In School Performance (intended for entire grade level to experience together)
All year.
Preferably Fridays but flexible on the days.
$5
0
no
Email , Phone , In-Person , Other
Music, CD with videos/slideshows.
Space for dancer, computer-link projector, screen to show video/slideshow.
Classroom, auditorium or gym (depends on number of students) with sound system
I Can: demonstrate an understanding of dance in various cultures and historical periods. I Can: answer questions about dance in a particular culture and time period.
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
Two volunteers are welcome to help facilitate participation.
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: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. Dance for and with others in a designated space.
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: Performing : Anchor Standard 6: Convey meaning through the presentation of artistic work."ยจ A. Dance for others in a space where audience and performers occupy different areas.
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: 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 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: 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 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: 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 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: 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 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: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Describe or demonstrate recurring patterns of movement and their relationships in dance.
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: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Compare, contrast, and discuss patterns of movement and their relationships in dance.
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: 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.
