Task progression model
 

Word a task appropriate for development and experience of the students
"Show me how you can skip lightly around the gym changing directions."
 
 
 

Move cursor over model to read general prompts for what a teacher uses to develop a basic task model task progression.
Modify complexity to make the task easier for the learner. Simplifications by focusing on one element such as WHAT body does (role, parts, actions, shape), WHERE body goes in space (direction, levels, pathways), HOW the body moves (weight, flow, time, spacially), and IN-RELATION to imagery or other dancers. Refinements for actions, use of space, effort quality and in-relation to imagery and other dancers are used by the teacher to refine the performance of the dancer. Usually body refinements are taught first but space, effort and relationship refinements could also apply. Modify complexity to make that task harder for the learner. Extension by adding on WHAT body does (role, parts, actions, shape), WHERE body goes in space (diection, levels, pathways), HOW the body moves (weight, flow, time, spacially), and IN-RELATION to imagery or other dancers, in relation to the APPLICATION activity. Refinements are always applied back to a portion of the whole dance with the application activity developing into the whole dance. The dance is designed for the ablility and developmental level of the learners. The dance activity gives purpose to the refinements and extensions. A task worded for the development ability of the students. For younger children the basic task usually involves each of the body, space, effort and relationship movement concepts. Task design elicits multiple responses from the students within the focus of the skill.