Play. In role-play, students are invited to explore situations as if they were someone else. When in role, students respond as that person would think, feel, and speak, expressing attitudes and points of view in response to questions, situations, relationships and problems to be solved. Role Play builds student understanding of an empathy for people throughout history, scientist, math thinkers, and characters in literature. Students should be encouraged to fully research characters prior to the role-play. Below is an example of a Doral student prepping for their performance as ▇▇▇▇▇▇▇ ▇▇▇▇▇▇, the students had to write an in depth report and then “act” it out. Students practice the skills of careful observation and detailed description. RBOT can be adapted for use with visual content (photographs, charts, illustrations, artworks) as well as with performing arts (audio and video). Students are encouraged to delay inference in order to consider multiple possible meanings. • Step 1: Observe-Share the image or sample, asking students to observe in silence for one minute (or the length of the sample). • Step 2: Students describe what they see or notice in the image or sample, using the sentence stem “my eyes see…”, “my ears hear…” • Step 3: Wonder-Students wonder about multiple meanings, possible inferences or content. Students represent, ideas, feelings, and content through movement. They come to understand that dance and movement can be tools of expression. They will use the basic elements of Best to explore, and to create, and finally to abstract movement. (Examples include demonstrating beats and patterns). Body – Parts of the body plus Loco motor and Non-Loco motor Movements Energy – How is the body moving Space/Shape – Big, small, Levels 1-10 Time – Tempo, Rhythm, Speeds Through the Doral affiliation agreement, DAI will work extensively with artists from the ▇▇▇▇▇▇▇ Center to develop additional content modules based on our particular context and needs that are beyond those that the ▇▇▇▇▇▇▇ Center has previously created and disseminated through its ArtsEdge program. The following are two examples of collaborations that the Doral system has engaged in the past and will seek to build upon in the development of Doral Academy of Idaho: • Artist: ▇▇▇▇▇▇ ▇▇▇▇
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Play. In role-play, students are invited to explore situations as if they were someone else. When in role, students respond as that person would think, feel, and speak, expressing attitudes and points of view in response to questions, situations, relationships and problems to be solved. Role Play builds student understanding of an empathy for people throughout history, scientist, math thinkers, and characters in literature. Students should be encouraged to fully research characters prior to the role-play. Below is an example of a Doral student prepping for their performance as ▇▇▇▇▇▇▇ ▇▇▇▇▇▇, the students had to write an in depth report and then “act” it out. Students practice the skills of careful observation and detailed description. RBOT can be adapted for use with visual content (photographs, charts, illustrations, artworks) as well as with performing arts (audio and video). Students are encouraged to delay inference in order to consider multiple possible meanings. • Step 1: Observe-Share the image or sample, asking students to observe in silence for one minute (or the length of the sample). • Step 2: Students describe what they see or notice in the image or sample, using the sentence stem “my eyes see…”, “my ears hear…” • Step 3: Wonder-Students wonder about multiple meanings, possible inferences or content. Students represent, ideas, feelings, and content through movement. They come to understand that dance and movement can be tools of expression. They will use the basic elements of Best to explore, and to create, and finally to abstract movement. (Examples include demonstrating beats and patterns). Body – Parts of the body plus Loco motor and Non-Loco motor Movements Energy – How is the body moving Space/Shape – Big, small, Levels 1-10 Time – Tempo, Rhythm, Speeds Through the Doral affiliation agreement, DAI will work extensively with artists from the ▇▇▇▇▇▇▇ Center to develop additional content modules based on our particular context and needs that are beyond those that the ▇▇▇▇▇▇▇ Center has previously created and disseminated through its ArtsEdge program. The following are two examples of collaborations that the Doral system has engaged in the past and will seek to build upon in the development of Doral Academy of Idaho: • Artist: ▇▇▇▇▇▇ ▇▇▇▇:
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