Desk and chairs should be pushed against wall to allow for as much space as we can to move safely in the classroom. Otherwise an empty room for the students and me to dance/ move in.
I can use kinesthetic and creative movement in meaningful ways. I can develop interpersonal skills, communication skills and reinforce my critical thinking skills, I can use movement to make connections across subjects. I can develop my creative voice on a particular concept with a new bodily understanding.
Participants will discover and explore body actions and movement dynamics. Participants will work collaboratively in groups to create movement sequences that express key concepts that connect to their studies. Participants will consider and discuss how concepts can be interpreted through movement. Participants will create structures that allow them to present their ideas in movement. Finding movement for exploration, participants begin to associate the dance elements and connect them to core characteristics in the topic of study.
The Flow: Introductions and toolkit, warm up, exploration of dance elements, brain storm and question key concepts, develop sequencing movement phrases, cool down, recap/ journal reflections.
Telling Voices: Devotion to Motion is available and suitable for ALL abilities including special needs, & behavioral populations.
Volunteers are always encouraged and welcome as are any available teacher or staff that can participate with the class.
Grade 3
Grade 3: Writing Standards: Text Types and Purposes #1: Write opinion pieces on topics or texts supporting a point of view with reasons. a) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists the reasons
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 ex- pressing their own clearly.
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.
Grade 3: DANCE: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
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 4 topics and texts, building on others" ideas and expressing their own clearly.
Grade 4: Language Standards: Knowledge of Language #3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
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).
Grade 4: DANCE: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
b.Develop a movement problem and manipulate the
elements of dance as tools to find a solution.
Grade 5
Grade 5: Writing Standards: Text Types and Purposes #3: Write narratives to develop real or imagined experiences or events using effective technique descriptive detail, and clear event sequences.
b. Use narrative techniques, such as dialogue, description. And pacing, to develop experiences and events or show the responses of character to situations.
Grade 5: Language Standards: Knowledge of Language #3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Grade 5: DANCE: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
a.Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices.
Grade 5: DANCE: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
a. Recall and execute a series of dance phrases using fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).
Grade 6
Grade 6: Writing Standards: Text Types and Purposes #1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Grade 6: 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 6 topics, texts, and issues, building on others" ideas and expressing their own clearly.
Grade 6: DANCE: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
a.Explore choreographic devices and dance structures to develop a dance study that supports an artistic intent. Explain the goal or purpose of the dance.
Grade 6: DANCE: Creating: Anchor Standard 3: Refine and complete artistic work.
a. Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.
Grade 7
Grade 7: Writing Standards: Text Types and Purposes #2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection, organization and analysis of relevant content.
Grade 7: 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 7 topics, texts, and issues, building on others" ideas and expressing their own clearly.
Grade 7: DANCE: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
a.Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.
Grade 7: DANCE: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
c. Collaborate with peers to practice and refine dances. Develop group performance expectations through observation and analyses (for example, view live or recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations).
Grade 8
Grade 8: Writing Standards: Text Types and Purposes #2: Students will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Grade 8: Speaking and Listening Standards: Comprehension and Collaboration #1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others" ideas and expressing their own clearly.
Grade 8: DANCE: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
b. Identify and select personal preferences to create an original dance study or dance. Use genre- specific dance terminology to articulate and justify choices made in movement development to communicate intent.
Grade 8: DANCE: Creating: Anchor Standard 3: Refine and complete artistic work.
a. Revise choreography collaboratively or independently based on artistic criteria, self- reflection, and the feedback of others. Articulate the reasons for choices and revisions and explain how they clarify and enhance the artistic intent.
