The combination of in-school performance and workshops include a mini-performance (5 minutes) for each classroom visited. When a live performance is not possible, a video of the performance will be shown. Longer performances (30 minute) are possible but it is highly recommended that classes are combined for the performance day and individualized for the second day of workshops.
All year
$10
0
yes
Phone , Email , In-Person
sound, study guide template, reflection form template, video
marker, white board, copies of reflection forms and study guides if necessary
Activity space such as an auditorium or gymnasium are preferred, especially for the performance part of the workshop. Classroom spaces are possible provided that they are cleared of desks ahead of of time with ample room for the students to move.
I CAN describe the water cycle. I CAN describe how weather changes in different regions and why. I can tell how humans affect climate. I CAN tell how water, ice and wind changes the shape of the land and affects living things in the region I live in. I CAN list ways in which I can reduce, reuse and recycle. I CAN describe the properties of a water molecule. I CAN dance the properties of a water molecule. I CAN show the water cycle through movement. I CAN show how climate change affects all living things through dance and word and story.
What are the properties of water? What are the phases of the water cycle? What percentage of our body is made up of water? Can you move like a water molecule in liquid form? How about in a gaseous form? These are some of the questions that students explore in this program. Workshops begin with a group discussion about water themed topics, including the water cycle, climate change and water scarcity in underdeveloped countries. Students are then taken through a physical warm-up, followed by an exploration of movement that"s related to the theme of water. The class is then broken into small groups to create dances based on their discoveries. A mini-performance by the Company allows students to see dance as a tool for expression.Facts and concepts explored are based on grade level curriculum. For example, Grade 6 focuses on molecular structure of H2O and Grade 3 focuses on weather.
Water Wonder was developed in conjunction with Sonia Plumb Dance Company's full-length performance "Water Wars" based on water and climate change. "Water Wars" premiered at the University of Saint Joseph in 2012. In 2015, Artistic Director Sonia Plumb was one of nine artists nationwide to receive a Community Legacy Project for the Water Wars residency program.
Caregivers may be involved as audience members on the second day of the program when students are presenting their work.
Grade PK
Grade PK: Weather conditions vary daily and seasonally: Curriculum Concept 1: Demonstrate an understanding of sequence of events and time periods: GLE 1: Use the senses to observe and describe evidence of current or recent weather conditions (e.g., flags blowing, frost on window, puddles after rain, etc.)
Grade PK: Weather conditions vary daily and seasonally: Curriculum Concept 1: Demonstrate an understanding of sequence of events and time periods: GLE 3: Identify the season that corresponds with observable conditions (e.g., falling leaves, snow vs. rain, buds on trees or greener grass).
DA:Cn10.1.Pk
b.Observe a dance work. Identify and imitate a movement from the dance, and ask a question about the dance.
DA:Cr1.1.Pk
b. Find a different way to do several basic locomotor and non-locomotor movements.
Grade K
K-ESS1-1. Use and share observations of local weather conditions to describe patterns over time. DCI: Weather and Climate. Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
DA:Cn10.1.K
a.Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.
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b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance
Grade 1
Grade 1: Content Suggestion: Family as a context to expand knowledge of geography, history, human interdependence: Strand 1.5 - Interaction of humans and the environment: GLE # 8: Identify the changes humans have made in one's town or neighborhood and how they affect the environment.
Grade 1: Content Suggestion: Family as a context to expand knowledge of geography, history, human interdependence: Strand 1.5 - Interaction of humans and the environment: GLE # 10: Observe weather changes and examine how these affect people's lives.
DA:Cn10.1.1
a.Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
DA:Cr1.1.1
b. Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance.
Grade 2
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. DCI. The Roles of Water in Earth's Surface Processes. Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.DCI. Earth Materials and Systems. Wind and water can change the shape of the land.
DA:Cn10.1.2 Respond to a dance work using an inquiry-based set of questions (for example, See, Think, Wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.
DA:Cr1.1.2
a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.
Grade 3
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.DCI: Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. DCI: A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.
DA:Cn10.1.3 Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects. Communicate the new learning in oral, written, or movement form.
DA:Cr1.1.3
a. Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.
Grade 4
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. DCI: Earth Materials and Systems. Rainfall helps to shape the land and affects living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
DA:Cn10.1.4 Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.
DA:Cr1.1.4
a. Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences).
Grade 5
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past center. DCI: Global Climate Change: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature. Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. DCI Human Impacts on Earth Systems. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But, changes to Earth's environments can have different impacts (positive and negative) for different living things.
DA:Cn10.1.5 Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.f
DA:Cr1.1.5
a.Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).
Grade 6
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past center. DCI: Global Climate Change: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature. Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. DCI Human Impacts on Earth Systems. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But, changes to Earth's environments can have different impacts (positive and negative) for different living things.
DA:Cn10.1.Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives. -
DA:Cr1.1.6
a.Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).
Grade 7
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past center. DCI: Global Climate Change: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature. Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. DCI Human Impacts on Earth Systems. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But, changes to Earth's environments can have different impacts (positive and negative) for different living things.
Grade 7: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work.
a. Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.
DA:Cr1.1.7
a.Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.
Grade 8
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. DCI Human Impacts on Earth Systems. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But, changes to Earth's environments can have different impacts (positive and negative) for different living things.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past center. DCI: Global Climate Change: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature. Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
DA:Cn10.1.8.Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics.
DA:Cr1.1.8
a.Implement movement from a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance.
b. Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.
