Moving Through Mindfulness , Chinese Art and Storytelling (middle)Last changed: 05/20/2019 12:29pm
|6 , 7 , 8||Phy. Education Visual Art Dance Theatre|
|Theatre||Social Studies English|
|Both Grade Level and Arts/PE Program||Alignment|
|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.|
|no||Email , Phone|
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. I can use expressive movement to mindfully communicate thoughts and ideas which help to diffuse indignation, anger, and inappropriate response.|
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. Students work mindfully moving in and out of each other's space, working on spatial relationships, tolerance, inclusivity, and non-verbal communication. Students take away a toolbox of techniques to call for in school and out of school situations that arise from interactions and circumstances
Students learn about the connections between thought and action, how our minds and bodies can work together more to help us to link ideas and manifest them more positively. Students explore abstract concepts for example paradox of letting go and holding on simultaneously, and the Science behind it that Einstein refers too as holding two separate ideas and entertaining that both can exist within the same realm. Students explore movement ideas including tableaux , and spatial harmonies/dissonance
Students learn to create space in between thoughts ideas and actions, which can result in a more empowered response using breathing techniques, and slowing down thought patterns and habits of mind.
They learn about observation/reflection and being able to access these before jumping into action and reaction.
Students are given a Chinese story to dissect, create physical learning from and draw conclusions.
A PE program will involve students engagement in larger broader movements, that are then distilled into a focused and direct place to achieve targeted goals. For example,
before taking a shot in soccer, students get to roleplay slow down the game, to let go of how they think the next play should be, and let a strategy take hold that they hadn't thought of, and that can be designated as the unconscious. We usually know what to do but with our fear, nervousness, etc. we get in our own way. Letting go and holding on we learn to find new neural pathways, which lead us to new on the spot decisions and strategies. Students will be in engaged in ball and balance activities that highlight and bring to light for students these ideas.
|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 6 PE STANDARD 5 Identifies components of physical activity that provide opportunities for reducing stress and for social interaction. S5.M5 Self Expression and enjoyment Identifies how self-expression and physical activity are related. I|
|GRADE 6- Reading Standards for Literature: CRAFT and STRUCTURE *Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the impact of a specific word choice on meaning and tone. GRADES 6: Geography: Global Interconnections GEO 6–7.9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world|
|Grade 6: Theatre: Responding:Anchor Standard 8: Interpret intent and meaning in artistic work. b. Identify cultural perspectives that may influence the evaluation of a drama/theatre work. c. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.|
|Grade 6: Theatre: Connecting:Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.|
|.Grade 7 PE STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. S2. M12 Movement Concepts: Individual-performance activities, dance and rhythms Identifies and applies Newton’s laws of motion to various dance or movement activities. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.M2 Personal Responsibility Demonstrates both intrinsic and extrinsic motivation by selecting opportunities to participate in physical activity outside of class.|
|GRADE 7- Reading Standards for Literature CRAFT and STRUCTURE *Determine the meaning of words and phrases as they are used in a text, including a figurativeand connotative meanings, analyze the impact of rhymes and other repetitions of sounds (eg. alliteration ) on a specific verse or stanza of a poem or section of a story or drama GRADES 7: Geography: Global Interconnections GEO 6–7.9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world|
|Grade 7: Theatre: Creating:Anchor Standard 2: Organize and develop artistic ideas and work. a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context. b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.|
|Grade 7: Theatre: Connecting:Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.|
|GRADE 8 PE STANDARD 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. S3.M18 Stress Management Demonstrates basic movements used in other stress-reducing activities such as yoga and tai chi. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. Personal Responsibility- S4.M6 Rules and Etiquette Applies rules and etiquette by acting as an official for modified physical activities and games and creating dance routines within a given set of parameters.|
|GRADE 8- Reading Standards for Literature: CRAFT and STRUCTURE *Determine the meaning of words and phrases As they are used in a text including figurative and connotative meanings.; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other texts GRADE 8: History: Causation and Argumentation: HIST 8.9 Explain multiple causes and effects of events and developments in the past.|
|Grade 8: Theatre Creating:Anchor Standard 2: Organize and develop artistic ideas and work. a.Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work. b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.|
|Grade 8: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. a. Recognize and share artistic choices when participating in or observing a drama/theatre work|