The teacher and school administrators may decide that individual students or groups of students are at a level of development where they can benefit from an individualized program of study. The Independent Study Module is intended to address the needs of these students.
Independent study can be achieved through an individualized dance project or a co-operative work study experience. Both independent study options must address the Dance 30 Foundational Objectives and reflect a balance among the creative/productive, cultural/historical, and critical/responsive components of the dance program.
Individualized Dance Projects
Individualized projects may be designed by the student alone or in co-operation with the dance teacher. Appropriate learning objectives must be derived from the foundational objectives, along with a specific plan of action. The objectives and plan must be agreed upon by both student and teacher through the signing of an Independent Study Contract, such as the sample contract on the following page.
A Planning Guide is also provided to help students set timelines for their projects. In addition, a Peer Tutors sheet is included so that students can draw on the interests, expertise, and experience of their peers in the development of their projects.
Individualized projects should reflect a culmination of the student's previous learning in the dance program, in addition to personal experiences and interests.
Time Allotment
Fifty hours is the maximum time recommended for the individualized dance project. The following suggested time allotments are approximate and will vary with individual situations. If less time is allowed for the module, time allotments could be reduced proportionately.
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| 10 hours 1 hour (4 15-min. or 2 30-min.) 1 hour 29 hours 1 hour 8 hours 50 hours total |
Work Study Option
The work study option in the Dance 30 program provides students with opportunities to leave the school environment and learn in partnership with individuals and organizations in the professional dance community. While there are some similarities between work study modules and Work Experience Education courses, there are some major differences.
Work Experience Education courses are offered for full credit at the Secondary Level in the area of Practical and Applied Arts. The Saskatchewan Education document entitled Work Experience Education Guidelines provides descriptions of these credit courses and sets guidelines for implementation and delivery.
Work study modules differ from Work Experience Education courses in that they are not entire credit courses. Rather, work study is a module or component of another course that the student is already enrolled in at the school, such as the Dance 30 course. The work study module differs in time and in expectations from a Work Experience Education course. However, teachers will find that the Work Experience Education Guidelines document is an excellent resource to refer to when arranging a work study module for students.
Students may receive no remuneration for Work Experience Education courses or work study modules. In both situations, a work placement agreement and notification of student registration should be forwarded to the appropriate Saskatchewan Education Regional Office so the student receives workers' compensation coverage. The Workers' Compensation Act provides students and employers with protection in case of injury. A sample work placement form can be found in the back of the Work Experience Education Guidelines document. If your school division has a work experience coordinator, he/she may be of assistance in planning a work study.
Time Allotment
The following suggested time allotment for the work study option is based on a maximum of 50 hours. Times are approximate and will vary with individual situations. If less time is allowed for the module, time allotments could be reduced proportionately.
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| 10 hours 1 hour (4 15-min. or 2 30-min.) 1 hour 20 hours 10 hours 8 hours 50 hours total |
Copies of a final work study report and a learning contract must be completed by the student and submitted to the Dance 30 teacher and school administration. See the sample Work Study Feedback Form on the following page. A sample Learning Contract can be found on page 75, in the Evaluation section.
Work Place Recruitment
According to the suggested time allocations on page 126, students may spend approximately 20 hours outside the school at the work study location. The Dance 30 teacher is responsible for developing a bank of potential employment supervisors for those students involved in the work study option. The development of successful partnerships between the school and members of the arts and cultural community offers the possibility of exciting and beneficial learning experiences for students.
Teachers might use the following methods in locating potential work placements:
Refer to page 18 in Work Experience Education Guidelines for further information on work place recruitment.
It is of utmost importance that employer supervisors be part of the educational process. They must feel appreciated and receive public recognition for their contributions towards the students' education. Thank you letters, appreciation dinners, appreciation certificates, awards, honoraria, etc. are some ways of expressing thanks. Articles describing the work study experiences can be sent to newspapers and magazines, and radio and television interviews can be arranged. Employer supervisors can also be recognized at school ceremonies, teacher conferences, and other public events.
Identification of Students
The responsibility for identifying students for a work study experience rests with the Dance 30 teacher and school administration. Students must be registered in Dance 30 to participate.
Students may be asked to apply for the work study option and participate in an interview process. The student's application might include personal data, career interests, previous experience in dance, and rationale for choosing the work study option. Ability to travel to the work placement location and other factors that affect placement should also be noted on the application form. Parental approval must be obtained and the appropriate forms completed, including the Workers' Compensation work placement agreement and travel authorizations, where applicable.
Refer to page 19 of Work Experience Education Guidelines for more information.
Consideration for Scheduling Work Study
Because work study is a practical portion of a regular course credit, it may require flexible class scheduling, depending on the individual school situation. Ideally, all participating students should be at their work place at the same time. However, in some instances, not all students can be out of class at the same time. To accommodate scheduling differences, some suggestions follow.
Students may be placed in the workplace:
Implementation of work study will require the co-operation of many individuals. Students' other teachers should be informed of the work study experience and its benefits. Students should be expected to make up work missed in other classes if scheduling requires that this occur. Missed class time from other subject areas may be made up during the scheduled time for Dance 30 or missed work may be done out of class.
Student Monitoring and Evaluation
The success of the work study module depends on good monitoring techniques. Such techniques will ensure student learning, program accountability, and positive public relations. Refer to page 25 in Work Experience Education Guidelines for monitoring and evaluation information that can be adapted for a Dance 30 context.
In addition, refer to the Evaluation section of this document for assessment information. Share this information with the work study employer, students, and parents to help clarify the education objectives and assessment techniques that will be used. Teachers, students, and work study employers must establish a continuous dialogue regarding expectations. It is essential for students and work study employers to maintain a portfolio containing notes, anecdotal observations, descriptions of learning experiences, drafts, samples of completed work, and personal reflections. These portfolios will be very useful for assessment purposes and conferences involving the student, Dance 30 teacher, work study employer, parents/guardians, and others.