Survey 7Cs

7Cs Survey

The student-perception survey (or 7 Cs Survey) was originally created and refined at Harvard University by Dr. Ron Ferguson. Tailored for grade levels K-2, 3-5 and 6-12, the surveys helped assess teachers’ content knowledge, pedagogy, and relationship-building skills. They allowed students to assess their classroom experience with each teacher across 7 dimensions.  Thus, the ‘Seven Cs’ Surveys, administered through Cambridge Education, measured “what teachers do (what students experience).” I have adapted the survey to measure the impact that online/remote/asynchronous (non-recorded) instruction has had on students.  The seven Cs’ are:

1.  Caring about students (Encouragement and emotional support)
2.  Captivating students (Learning seems interesting and relevant)
3.  Conferring with students (Students sense their ideas are respected)
4.  Clarifying*lessons (Success seems feasible)
5.  Consolidating knowledge (Ideas get connected and integrated)
6.  Challenging*students (Press for effort, perseverance, and rigor)
7.  Controlling*behavior (Culture of cooperation and peer support)

7Cs: Items

I have divided the survey in two parts: “Before Spring Recess” and “After Scoring Recess” to compare and contrast the results. Every one of the 7 dimension has 3 items. Please, select “Totally True”, “Mostly True”, “Somewhat”, “Mostly Untrue” or “Totally Untrue” to evaluate both, “what teachers do and what students experience.” Circle in each item the evaluation that best fits each description.

BEFORE SPRING RECESS (Face-to-face)

Care

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  My professor in this class makes me feel that he/she really cares about me.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor really tries to understand how students feel about things.

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor seems to know if something is bothering me.

Challenge

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, my professor accepts nothing less than our full effort.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor asks questions to be sure we are following along when s/he is teaching.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor wants me to explain my answers - why I think what I think.

Control

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) student behavior in this class makes the professor angry.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My classmates behave the way my professor wants them to.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Our class stays busy and does not waste time.

Clarify

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) When s/he is teaching us, my professor thinks we understand even when we don't.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  If you don't understand something, my professor explains it another way.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor knows when the class understands, and when we do not.

Captivate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  I like the ways we learn in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2. (Disagree with) This class does not keep my attention - I get bored.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor makes lessons interesting.

Confer

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  Students get to decide how activities are done in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor wants us to share our thoughts
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Students speak up and share their ideas about class work.

Consolidate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, we learn a lot almost every day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor takes the time to summarize what we learn each day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  The comments that I get on my work in this class help me understand how to improve.

AFTER SPRING RECESS (Online)

Care

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  My professor in this class makes me feel that he/she really cares about me.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor really tries to understand how students feel about things.

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor seems to know if something is bothering me.

Challenge

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, my professor accepts nothing less than our full effort.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor asks questions to be sure we are following along when s/he is teaching.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor wants me to explain my answers - why I think what I think.

Control

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) student behavior in this class makes the professor angry.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My classmates behave the way my professor wants them to.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Our class stays busy and does not waste time.

Clarify

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) When s/he is teaching us, my professor thinks we understand even when we don't.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  If you don't understand something, my professor explains it another way.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor knows when the class understands, and when we do not.

Captivate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  I like the ways we learn in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2. (Disagree with) This class does not keep my attention - I get bored.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor makes lessons interesting.

Confer

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  Students get to decide how activities are done in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor wants us to share our thoughts
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Students speak up and share their ideas about class work.

Consolidate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, we learn a lot almost every day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor takes the time to summarize what we learn each day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  The comments that I get on my work in this class help me understand how to improve.

Presentations

Anastasia Cafatti

Carnival as Spectacle: Brazil

Rio de Janeiro

Sao Paolo

Salvador de Bahia

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LINK:

The Society of the Spectacle: Guy Deborg

Please, watch the videos (You don't have to watch the whole video, just a few minutes to get the idea of what a Brazilian carnival may look like). 

Go to the link. The pages don't have numbers, so scrawl down to the subtitle "The Society of the Spectacle and the Revolution of Everyday Life." Read the four paragraphs under that section.

Questions

After watching the videos and reading the text, in which way can the carnival in Brazil be considered part of the society of the spectacle. Use the point of view expressed in the text.

When compared with the carnival in Santiago de Cuba we saw last class, in which way is the Rio de Janeiro's, Sao Paolo's and Salvador's carnivals similar or different?

 

La Conga in Santiago de Cuba

Last class we saw the Parranda, an event that shows the influence of European culture in Cuba's central region of Villaclara.

Today we are seeing the Carnival of Santiago de Cuba, the Eastern part of the island, where we will see the African Influence on Cuban culture and dance.

Uprising.

 After watching the video, go to the link below; scrawl to page 306 and read below "Carnival at Last" all the way to page 307, first paragraph.

LINK:

Antonio Benitez Rojo, The Repeating Island

Questions

1. Acording to Benitez Rojo,  carnivals are above all "concentrations of paradoxical dynamics by virtue of which the world becomes a travestying mirror." Using the video and the reading, explain in one paragraph what you think Benitez Rojo meant. 

2. After watching the video, what was your first impression? 

3. What do you think about the concept of socio-cultural density posed by the author?

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Students' Work 

Tango

 

Popping Dance

Leyao Zhang

 Xuejin Li



Links:

Meng Zhang 

Yunqi Chen 

Jiayuan Zhou 

Parranda: A Caribbean Tableu

 Parranda is a traditional celebration that takes place in the central part of Cuba in each town of the province of Villaclara and other neighboring towns.  The main characteristic of this festivity is that the towns are always divided in two neighborhoods that compete against each other. The videos below show the details of this event in the town of Remedios where the tradition was born. The parranda was declared Intangible Cultural Heritage of the World by UNESCO (United Nations Educational, Scientific and Cultural Organization). Karin Muller, a Swiss-born author, filmmaker, photographer, and adventurer has created these videos in which she shares her view of this very unique celebration.

 1

 2

 

3

 4

 Question

Respond to the videos above by expressing in each clip the most touching moments described by Karin Muller.

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Students' Work 


Intore Dance

Avery Gawel

Yangge Dance

Link: Minghui Sun

 Tai Chi

Shulin Wu

Peacock Dance

Lin Xu 

Link:

Kennedy Steward 


 She Hui Yao

Students Presenting Today

Kennedy

Minghui

Yifan

Shulin

Lin

Ningchen

Postmodern Dance: Brown, Rainer, Childs and Paxton

Trisha Brown

Yvonne Rainer

Lucinda Childs

Steve Paxton

Question

Go to the link Terpsychore in Sneakers
Scrowl down to page xx of the introduction.
Under the subtitle "The 1970s: Analytic Post-Modern Dance," read the first two paragraphs.

After watching these videos and the way these artists dance, why would you say they are analytic post-moderns?

Students' Work

Feedback on Videos

All of the videos above are analytic post-moderns because of their form. Although these are four separate pieces they all share lots of common aspects. For example, there were no props, or special costumes in any of them. Their clothing was very relaxed, nothing special, just like t-shirts, or sweatpants. Most of these videos are shot in black and white, and that is because of the technology of the era, however you can still tell that their clothes are also black, white, or very neutral colors, nothing stands out. This down-to-earth component is a key part of analytic post-moderns, bringing a change to dance after the experiments in the sixties. It is taking away all the extra parts that were added to dance and just focussing on the simplicity. Additionally, all the pieces were simple yet extremely expressive. The dancers would work their bodies as if they were sculptures, with emphasis on certain moves or gestures they felt were important. For example, When looking at Lucinda Childs dance, the movements were uncomplex, simply just moving forwards and backwards in semi circular or linear paths, yet the piece is still beautiful. Lastly many of the works did not contain music. They were just such an emphasis on the dancing itself. I look at analytic post-modern dances as bringing dance back to its simplest form, which all of these pieces did. Alexis Jackson

I’d say these videos were post moderns because they use and have key elements that describe the genre itself. The dancers work functional clothing like sweatpants and t-shirts. They dance in a room with no props or decorations just them in a well light room. Their movements are repeated and done in reversal multiple times throughout the performance. These videos also show very objective movements. There is no story being told, just the dancers and their bodies moving in silence. Kennedy Steward 

These videos are analytic post-moderns is because that they have the similar dance form and same elements that are belong to post-moderns. The dancers don't have a former costumes, all of the dancers are wearing functional clothing like sweatpants and t-shirts in the video. Furthermore, they dance with no props and there's no stage setting and decoration in the video. Their movements are expressive and powerful however it doesn't tells a story like some other dance forms. Amber Zhang

I would say they are analytic post-moderns because these dancers wore functional clothing and danced in silence in plain, well-lit rooms. Also, these dances were distanced from personal expression. Lin Xu

I would say these are analytic post-modern for several reasons. All of the videos are unlike most dancing I have ever seen. In each, performers wear basic clothing. Also, even though they are expressive and dramatic in their movements, there are no dramatic props, lighting, or special effects. The scenery is very simple and plain. The movements itself are intent and simplified. Lauren Haverlin

After watching these videos, I could see the resemblance of all of them. In each video, the dancers seemed to be moving with a very flowy pattern, and each performance seemed casual. I think it seemed casual because each of them were wearing neutral colored and laid back clothes.  I knew nothing about analytic post-modern dance, so first I watched the videos and observed each of them and then I read the article. The article was very informative and it explained that analytic post-moderns “is improved with physical techniques of falling… and that improvisation stands for freedom and adaptation.” I can see the techniques of falling, and it is very interesting to watch. Leah Martin 

I would say all of the videos contain the elements of analytic post-modern dance, which are differed from modern dance. In fact, they are not about the meaning of dance or music. What the videos of these post-modern dances represent the dance itself to the audience, without special light, music, and stage effects. Everyone can become a dancer, even they have no previous dance experience at all. It emphasizes the nature of body movements. Yi Gao

The videos all fit into the analytic post-moderns phase because their forms used take on specific elements from this age/type. In each of the videos, the dancers are not dressed in ornate/special costumes, but rather they simply were clothes in which they are able to move (like sweatpants).  There are no props, backdrops, etc, just the dancers moving in a room (and the videos shot in black and white). There usually was not music in the background, and that allowed the video to focus solely on the dance movements and expressions. I feel all of this reveals the post-modern era because it brings dance back to its root movements and purpose. Avery Gawel

Presentations

Corinne Shaw / Ballet 

Alexis Jackson

Leah  Martin

Link:

Bingche Huang

Martha Graham / Break Dance & Chinese Classical

Martha Graham

Questions

1. What did Graham think about the human body?

2. What did she mean by "playing the emotion and the circumstances"?

3. Why is Appalachian Spring Graham's most lyrical and popular work?

4. Why did Graham identified herself with Joan of Arc?

5. Explain what Graham meant when she cited Emily Dickinson's words "this is my letter to the world."

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Student's Presentations

Lauren Haverlin

Break Dancing

DAN 130
13 April 2020


· Introduction:
o What is break dancing?

Video

Break dancers often have dance battles, which you can see in the video clip

This concept will be explained further

o Aspects of break dancing:

Break dancing is a very energetic form of dance, with complex footwork and athletic movements, such as handstands and head stands

There are 4 main movements, toprock, downrock, power moves, and freezes

Some dances can be more robotic than others

What is great about break dancing is that, unlike other forms of ballet, there aren’t really “rules”

· A lot of break dancing is improvisational

· You can experiment and make it your own

o History forming the dance:

NYC in 1960’s/1970’s

Diverse, influx of immigrants

 In the “Harlem Riot of 1964,” African Americans rebelled against police forces after police kill a 15-year-old boy

· This showed that times were about to change

Then, in 1969, the recession led to an era of drugs, violence, and poverty

· Unemployment soared

· People moved out of cities

o Breakdancing in NYC

African Americans and Latino’s invented break dance as a spin off of their martial arts moves

It was a self-defense against other gangs in Harlem

Losers had agreed to stay off each other’s home “turf” if they lost the battle of dances

o What is a “Break?”

It is particular rhythms and sounds produced by DJs by mixing sounds from records to form continuous dancing beats

· DJ Kool Herc was a pioneer DJ

Break dancers were known as “B Boys” and later “B Girls”

o Conclusions:

Benefits

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Chinese Classical Dance By Yi Gao

Power Point

Students' Work

 Alexis Jackson
 

Graham thought that you would always reveal what you felt by the way you move your body. She thought everything started with a contraction or a thrust in the pose. Her movements were strong, direct, and candid. She thought that the body was very beautiful and elegant. That the body had to be treasured and honored and disciplined, which were rights of the dancers.

You have to play the emotions of the circumstances by moving how you feel would fit the particular situation. For example when she was told she had to cry, instead of crying on demand she did a thrust in her gut and made it seem as if she was crying, and fell to the floor. 

The Appalachian Spring is Graham’s most lyrical and popular work because it is about a young quaker marriage . It is the story of a young married couple coming into their home for the first time. She recreates her youth as a bride in this performance and shows her love within the piece.

She identified with Joan of Arc because she thought of herself as a heroic woman of vision and action. She thought she was the symbol of triumph in the deathless in insufficient. She really didn’t have many friends because she didn’t have the time. She had a vision of what she wanted to do and set out to complete it. Dance was what she thought about all the time, dance was her whole life. 

When she cited Emily Dickinson's words “this is my letter to the world” she meant that there are good things and bad things that you will receive during your life but for her, her treasure is her debt. I am not sure exactly what she meant but I think that maybe she was talking about how after her alcoholism and downfall she ended up creating 20 new ballets and 20 new revivals at the age of 79. That something good ended up coming from something bad. 

 Bingche Huang

1. Gardham thinks that the human body can tell stories, and people can express themselves or convey messages by actions through their bodies. Also, she harbors the idea that people should cherish their bodies and discover the beauty of the human body.
2. I think she means that people should put them in the circumstances and express the emotions and create the atmosphere, which is consistent with the situations.
3. I think it is because the work tells a love story about a young couple and it can connect with her according to her personal love experiences and it expresses strong emotions that the audience can feel.
4. Because, from her perspective, she thinks herself has some common features with Joan of Arc. They are both clear about what they want to do and are going to do.
5. I think it means she expresses her ideas, emotion though dance, and dance is the way she communicates  with the world and pay back to the world after receiving lots from the world.