LOADING...


Dance Extension - Performance

Last changed: 05/03/2018 10:11am
PK , K , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 Phy. Education Music Theatre Dance Visual Art
Dance Social Studies
Both Grade Level and Arts/PE Program Access
1 45 min
1 45 min
Length of visit may be longer or shorter based on school schedule or teacher’s request. Number of visits may vary depends on the format of the program. Both Grade Level & Arts/PE programs may accommodate students for each classroom, multiple classrooms or for the entire grade.
In-School Performance - In-School Performance (intended for the entire grade level to experience together) OR

- In-School Performance (intended for individual classes of a grade level to experience separately)
All Year
$10 25
$200 0
no Email , Other , Phone , In-Person
Performance music on CDs, costumes, dance props and instruments.
Please see below for space/setup requirements.
A performance space no less than 20'X18' or on a stage. A private room (which can be any office/classroom) for the performers to change and leave their belongings there. This room needs to be very close to the performing area to allow performers to quickly change costumes in between programs. A microphone for the MC (and a low-stand microphone and a chair if classical instrument is part of the performance). If someone at the school is available to be our MC to introduce our performance, written scripts will be provided by us in advance. A CD player sound system and someone from the school to handle CD music during the performance.
• I can retell details about the facts, history, geography and demographics of Chinese populations in China
• I can identify an authentic Chinese costume and performance to a specific ethnic group in China
• I can align the dance I just watch with a specific ethnic group’s own traditions and customs
• I can perform dance steps and movements specific to an ethnic group in China after participating in the audience demo
The Dance Extension In-School Performance program offers students and teachers an opportunity to experience and explore Chinese dances and cultural performance packaged with history, geography, arts and culture of China. Each ethnic dance brings different and unique dance movements and styles among the 56 ethnic groups influenced by each group’s own traditions and customs.

Available programs for our performance include Chinese ethnic dances, live classical instrumental music, Chinese opera / songs, martial arts, storytelling, ethnic fashion show, and audience participation in learning and performing a Chinese dance. Dances available for audience participation are Lion Dance, Ribbon Dance, Tibetan Dance, various styles of Fan Dances, Mongolian Chopstick Dance, Tribal Mountain Dance, and Miao Ring Dance.

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. Colorful and culturally rich costumes and the related historical, geographical, and cultural background will be presented along with the selected ethnic dances and cultural performance.

As an audience demo at the end of the performance, students will listen and follow instructions to learn and perform the dance steps, patterns, and movements according to music and rhythm. Students will have the opportunity to learn, experience and demonstrate a Chinese ethnic dance.
The Dance Extension In-School Performance program offers students and teachers an opportunity to experience and explore Chinese dances and cultural performance packaged with history, geography, arts and culture of China. Each ethnic dance brings different and unique dance movements and styles among the 56 ethnic groups influenced by each group’s own traditions and customs.

Available programs for our performance include Chinese ethnic dances, live classical instrumental music, Chinese opera / songs, martial arts, storytelling, ethnic fashion show, and audience participation in learning and performing a Chinese dance. Dances available for audience participation are Lion Dance, Ribbon Dance, Tibetan Dance, various styles of Fan Dances, Mongolian Chopstick Dance, Tribal Mountain Dance, and Miao Ring Dance.

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. Colorful and culturally rich costumes and the related historical, geographical, and cultural background will be presented along with the selected ethnic dances and cultural performance.

As an audience demo at the end of the performance, students will listen and follow instructions to learn and perform the dance steps, patterns, and movements according to music and rhythm. Students will have the opportunity to learn, experience and demonstrate a Chinese ethnic dance.
Will work closely with teachers to plan and select performance programs based on teachers’ objectives and requests. For example, if the teacher has Chinese customs and culture of Tibetan ethnic group in his/her lesson plan, we will incorporate a Tibetan dance in our performance beside other dances and cultural programs.
We always welcome volunteers to assist in our performance. 2 to 3 volunteers can assist with being the MC of our performance (we will provide introduction scripts in advance), stage management including lighting and handling of music/sound during our performance.

Grade PK

Grade PK: Social Studies: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present.
Grade PK: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.K Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
Grade PK: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Recognize an emotion expressed in dance movement that is watched or performed.
Grade PK: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Show a dance movement experienced at home or elsewhere.

Grade K

Grade K: Social Studies: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present.
Grade K: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.K Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
Grade K: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.
Grade K: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Describe or demonstrate the movements in a dance that was watched or performed.

Grade 1

Grade 1: Social Studies: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present.
Grade 1: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.1 Accepts personal responsibility by using equipment and space appropriately.
Grade 1: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
Grade 1: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.

Grade 2

Grade 2: Social Studies: History: Perspectives: HIST 2.4 Explain perspectives of people in the past to those of people in the present.
Grade 2: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.2 Practices skills with minimal teacher prompting.
Grade 2: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning.
Grade 2: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Observe a dance and relate the movement to the people or environment in which the dance was created and performed.

Grade 3

Grade 3: Social Studies: History: Change, Continuity, and Context: 3.2 Compare life in specific historical time periods to life today.
Grade 3: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.3 Exhibits personal responsibility in teacher-directed activities.
Grade 3: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Compare the relationships expressed in a dance to relationships with others. Explain how they are the same or different.
Grade 3: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community.

Grade 4

Grade 4: Social Studies: History: Perspectives: 4.1 Explain connections among historical contexts and people’s perspectives at the time
Grade 4: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.4 Exhibits responsible behavior in independent group situations.
Grade 4: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives.
Grade 4: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.

Grade 5

Grade 5: Social Studies: History: Change, Continuity, and Context: 5.2 Compare life in specific historical periods to life today
Grade 5: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1.5 Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee).
Grade 5: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.
Grade 5: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.

Grade 6

Grade 6: Social Studies: 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: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.M1.6 Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities and exhibiting safe behaviors.
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 6: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.

Grade 7

Grade 7: Social Studies: 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: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.M1.7 Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors and supporting classmates.
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 7: Dance: Connecting: Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Compare, contrast, and discuss dances performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each social group.

Grade 8

Grade 8: Social Studies: 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: Physical Education: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.M1.8 Accepts responsibility for improving one’s own levels of physical activity and fitness.
Grade 8: Dance: Connecting: Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. a. Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.
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.