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Traditions of Chinese Acrobatics (elementary)

Last changed: 06/03/2019 12:38pm
K , 1 , 2 , 3 , 4 , 5 Phy. Education Theatre Dance
Dance Social Studies
Both Grade Level and Arts/PE Program Access
1 45 min
1 45 min
One hour for set up. 20 minutes for strike.
In-School Performance
All year
$10 50
$250 0
no Email , Phone
Props, costume, sound system. Essentially, everything that is needed for the performance except the audience!
Both gymnasium and cafeteria floors are suitable for the performance.
I need a space that is a minimum of 28' X 28' with an 11' overhead clearance.
I can learn anything I want to learn if I have the necessary desire, discipline and dedication.

I can say the phrases 'Thank you', 'How are you?' and 'goodbye' in Mandarin Chinese.

I can participate in a plate spinning routine,

'Traditions of Chinese Acrobatics' includes plate spinning, hand balancing, ribbon dancing, artistic cycling, foot juggling, diabolos, and Chinese water bowl manipulation. The show is infused with traditional dance movement from Li's native China. Li touches on the traditions of Chinese New Year, as well as the language and culture of one of the world's oldest civilizations.

Students get a hands-on opportunity at attempting some of the easier skills such as plate spinning and ribbon dancing. They learn the historical significance of traditional lion and dragon dances, and are encouraged to think about what it might have been like to grow up in a different time and place.

As a child, an important component of Li's training was movement and dance. Chinese acrobats are required to study both classical Chinese dance and ballet. Li creates a simple plate spinning routine as well as a basic ribbon dance with the students that "dem­onstrate the principles of repetition, contrast, transition and climax." Also essential to the success of the process is "the ability to work cooperatively in pairs and small groups during the choreographic process."

The following pertains to these specific Social Studies standards: 1.13 – The characteristics of and interactions among culture, social systems and institutions. 26. Describe how social, cultural and economic circumstances influence individual lives.
'Traditions of Chinese Acrobatics' includes plate spinning, hand balancing, ribbon dancing, artistic cycling, foot juggling, diabolos, and Chinese Kung Fu Fan manipulation. The show is infused with traditional dance movement from Li's native China. Li touches on the traditions of Chinese New Year, as well as the language and culture of one of the world's oldest civilizations. Students get a hands-on opportunity at attempting some of the easier skills such as plate spinning and ribbon dancing. They learn the historical significance of traditional lion and dragon dances, and are encouraged to think about what it might have been like to grow up in a different time and place. As a child, an important component of Li's training was movement and dance. Chinese acrobats are required to study both classical Chinese dance and ballet. Li creates a simple plate spinning routine as well as a basic ribbon dance with the students that "dem­onstrate the principles of repetition, contrast, transition and climax." Also essential to the success of the process is "the ability to work cooperatively in pairs and small groups during the choreographic process."
Additionally, students will be able to understand and explain the significance and customs of Chinese New Year: Be able to compare and contrast personal and peer experiences to the life and experiences of a person from another generation, culture and country: Learn a few basics of the Chinese Language: If they choose to continue this work in the classroom, teachers can provide students with a broader frame of reference by covering the gradual evolution in China from a totalitarian state to one where more personal and economic freedoms have allowed individuals to flourish (provided that they have the right connections!). Any social studies program that is concerned with Asian studies and/or Chinese language will naturally dovetail nicely with this performance. Much of the above can be reinforced in the classroom by using the study guide available at: www.acrobat-liliu.com.

Grade K

Grade K: History: Change, Continuity & Context: K.2 Generate questions about individuals and groups who have shaped a significant historical change. Physical Education Standard 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression and/or social interaction.
Grade K: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).

Grade 1

Grade 1: Geography: Geographic Representations: Spatial Views of the World: 1.1 Construct maps, graphs and other representations of familiar places. Physical Education Standard 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression and/or social interaction.
Grade 1: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.

Grade 2

Grade 2: History: Change, Continuity and Context: 2.2 Compare life in the past to life today. Physical Education Standard 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression and/or social interaction.
Grade 2: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

Grade 3

Grade 3: History: Change, Continuity, and Context 3.2 Compare life in specific historical time periods to life today. Physical Education Standard 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression and/or social interaction.
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 4

Grade 4: Economics: Economic Decision-Making: 4.1 Compare the benefits and costs of individual choices. Physical Education Standard 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression and/or social interaction.
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 5

Grade 5: Geography: Human-Environment Interaction: Places, Regions, and Culture: 5.2 Explain how culture influences the way people modify and adapt to their environments. Physical Education Standard 5 : The physically literate individual recognizes the value of physical activity for health, enjoyment, self-expression and/or social interaction.
Grade 5: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).
Get to Know Our Arts Provider:

Li Liu

www.acrobat-liliu.com