prize for the winner? Is it an intrinsic or extrinsic prize?

Kids’ By Krystal Garcia

JOURNEY TO THE CENTER OF THE EARTH by Monica Crosson

Special Thanks to Learn and Serve America for the funding of both of these projects. Contact: Audrey Grams: San Antonio College or