Available most of the year.
NOT AVAILABLE ON THESE DATES!
9/1-9/4/2018, 9/30-10/7/2018, 11/7/2018,12/14-12/19/2018,1/6-1/10/2019
$10
0
yes
Phone , In-Person , Email
Based on teachers selected input on the type of learning experience K La Rue Educational Arts in Motion LLC will provide through one or more of the following ways: Songs, Storytelling and Folk Tales, Dance-a "“ Stories, Imaginative play, Theatrical Expression, Call and Response, Rhyme and Rhythm, Large and small muscle movement, Dance 8 locomotive steps (jumping, skipping, leaping, etc.)
We will meet with the teacher beforehand and will provide the topic of study, for programming, open space for individual classroom visits and auditorium space for the grade level performance visit. If writing is a component that is desired then journals, writing materials and a partnership between the teacher and artist for the writing curriculum focus.
Will need open space to move and support from teachers to participate with us.
I can participate physically and verbally through call and response. I can listen and repeat what I heard and saw with accuracy. I can sing and move together with a group in rhythm and time. I can listen, wait for my turn and follow directions verbally, in song and movement.
Based on teacher"s topic of study provided and children"s individual and classroom profiles teachers will co-design the type of learning experience K La Rue Educational Arts in Motion LLC will provide through one or more of the following ways: Songs, Storytelling and Folk Tales, Dance-a "“Stories, Imaginative play, Theatrical Expression, Call and Response, Rhyme and Rhythm, Large and small muscle movement Dance 8 locomotive steps (jumping, skipping, leaping, etc.). Example: In cooperating elements of singing through call and response, exploring imaginative play through a dance-a-story and utilizing the 8 locomotive steps. Students will recognize and produce rhyming words, count and pronounce in spoken words, participate in collaborative conversations with the artist and diverse partners within the circle. Through opportunities to share in singing songs, which will transition into words, students will be able to speak audibly and express thoughts, feelings and ideas clearly. Dance-A-Stories will provide the opportunity for students to explore imaginative play, based on the teacher selected topic, students will reenact a character or an event through movement, which enables them to explore spatial concepts, movement in straight and curved pathways; while moving to a musical beat and responding to changes in tempo.
It is very important that all adults help supervise as well as participate during the activity/program. Volunteers can help by supporting the needs of teachers in the program by individual and whole group participation with the children.
Grade PK
Grade PK Speaking and Listening Standards Comprehension & Collaboration # 1: Participate in collaborative conversations with diverse partners with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Grade PK Speaking and Listening Standards Presentation of Knowledge and ideas #6 Speak audibly and express thoughts, feelings, and ideas clearly.
Grade PK: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Respond in movement to a variety of sensory stimuli (for example, music/sound, visual, tactile). b. Find a different way to do several basic locomotor and non-locomotor movements.
Grade PK: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise dance that starts and stops on cue.
b. Engage in dance experiences moving alone or with a partner.
Grade K
Grade K Speaking and Listening Standards Comprehension & Collaboration # 1: Participate in collaborative conversations with diverse partners with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Grade K Speaking and Listening Standards Presentation of Knowledge and ideas #6 Speak audibly and express thoughts, feelings, and ideas clearly.
Grade K: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).b. Explore different ways to do basic locomotor and non- locomotor movements by changing at least one of the elements of dance.
Grade K: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise dance that has a beginning, middle, and end.b. Express an idea, feeling, or image, through improvised movement moving alone or with a partner.
Grade 1
Grade 1: Speaking and Listening Standards Comprehension & Collaboration # 1: Participate in collaborative conversations with diverse partners with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Grade 1 Speaking and Listening Standards Presentation of Knowledge and ideas #6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)
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. b. Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance.
Grade 1: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise a series of movements that have a beginning, middle, and end, and describe movement choices. b. Choose movements that express an idea or emotion, or follow a musical phrase.
Grade 2
Grade 2: Speaking and Listening Standards Comprehension & Collaboration # 1: Participate in collaborative conversations with diverse partners with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Grade 2 Speaking and Listening Standards Presentation of Knowledge and ideas #6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
Grade 2: 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 suggest additional sources for movement ideas. b. Combine a variety of movements while manipulating the elements of dance.
Grade 2: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end. b. Choose movements that express a main idea or emotion, or follow a musical phrase. Explain reasons for movement choices.
Grade 3
Grade 3: Speaking and Listening Standards Comprehension & Collaboration # 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others" ideas and expressing their own clearly.
Grade 3 Speaking and Listening Standards Presentation of Knowledge and ideas #6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
Grade 3: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Experiment with a variety of self- identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement. b. Explore a given
movement problem. Select and demonstrate a solution.
Grade 3: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development). b. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.
Grade 4
Grade 4: Speaking and Listening Standards Comprehension & Collaboration #1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others" ideas and expressing their own clearly.
Grade 4: Speaking and Listening Standards Presentation of Knowledge and ideas #6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)
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). b. Develop a movement problem
and manipulate the elements of dance as tools to find a solution.
Grade 4: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.
