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Mexican Folkloric Dance-Short-Term Residency

Last changed: 05/26/2017 12:16pm
K , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 Music Dance Phy. Education
Dance Social Studies
Both Grade Level and Arts/PE Program Alignment
3 60 min
2 60 min
In-School Short Term Residency -In-School Performance (intended for individual classes of a grade level to experience separately)
All year. Preferably Fridays but flexible on the days.
$10 0
$250 0
no Email , Phone , Other , In-Person
Music CDs Traditional dance attire (dresses, etc.) Master copies. PowerPoint Presentations. Musical Instruments Pictures, poster related to topic. Props MATERIALS APPLICABLE TO SELECTED PROGRAM.
Crayons, markers or color pencils Construction paper, tissue colored paper, glue, Printed handouts (Mrs. Luna will provide master copy)
Space must be large enough for the individual class to practice their choreography.
I Can: demonstrate an understanding of dance in various cultures and historical periods. I Can: perform Mexican folk dances with competence and confidence. I Can: enhance my ability to express myself verbally and non-verbally. Can: work collaboratively with other program participants. I Can: develop my observation and listening skills.
Tere dresses in attire reflective of each month's suggested celebration or holiday program, accompanied by appropriate music, visual aids and materials. January - 3 Kings Day February - Day of the Flag March - President Juarez Day April - Children's Day May - Cinco De Mayo
June - Paper Flowers July - Pinata Making
August - Paper Mache Figures
September - Independence Day
October - Hispanic Heritage Day
November - Day of the Dead
December - Celebrate the Pinata
One or two volunteers are welcome to help give handouts to students and help with students learning choreography.

Grade K

Grade K: History: Perspectives: K.3: Compare perspectives of people in the past to those in the present.
Grade K: Geography: Geographic Representations: Spatial Views of the World: K.3: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics.
Grade K: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. B. Express an idea, feeling, or image, through improvised movement moving alone or with a partner. Grade K: Dance: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. Dance for and with others in a designated space.
Grade K PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 1

Grade 1: History: Change, Continuity and Context: 1.1: Compare life in the past and present.
Grade 1: Geography: Geographic Representations: Spatial Views of the World: 1.3: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics.
Grade 1: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source. Grade 1: Dance: Performing : Anchor Standard 6: Convey meaning through the presentation of artistic work.
 A. Dance for others in a space where audience and performers occupy different areas.
Grade 1 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 2

Grade 2: Change Continuity and Context: 2.2: Compare life in the past to life today.
Grade 2: Geography: Geographic Representations: Spatial Views of the World: 2.3: Use geographic representations to identify cultural and environmental characteristics of place.
Grade 2: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. B. Combine a variety of movements while manipulating the elements of dance. Grade 2: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. C. Repeat movements, with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.
Grade 2 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 3

Grade 3: History: Perspectives: 3.4: Explain connections among historical contexts and people's perspectives at the time.
Grade 3: Geography: Human-Environmental Interaction: Places, Regions, and Culture: 3.5: Explain how cultural and environmental characteristics of places change over time.
Grade 3: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. B. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices. Grade 3: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. A. Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support.
Grade 3 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 4

Grade 4: History: Perspectives: 4.1: Explain connections among historical contexts and people's perspectives at the time.
Grade 4: Geography: Geographic Representation: Spatial Views of the World: 4.2: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
Grade 4: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences). Grade 4: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. A. Demonstrate fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness) and movement qualities when replicating and recalling patterns and sequences of locomotor and non-locomotor movements.
Grade 4 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 5

Grade 5: History: Change, Continuity and Context: 5.2: Compare life in specific historical periods to life today.
Grade 5: Geography: Human Population: Spatial Patterns and Movement: 5.3: Explain how human settlements and movements relate to the locations and use of various natural resources.
Grade 5: Dance: Performing; Anchor Standard 5: Develop and refine artistic techniques and work for presentation. A. Recall and execute a series of dance phrases using fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement). Grade 5: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work A. Find meaning or artistic intent from the patterns of movement in a dance work.
Grade 5 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 6

Grade 6: Geography: Human-Environment Interaction: Places, Regions and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 6: History: Change, Continuity and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 6: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. A. Embody technical dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions. Grade 6: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Describe or demonstrate recurring patterns of movement and their relationships in dance.
Grade 6 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 7

Grade 7: Geography: Human-Environment Interaction: Places, Regions and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 7: History: Change, Continuity and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 7: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
 A. Expand movement vocabulary of floor and air pattern designs. Incorporate and modify body designs from different dance genres and styles for the purpose of expanding movement vocabulary to include differently designed shapes and movements for interest and contrast. Grade 7: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Compare, contrast, and discuss patterns of movement and their relationships in dance.
Grade 7 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 8

Grade 8: History: Perspectives: 8.4: Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women).
Grade 8: Geography: Human-Environment Interaction: Places, Regions, Culture: 8.2: Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
Grade 8: Dance: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work.
 B. Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology. Grade 8: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
Grade 8 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Get to Know Our Arts Provider:

Tere Luna

http://www.Tereluna.com