-In-School Performance(intended for the entire grade level to experience together or two or more grade levels)
All year
$10
65
no
7 dancers performing, jazz, modern, hip-hop, and ballet (and pointe work). We provide costumes for each genre, and music. We provide a study guide for the performance for the teachers and students.
Open space for performance, preferably a stage so the dancers are elevated and all the students can see the dancers. A sound system and microphone would also be helpful but are not required.
large open space 20'x30', preferable.
I can understand perseverance and resilience. I can appreciate the different genres of dance. I can understand growth mindset. I can understand basics to choreography.
Dimensional Dance performs one hour long in-school performance with dynamic hip hop, modern and ballet dancers as we weave stories of grit and perseverance. The second day, director, Ruth Lewis, leads students in an arts integrated workshop exploring resilience and growth mindset through movement and choreography in their individual classes bringing the poem Still I Rise by Maya Angelou to life.
Parents/grandparents/guardians as chaperones are always appreciated. For the performance as many chaperones as are available may attend. No more than 3 chaperones per class in the Still I Rise workshop.
Grade 3
Grade 3: History: Civics: Processes, Rules, and Laws: 3.6 Explain how rules and laws change society and how people change rules and laws.
Grade 3: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B.Demonstrate and explain how one dance genre is different from another, or how one cultural movement practice is different from another.
Grade 4
Grade 4: History: Civics: Process, Rules, and Laws:
4.1 Illustrate historical and contemporary means of changing society.
Grade 4: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B.Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice.
Grade 5
Grade 5: History: Civics: Processes, Rules, and Laws: 5.4 Explain how policies are developed to address public problems.
Grade 5: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B.Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one"s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice, also using basic dance terminology.
Grade 6
Grade 6: History: Civics: Processes, Rules and Laws: 6"“7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 6: Dance: Connecting: Anchor Standard 10:Synthesize and relate knowledge and personal experiences to make art. A.Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one"s attitudes and movement preferences.
Grade 7
Grade 7: History: Civics: Processes, Rules and Laws: 6"“7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: Dance: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A.Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one"s own movement characteristics or qualities and how different perspectives are communicated.
Grade 8
Grade 8: History: Civics: Processes, Rules, and Laws 8.4: Compare historical and contemporary means of changing societies, and promoting the common good
Grade 8: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.
