3. b. Instructional Strategies and Professional Development 

Smartphones and Flipped-Assessment

Can student controlled smartphone assessment modalities support creative skill development, efficacy and metacognition in dance? Traditional classrooms are controlled and moderated by the teacher and students seldom make decisions about their own learning. Using freeware applications on their smartphones, however, dance students can collaboratively discuss, create, and evaluate dance. By defining key learning outcomes aligned with student’s long-term goals, students move past initial quick solutions to more informed thorough ones (Parrish 2016). 

 

In my coursework, I use smartphone technology to reform traditional evaluative methods and construct “flipped” assessments which are created by students, for students, serving to prepare students for making critical judgments and decisions on their own. In the process of “flipping” assessment students talk through a problem, learn to visualize relationships between existing knowledge, identify what they are interested in, what they already know, and what they need to discover. Quickly, students learn to draw inferences, spend time encoding the terms of a problem, unpack the component parts, postpone conclusions, and as a result, develop awareness about their own thinking and learning process (Parrish, 2017).

Publications DO WE HAVE THIS PUBLICATION TO ADD A LINK TO??

Parrish, M. (2017). Flipped Assessment in the Choreographic Process. Dance and the Child International Newsletter, Winter 2017 (December, 10, 2017).

List of Research Presentations

Flipped dance class: Using handheld dance technology

Dance and the Child International Open Space conference  

Provo, Utah. Adjudicated. (July, 2017).

Keynote Address                                     

Flipped dance class technology and assessment

Keynote presentation at the Professional Teachers Conference in Provo Utah. (June, 2017).   

Advocating with our thumbs: BYOD to the dance class

Presenters: Dr. Mila Parrish and Amy Lang Crow

National Dance Education Conference. Focus on Dance Education: Speaking with Our Feet:

Advocating, Analyzing, and Advancing Dance Education. Arlington, VA. Adjudicated. (Oct, 2016).

Smartphones in the studio: Flipped assessment in the choreographic process:

Session lead: Dr. Mila Parrish with Co-Presenters Emily Enloe, Cathie Kasch, Amy Lang Crowe.     

National Dance Education Conference. Focus on Dance Education: Engaging in the Artistic Processes:

Creating, Performing, Responding, Connecting. Phoenix AZ. Adjudicated. (October, 2015).

Processes: Creating, Performing, Responding, Connecting.

Session lead: Dr. Mila Parrish with Cathie Kasch, and

Amy Lang and UNCG Graduate Students Jennifer Cheek.

National Dance Education Conference. Focus on Dance Education: Engaging in the Artistic Processes:

Creating, Performing, Responding, Connecting. Phoenix AZ. Adjudicated. (Oct, 2015).

Movement Analysis and video feedback

A teacher can use Acclaim and Arc Media Library video analysis software to upload video to a secure server that includes highlighted areas of the video for illumination as well as time-coded annotated comments. The software program allows groups to watch one another’s works and collaboratively give feedback. Feedback comments can be restricted between student and teacher or between peers or open to the whole class serving to create a constructive exchange of ideas.  The analysis and feedback process heightens student’s self-awareness and quickly and efficiently helps teachers zero in on what is happening at a specific point in time. (Parrish, 2016). Illuminating best practice in dance, these applications support strategies for the analysis of creative work, collaborative evaluation, high quality feedback and assessment. 

In my pedagogy and movement classes students think through complex problems, identify specific goals, and design evaluation strategies to work for them (Parrish, 2017). I have given three international keynotes presentations on technology use in the dance classroom, 25 national conference presentations, 15 international conference presentations, and published 13 articles all addressing the use of technology in the classroom. In the coming years, I will continue to develop and disseminate strategies and models for the integration of flipped assessment and interactive video analysis which can be applied to all aspects of dance not just the training of teachers.  It is my hope that these tools promote creative problem solving, deepen recall, increase student self-responsibility, and make assessment fun.

NDEO Accepted Proposal DO WE HAVE THIS OR ARE ADDING IT?

List of Research Presentations

Cultivating Champions: develop leadership skills with technology            

Session lead Dr. Mila Parrish with Jen Florey and Amy Bramlette                                

NDEO Conference: Connections, Knowledge, and Leadership:

A new Era in Dance Education.  San Diego, Ca. Adjudicated. (November, 2018).

Advancing Student Growth and Expanding Knowledge Through a Technological Partnership

Session lead Cathie Kasch with Dr. Mila Parrish & Daniel Gwirtzman

NDEO Conference: Connections, Knowledge, and Leadership:

A new Era in Dance Education. San Diego, Ca. Adjudicated. (November, 2018).

Creating Student Leaders: Personalization of Assessment and Reflection in Dance Pedagogy      

Session lead Dr. Mila Parrish with Amy Lang, Katrina Brown and Kelly Abramovich

NDEO Conference: Connections, Knowledge, and Leadership:

A new Era in Dance Education. San Diego, Ca. Adjudicated. (November, 2018).

Engaging undergraduates in research through DELRdi.                                    

Presenters: Anne Dunkin, Mila Parrish, Susan Gingrasso, Teresa Heiland,

Alison Leonard and Lynnette Overby

NDEO Conference: Connections, Knowledge, and Leadership:

A new Era in Dance Education.  San Diego, Ca. Adjudicated. (November, 2018).

Technology and teacher training.                                                                          

Dance and the Child International Conference: Cultures flex Unearthing Expressions

of the Dancing Child. Kingston, Jamaica. Adjudicated. (August, 2009).

Teaching dance with technology: a hands-on workshop                                    

Presenters: Dr. Mila Parrish and Cathie Kasch  

National Dance Education Conference– Take A Bite of the Apple-

Exploring Resources to Promote Best Practices. New York, New York. Adjudicated. (June, 2009).

Keynote Speaker

Technology & dance new frontiers for training in dance. 

Dance Research Society of Taiwan (DRST) A New Epoch of Dance Education.

Taipei Physical Education College, Taiwan. (December, 2008).

Integrating technology in dance instruction.                                                          

The Dance Research Society of Taiwan Annual Conference: 

A New Epoch of Dance Education. Taipei, Taiwan. Adjudicated. (December, 2008).

Evaluating dance in the digital classroom.                                                    

Presenter: Dr. Mila Parrish

National Dance Education Organization Conference. Buffalo, New York. Adjudicated. (Oct, 2005).

Dance technology for elementary teachers and students

Presenter: Dr. Mila Parrish

National Dance Association’s Dancing with the Mouse Conference. Rock Hill, SC. (October, 2000).

Technology in the dance education class.                                                         

International Dance and Technology Conference, Tempe Arizona. Adjudicated. (February, 1999).

 

Computer Assisted Dance Education.                                                                        

New Trends in Dance Education Conference.  Portugal. Adjudicated. (July, 1998).

Computer Assisted Dance Education.                                                            

Presenter: Dr. Mila Parrish

Alliance for Health, Physical Education, Recreation and Dance. Reno, Nevada. (April, 1998).

Technology Coursework and Teacher Training

Current practices in K-12 dance pedagogy mandate technology integration in students’ comprehensive dance education. Limitations in quality instruction and staff development and evaluation, though, hinder appropriate use and acceptance. As a one of the few teachers of dance technology for educators in the nation, I receive numerous invitations to speak nationally and internationally on the subject of technology integration and lead interactive online instructional workshops. In the process of teaching hundreds of artists, choreographers, university professors, and university students, I have developed my own methods for integrating technology in the dance classroom that focus on student self-discovery, choreographic inspiration, clarifying difficult concepts, self-reflection and productive dance thinking. Publications on the topic include: Parrish 2017, Parrish 2014, Parrish, 2008; Parrish, 2007; Parrish, 1999; Parrish, 1998.

 

When hired to direct the Dance Education program, I created DCE 614 New Media in Dance Education, an in-depth new media in dance education course using my methods for technology integration. In the course, students learn social media tools for instruction, video analysis and assessment techniques, image manipulation, interactive multimedia, video shooting and editing, and live interactive performance. DCE 614 is offered as part of our MA DE program as well as open to the community of K-12 and university teachers across the nation. As I continue to explore and teach dance using technology I have begun to focus my inquiry on themes of student choreographic inspiration, clarifying difficult concepts, self-reflection and productive dance thinking, the use of social media including twitter and instagram. I am currently working on placing substantive instructional resources online for broader use.

 

As an arts educator, I have a unique opportunity to nurture creative thinking, self-direction and personal efficacy before, during, and after instruction. Interactive web based “smart” technologies assist in this process. When students are in charge of their own learning and assessment, their work is more focused and self-directed, and as a result students learn to take initiative and to be responsible and accountable for their work. My research in dance technology been published in scholarly journals and presented at the last nine NDEO conferences and the last three DaCi conferences.

 

My goals in technology pedagogy for dance are aimed to assist student self-efficacy, increased opportunities for students to customize and take charge of their own learning, and to develop collaborative ways of working together and sharing information with a wider audience.

INSTRUCTIONAL MEDIA

VIDEO DANCE/INTERACTIVITY

AUDIO

TRELLO

twitter

coach's eye

ETC.

....IF WE HAVE STUFF TO LINK TO, THEN LINK IT

Publications

 

List of Technology-Based Classes

DCE 614 (3) New Media technology in dance education 

Theory and practice related to teaching dance technology, including new media and interdisciplinary relationships. Includes planning, teaching, and assessing student learning in one unit of study. (Summer 2018-2019)

PUT SOME EXAMPLES OF STUDENT WORK FROM CLASS (GOOGLE DRIVE) HERE

DCE 611 (3) Dance: The Phenomenon II /dance technology

Theory and practice related to teaching dance technology, including new media and interdisciplinary relationships. Includes planning, teaching, and assessing student learning in one unit of study. (Summer 2014)

 

Practical Assessment and interactive video technology

2-day Guest Artist presentation on K-12 teacher training.

Brigham Young University. Provo, Utah. (October, 2014)

         

Dance pedagogy, technology and performance

Guest Artist                                                                                                                                

92nd Street YMCA.  Master classes and 5-day intensive training. New York City. (July, 2012).

                      

Dance Education and Technology

Guest Artist

10-day workshop University of North Texas Denton, Texas. (June, 2012).

Landmarks & Geographic Tales

Master Educator workshop on interdisciplinary dance instruction

Guest Artist. DaCi Conference: University of North Texas in Denton Texas. (July, 2011).

MapQuest and following the signs toward creative problem solving in dance education.

A master educator workshop on interdisciplinary dance instruction

Guest Artist. DaCi Conference: University of North Texas in Denton Texas. (July, 2011).

Interactive Dance Technology

Guest Artist -  Master Class                                                         

Brigham Young University Provo, Utah. (March, 2010).

Videoconferencing in Dance Education        

Professional Development Seminar                                            

Richland One School District. Columbia, SC. (January, 2010).

Dance Education and Technology.

Guest Speaker – Dance residency

Taipei Physical Education College, Taiwan. (December, 2008).

Video dance technology and technology integration for arts educators.

Professional development workshop (5 days)

Tennessee Dance Education Association. (Juen, 2007).

Interactive Gateway and process-based dance documentation

Guest Lecture

State University New York at Brockport. (October, 2005).

 

Interactive video co-taught with Anne Green Gilbert and Bill Evans.

Professional development workshop (2 day)

Dance and the Child international, Philadelphia, PA. (July, 2005).

Interactive Gateway and mediated curriculum.

Guest Speaker Invited master class. 

The Ohio State University. Columbus Ohio. (February, 2005).

Dance Technology  

Guest Speaker Invited lecture                                                                                          

The Ohio State University, Columbus Ohio. (February, 2005).

Interactive Gateway

Guest Artist - Invited Master Class. Temple University. (November, 2003).

Dance Technology

Guest Artist - Invited Master Class. Temple University. (January, 2003).

Strategies and Issues when working with Dance Technology

Invited Master Class                             

New York University, Graduate School of Dance Education. (January, 2003).

Hands-on workshop on dance technology

Guest teaching workshop (8 hour)                                                             

Arizona Dance Arts Association. Phoenix, Arizona. (January, 2001).

Examples of Interactive Video dance using cameras, projectors, various surfaces, and dancers.