| 2 , 3 | |
| Dance | English |
| Grade Level Program | Alignment |
| 3 | 45 min |
| In-School Short Term Residency | |
| Year round availability, based on instructor's schedule | |
| $10 | 0 |
| no | Other |
|
music,choreography, props (as needed)
|
|
|
chalk board or smart board, paper and pencils,photocopies of song lyrics anf pre/post test
|
|
|
large space such as gym,auditorium or cleared classroom
|
|
|
I CAN understand song lyrics as an informational text.
I CAN explore and explain connections between traditional world music and contemporary music and dance. I CAN perform a song and dance that tell a story about me. |
|
|
Day One: Introductions, , teach warm up activities, introduce freeze game using African drum music, call and response to teach Funga song, demonstrate basic movements across the floor for African dance piece.
Day Two: Student Leader Day, recall movements from warm up and lead the class, review dance choreography, introduce Caribbean and West Indian dance and culture, and connect to African traditions and rhythms, engage in Limbo line to calypso music, discussion on similarities and differences of traditional rhythms and dance, start choreography and formations for final dance piece with hip hop movements with African/Caribbean/ or non-domestic roots, discussion about dance as a form of expression/way to search through history, finalize choreography, practice. Day Three: Review all information from previous sessions. Prepare for final share. Students perform 10-15 minute presentation, administer post test |
|
|
Students should wear comfortable clothing; preferably sneakers and shorts/pants
|
|
Grade 2 |
|||
|
|||
Grade 3 |
|||
|
