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Moving Through Mindfulness , Chinese Art and Storytelling (elementary)

Last changed: 05/20/2019 12:28pm
K , 1 , 2 , 3 , 4 , 5 Visual Art Theatre Phy. Education Dance
Theatre Social Studies English
Both Grade Level and Arts/PE Program Alignment
1 60 min
1 45 min
Combo In-School Performance & In-School Workshop This can be an experience for either or both the entire grade level together or individual classes or grade level.
all year
$10 0
$200 0
no Phone , Email
Props/ Stories/ Movement and mindfulness lessons.
Lessons about choreography, and design.
Large Poster Board or Large Paper Pad for writing .drawing moving and choreography techniques.
Classroom or multi-purpose room with open space desks pushed back so students can move throughout the room safely.
I can:

Connect movements with stories which help bring centered awareness, and self-awareness to change ( self -regulate) responses to situations that arise in school.

Using expressive movement to mindfully communicate thoughts and ideas from a story.

Understand abstract concepts like motion in stillness, critically thinking through the connections within both elements.
Students will:

Learn movement skills, eg mime, tai chi and more, integrating breathing techniques that help students work on self-regulation strategies that address stress, anger and or frustration.

Communicate through a movement vocabulary, referencing a Chinese proverb, mindfully moving in and out of each other's space, working on spatial relationships.

Learn tools to manifest ideas from a proverb put into a few movements using critical thinking to distill down key concepts.
Learn movement techniques using varying body parts through Mime, Tai Chi, Spatial Harmonies( laban) neutral mask( without an actual mask) , and tableaux.

Explore short breathing patterns as they move hands or bodies and/or both in mindful way

Learn a Chinese Proverb( depending upon grade level the proverb will vary in complexity), that demonstrates mindfulness and movement in its theme

Learn how to put movements and words together in space being mindful of each other.

Using patterns, design and breath students, will work together in groups of 3 Each person gets one phrase( or word depending on the age/grade level) to choreograph into a movement , breathe story( using the viewpoints above,)

Students also have to involve one contrasting idea that has an interesection. For example demonstrating something strong but gentle.

Reflections/Observations

A PE program will involve larger broader movements, eg which support a Chinese Proverb. Students will move mindfully in and out of one anothers space, finding places where there is harmony and places where there is not. Becoming more
n/a
Children watch their teachers and emulate them. So I involve teachers in active learning as well by asking them to participate in the creation of a piece through expressive movements, story and mindful listening, and creating.

Grade K

Grade K: PE Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Locomotor Performs Locotmotor skills in response to teacher-led creative dance. Nonlocomotor* (stability)Balance Maintains momentary stillness on different bases of support.Forms wide, narrow,curled and twisted body shapes. STANDARD 2:The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.E1Movement concepts/Space Differentiates between movement in personal (selfspace) and general space. Moves inpersonal space to a rhythm. STANDARD 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E1Personal responsibility Follows directions in group settings (e.g., safe behaviors,following rules,taking turns)
History: Perspective: Hist K.3: Compare perspectives of people in the past to those in the present. Reading Standards for Literature: #4 Ask and answer questions about unknown words in a text.
Grade K: Theatre: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work. a. With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).
Grade K:Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. With prompting and support, actively engage with others in dramatic play or guided drama experience(eg.process drama, story drama, creative drama).

Grade 1

Grade I PE STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.E3Movement concepts;Speed, direction, force Travels in general space with different speeds. Differentiates between fast and slow speeds. Differentiates between strong and light force. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others S4.E4 Working with others Works independently with others in a variety of class environments(e.g., small and large groups).
Grade 1: Reading Standards for Literature: Craft and Structure #4: 1.Identify words and phrases in stories and poems That suggest feelings or appeal to the senses.
Grade 1: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work. a.. Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1: Theatre: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

Grade2 PE STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance Differentiates between fast and slow speeds. Differentiates between strong and light force. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E4 Working with others Works independently with others in partner environments. STANDARD 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. S5.E3 Self expression and enjoyment Identifies physical activities that provide self-expression(eg. dance, gymnastics, routines, practice task in game environments).
Grade 2: Reading Standards for Literature: Key Ideas and Details #3: Describe how characters in a story respond to major events and challenges. Grade 2: HISTORY: Change, Continuity and Context: HIST 2.3 Generate questions about individuals and groups who have shaped a significant historical change
Grade 2: Theatre: Anchor Standard 5:Develop and refine artistic techniques and work for presentation. a. Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2: Theatre: Anchor Standard 8:Interpret intent and meaning in artistic work. b. Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama). c. Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

Grade 3 PE Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance Combines movement concepts(direction,levels, force, time)with skills as directed by the teacher. Employs the concept of alignment in gymnastics and dance.Employs the concept of muscular tension with balance in gymnastics and dance. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. Works cooperatively with others. Praises others for their success in movement performance.
Grade 3: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Explain how specific aspects of a texts’ illustrations contribute to what is conveyed by the words in a text. Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO3.4: Explain how culture influences the way people modify and adapt to their environments
Grade 3: Theatre: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. b. Investigate how movement and voice are incorporated into drama/theatre work.
Grade 3: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. b. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work. c. Examine how connections are made between oneself and a character’s emotions in drama/theatre work.

Grade 4

.Grade 4 PE Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.E2Pathways Shapes Levels Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E4 Personal Responsibility Reflects on personal social behavior in physical activity S4.E6 Working with others Praises the movement performance of others both more skilled and less skilled. Accepts players of all skill levels into the physical activity
GRADE 4- Reading Standards for Literature: KEY IDEAS AND DETAILS 1.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Grade 4:Reading Standards for Literature: Integration of Knowledge and Ideas 7.Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. GRADE 4: Geography: Human-Environment Interaction: Places, Regions, and Culture GEO 4.3: Explain how culture influences the way people modify and adapt to their environments
Grade 4: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. b. Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives. c. Identify and discuss physiological changes connected to emotions in drama/ theatre work.
Grade 4: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Identify the ways drama/theatre work reflects the perspectives of a community or culture.

Grade 5

Grade 5 PE STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2.E2 Moving Concepts Pathways Combines movement concepts with skills in small-sided practice tasks in game environments, gymnastics and dance with self-direction Standard 4 Movement concepts Alignment and muscular tension S2.E4 Applies Skill
GRADE 5- Reading Standards for Literature: GRADE 5: History: Historical Sources and Evidence: HIST 5.7: Generate questions about multiple historical sources and their relationships to particular historical events and developments.
Grade 5: Theatre; Responding:Anchor Standard 8: Interpret intent and meaning in artistic work. b. Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work. c. Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.
Grade 5: Theatre; Connecting:Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Explain how drama/theatre connects oneself to a community or culture.