Length of visit is usually 45 minutes and may be longer than 45 minutes based on school schedule or teacher"s request. Number of visits may vary depends on the format of the program. Both the Grade Level & Arts/PE programs may accommodate students for each classroom, multiple classrooms or for the entire grade.
In-School Workshop
All year
$10
0
no
In-Person , Other , Email , Phone
Based on selected program, CD music, dance props, ethnic costumes, and special craft materials will be provided by the arts provider.
If a dance workshop is selected without a cultural craft activity, no materials will be needed.
If a dance workshop is selected with a cultural craft activity, construction papers, scissors, staplers, glues, pencils, crayons will need to be provided by the school.
Open Space big enough for the number of students for dance movements.
If a dance workshop with a cultural craft activity is selected, large tables will be needed for the students (e.g. 6 to 8 students may stand around each table to do the crafts).
"¢ I can retell details about the facts, history, geography and demographics of Chinese populations in China "¢ I can perform dance steps and movements specific to an ethnic group in China "¢ I can identify an authentic Chinese costume to a specific ethnic group in China "¢ I can align the dance I just learn with a specific ethnic group"s own traditions and customs "¢ I can create a Chinese cultural craft and dance with it as a dance prop
The Dance Extension program offers students and teachers an opportunity to experience and explore Chinese dances packaged with history, geography, arts and culture of China. Each ethnic dance brings different and unique dance steps and styles among the 56 ethnic groups influenced by each group"s own traditions and customs.
Programs can be designed along with a teacher"s objective as an extension to learning in a subject area, Chinese festival celebrations, after school programs, or simply a celebration of diversity with the global language of dance.
Our program will provide necessary props associated with the selected dances. As an add-on arts feature if interested, students can create their own dance props (e.g. fan, drum, lantern, lion mask) as a hands-on cultural craft activity prior to learning a dance with their own hand-made props.
Selection of dances include, but not limited to, Lion Dance, Ribbon Dance, Tibetan Dance, various styles of Fan Dances, Mongolian Chopstick Dance, Tribal Mountain Dance, and Miao Dance. Colorful and culturally rich costumes and the related historical, geographical, and cultural background will be presented along with the selected ethnic dances.
For grades PK-4, students will learn basic movement elements and dance skills with the connections to Chinese history and cultures. For grades 5-8, students will learn more complex dance movements and concepts with an appreciation of innovation and tradition
Will have Q&A at the end of the program to stimulate ideas generation and validate learning of program objectives.
The Dance Extension program offers students and teachers an opportunity to experience and explore Chinese dances packaged with history, geography, arts and culture of China. Each ethnic dance brings different and unique dance steps and styles among the 56 ethnic groups influenced by each group"s own traditions and customs.
Programs can be designed along with a teacher"s objective as an extension to learning in a subject area, Chinese festival celebrations, after school programs, or simply a celebration of diversity with the global language of dance.
Our program will provide necessary props associated with the selected dances. As an add-on arts feature if interested, students can create their own dance props (e.g. fan, drum, lantern, lion mask) as a hands-on cultural craft activity prior to learning a dance with their own hand-made props.
Selection of dances include, but not limited to, Lion Dance, Ribbon Dance, Tibetan Dance, various styles of Fan Dances, Mongolian Chopstick Dance, Tribal Mountain Dance, and Miao Dance. Colorful and culturally rich costumes and the related historical, geographical, and cultural background will be presented along with the selected ethnic dances.
For grades PK-4, students will learn basic movement elements and dance skills with the connections to Chinese history and cultures. For grades 5-8, students will learn more complex dance movements and concepts with an appreciation of innovation and tradition
Will have Q&A at the end of the program to stimulate ideas generation and validate learning of program objectives.
Will work closely with teachers to plan and select/design programs based on teachers" objectives and requests. If interested, our program could be arranged with multiple visits to give students a more in-depth education on Chinese history, holiday celebrations, culture, customs, and a more extensive training of Chinese cultural dances.
Assessment steps we may use for the program: "¢A performance at the end of the program will allow students to demonstrate their understanding of the dance element and skills. "¢Q&A at the end of the program will allow students to express what they learn and explain why they like or dislike certain areas of the program. "¢Encourage students to relate their learning of the program to what they know in their daily life (e.g. a student become aware of which part of China his/her Chinese friend comes from and the culture of that area). "¢Ask students to write a few sentences of their experience and key concepts of the program "¢Younger students may draw pictures of what they learn.
This program is also available for teacher professional development to gain the cultural exposure in dance. This can also be arranged as a "train the trainer" program for teachers within the same school or across the school district. Will discuss expected fees if interested.
We always welcome volunteers to assist in our workshop and residency programs. 2 to 3 volunteers/helpers will be helpful.
Grade PK
Grade PK: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present.
Grade PK: Geography: Geographic Representations: Spatial Views of the World: 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Grade PK: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Identify and demonstrate directions for moving the body in general space (for example, forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space.
Grade PK: Dance: Presenting: Anchor Standard #5. Develop and refine artistic work for presentation.
a. Demonstrate basic full body locomotor, non-locomotor movement, and body patterning with spatial relationships.
Grade K
Grade K: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present.
Grade K: Geography: Geographic Representations: Spatial Views of the World: 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Grade K: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Make still and moving body shapes that show lines (for example, straight, bent, and curved), changes levels, and vary in size (large/small). Join with others to make a circle formation and work with others to change its dimensions.
Grade K: Dance: Presenting: Anchor Standard #5. Develop and refine artistic work for presentation.
a. Demonstrate same-side and cross-body locomotor and non-locomotor movements, body patterning movements, and body shapes.
Grade 1
Grade 1: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the 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 of places.
Grade 1: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Demonstrate locomotor and non-locomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zig-zagged pathways. Find and return to place in space. Move with others to form straight lines and circles.
Grade 1: Dance: Presenting: Anchor Standard #5. Develop and refine artistic work for presentation.
a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, body shapes, and directionality.
Grade 2
Grade 2: History: Perspectives: HIST 2.4 Explain perspectives of people in the past to those of people in the present.
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: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Demonstrate clear directionality and intent when performing locomotor and non-locomotor movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change.
Grade 2: Dance: Presenting: Anchor Standard #5. Develop and refine artistic work for presentation.
a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways.
Grade 3
Grade 3: History: Change, Continuity, and Context: 3.2 Compare life in specific historical time periods to life today.
Grade 3: Geography: Geographic Representations: Spatial Views of the World: 3.3 Use maps of different scales to describe the locations of cultural and environmental characteristics.
Grade 3: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Judge spaces as distance traveled and use space three-dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.
Grade 3: Dance: Presenting: Anchor Standard #5. Develop and refine artistic 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 4
Grade 4: History: Perspectives: 4.1 Explain connections among historical contexts and people"s perspectives at the time
Grade 4: Geography: Geographic Representations: 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: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Make static and dynamic shapes with positive and negative space. Perform elevated shapes (jump shapes) with soft landings and movement sequences alone and with others, establishing relationships with other dancers through focus of eyes.
Grade 4: Dance: Presenting: Anchor Standard #5. Develop and refine artistic 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 5
Grade 5: History: Change, Continuity, and Context: 5.2 Compare life in specific historical periods to life today
Grade 5: Geography: Geographic Representations: Spatial Views of the World: 5.1 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics
Grade 5: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space.
Grade 5: Dance: Presenting: Anchor Standard #5. Develop and refine artistic 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 6
Grade 6: Geography: Geographic Representations: Spatial Views of the World: 6"“7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
Grade 6: Geography: Geographic Representations: Spatial Views of the World: 6"“7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another
Grade 6: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Refine partner and ensemble skills in the ability to judge distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space.
Grade 6: Dance: Presenting: Anchor Standard #5. Develop and refine artistic 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 7
Grade 7: Geography: Geographic Representations: Spatial Views of the World: 6"“7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
Grade 7: Geography: Geographic Representations: Spatial Views of the World: 6"“7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another
Grade 7: Dance: Presenting: Anchor Standard #4. Analyze, interpret, and select 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: Presenting: Anchor Standard #5. Develop and refine artistic work for presentation. a.Apply body-use strategies to accommodate physical maturational development to technical dance skills (for example, functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, flexibility/range of motion).
Grade 8
Grade 8: Geography: Geographic Representations: Spatial Views of the World: 8.1 Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.
Grade 8: Geography: Human-Environment Interaction: Places, Regions, and 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: Presenting: Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. a. Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus of eyes during complex floor and air patterns or direct and indirect pathways.
Grade 8: Dance: Presenting: Anchor Standard #5. Develop and refine artistic work for presentation. a. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases.
