Two 60 minute workshops are the standard, however, a longer residency may be arranged to build a more formal presentation performance.
In-School Workshop
October through May
$10
50
yes
Phone , Email , In-Person
Music and costume materials. Supplemental information about the animals selected by the children. "Giraffes Can't Dance" text.
Space suitable for active movement for the full class. 1) To meet with the Teaching Artists to discuss vocabulary and potential links to curriculum they are focusing on in the classroom. 2) To introduce the books before the first workshop (preferred) or to indicate if the teaching artist would do it in the first session.
I can communicate meaning through dance. I can describe how dance is informed by life and learning experiences. I can recognize and appreciate the differences in my classmates.
The workshops will be built around the book "Giraffes Can"t Dance" by Giles Andreae and illustrated by Guy Parker"“Reese (1999). It is a book generally recommended for children ages 4 to 8, but has been successfully used with older children because the illustrations and the layout of the text are all about movement. The book is a simple story that serves as an excellent framework to: teach the children about dance forms in historical and cultural context; building vocabulary; to use the vocabulary of emotions and feelings to identify real life situations; and to research the animal characters and present findings in order to be guided in the creation and performance of basic choreography. The first workshop will introduce the animals and their characteristics using the illustrations and dance styles to set the stage for the children to share their own stories, building vocabulary as they move. They will be introduced to the music and basic movement patterns suggested in the book and share what they know of other dance forms. The second session will build choreography that tells the basic story, with the children assuming roles of the characters, applying movements that illustrate their roles in the story. And they will be directed to "put it all together". We apply the principles of CLOSE reading to the interpretation of text and use that approach and standards of dance pedagogy to teach across skill and grade levels.
The program can work with more than one class at a time. The number of artists will be determined by class size. The school must have adequate space available for dance. While Stretching for Life's primary goal is for the participants to learn the basics of movement and to enjoy dancing, the program also represents a unique opportunity to expose children to diverse cultures, their music, movement and unique dance techniques
The program can work with more than one class at a time. The number of artists will be determined by class size. The school must have adequate space available for dance. While Stretching for Life's primary goal is for the participants to learn the basics of movement and to enjoy dancing, the program also represents a unique opportunity to expose children to diverse cultures, their music, movement and unique dance techniques
Grade 6
Grade 6: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g.,
personification) in context.
b. Use the relationship between particular words
(e.g., cause/effect, part/whole, item/category)
to better understand each of the words.
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful, thrifty)
Grade 6: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Grade 6: Dance Anchor Standard 1: Generate and conceptualize artistic ideas and work:
a. Relate similar or
contrasting ideas to
develop
choreography using
a variety of stimuli
(for example, music,
observed dance,
literary forms,
notation, natural
phenomena,
personal
experience/recall,
current news or
social events).
b. Explore various
movement
vocabularies to
transfer ideas into
choreography.
Physical Education: Standard 2. The physically literate individual applies knowledge of concepts, principles,strategies and tactics related to movement
and performance.
Grade 7
Grade 7: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., literary,
biblical, and mythological allusions) in context.
b. Use the relationship between particular words
(e.g., synonym/antonym, analogy) to better
understand each of the words.
c. Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., refined,
respectful, polite, diplomatic, condescending)
Grade 7: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Grade 7: Dance 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.
b. Explore various
movement
vocabularies to
express an artistic
intent in
choreography.
Explain and discuss
the choices made
using genre-specific
dance terminology.
Physical Education: Standard 2. The physically literate individual applies knowledge of concepts, principles,strategies and tactics related to movement
and performance.
Grade 8
Grade 8: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony,
puns) in context.
b. Use the relationship between particular words
to better understand each of the words.
c. Distinguish among the connotations
(associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm,
persistent, resolute)
Grade 8: Language Standards: Vocabulary Acquisition and Use #6: . Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Grade 8: Dance Anchor Standard 1: Generate and conceptualize artistic ideas and work: a. Implement
movement from a
variety of stimuli
(for example, music,
observed dance,
literary forms,
notation, natural
phenomena,
personal
experience/recall,
current news or
social events) to
develop dance
content for an
original dance study
or dance.
b. Identify and
select personal
preferences to
create an original
dance study or
dance. Use genrespecific dance
terminology to
articulate and justify
choices made in
movement
development to
communicate
intent.
Physical Education: Standard 2. The physically literate individual applies knowledge of concepts, principles,strategies and tactics related to movement
and performance.
