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SIMDACA MOOV (elementary)

Last changed: 07/11/2019 11:46am
K , 1 , 2 , 3 , 4 , 5 Dance Visual Art Music Theatre Phy. Education
Dance Social Studies
Arts/PE Program Alignment
2 60 min
In-School Workshop Intended for individual classes to experience separately.
All year
$250 0
no Phone , Other , Email
Music and speakers, choreography, props (as needed)
Large space for energetic movement. Electrical outlet and speakers, if possible.
Program may also need, copies of Study Guide. Colored Pencil or markers, colored construction paper, projector. This is an overall idea of what may be needed, however Chefi will communicate her specific need prior to workshop.
A large space such as gym, auditorium or cleared classroom
I CAN breakdown dance move to small and large group of students.

I can understand the history of each dance move learn during workshop

I can demonstrate the art of dance to be creative and happy

I can tell the difference between each dance move and locate its origin from any region in Africa.

I can confidently express myself through SIMDACA MOOV
Day 1: Introduction
Student will be greeted and taught how to greet in a native language of the dance move performed or taught. Students will then participate through call and response .
Students will learn the importance of the use of some of their body parts in African dance and demonstrate basic movements across the floor for African dance piece.

Day 2: Greeting in Native Language based on the type of dance move that will be performed on that day.
Students will be led through a warm up and stretching routine.
Students will learn a quick Hip Hop move which originated from Africa.
Introduce the song the students will perform on, and give a preview of the entire dance lesson and teach the routine where the whole group will participate.

Some students will be asked to demonstrate what they have learned during the workshop.
Wear comfortable clothes as in in gym because there will be a lot of movement. Students should be hydrated before class and after.
Volunteers are welcome to participate.

Grade K

Grade K: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Grade K GEOGRAPHY Human-Environment Interaction: Places, Regions, and Culture K.4 Explain how weather, climate, and other environmental characteristics affect people’s lives in places or regions
DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Identify and apply different characteristics to movements (for example, slow, smooth, or wavy)

Grade 1

Grade 1: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Grade 1: GEOGRAPHY Human-Environment Interaction: Places, Regions, and Culture 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Grade 1: DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Demonstrate movement characteristics along with movement vocabulary (for example, use adverbs and adjectives that apply to movement such as a bouncy leap, a floppy fall, a jolly jump, and joyful spin).

Grade 2

Grade 2: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Grade 2: GEOGRAPHY Human-Environment Interaction: Places, Regions, and Culture 2.3 Use geographic representations to identify cultural and environmental characteristics of place.
Grade 2: DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Select and apply appropriate characteristics to movements (for example, selecting specific adverbs and adjectives and apply them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.

Grade 3

Grade 3: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Grade 3: GEOGRAPHY Human-Environment Interaction: Places, Regions, and Culture 3.5 Explain how the cultural and environmental characteristics of places change over time.
Grade 3: DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.

Grade 4

Grade 4: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Grade 4: GEOGRAPHY Human-Environment Interaction: Places, Regions, and Culture 4.4 Explain how the cultural and environmental characteristics of places change over time.
Grade 4: DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Analyze movements and phrases for use of energy and dynamic changes and use adverbs and adjectives to describe them. Based on the analysis, refine the phrases by incorporating a range of movement characteristics.

Grade 5

Grade 5: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
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.
DANCE: PERFORMING: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. c. Contrast bound and free-flowing movements. Motivate movement from both central initiation (torso) and peripheral initiation (distal) and analyze the relationship between initiation and energy.
Get to Know Our Arts Provider:

Chefiatou Tokou

WWW.SIMDACA.COM