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Mexican Folkloric Dance-Short-Term Residency (middle)

Last changed: 05/14/2020 11:59am
6 , 7 , 8 Phy. Education Dance Music
Dance Social Studies
Both Grade Level and Arts/PE Program Alignment
3 45 min
2 45 min
In-School Short Term Residency -In-School Performance (intended for individual classes of a grade level to experience separately)
All year. Preferably Fridays but flexible on the days.
$10 0
$250 0
yes Phone , In-Person , Other , Email
Music CDs Traditional dance attire (dresses, etc.) Master copies. PowerPoint Presentations. Musical Instruments Pictures, poster related to topic. Props MATERIALS APPLICABLE TO SELECTED PROGRAM.
Crayons, markers or color pencils Construction paper, tissue colored paper, glue, Printed handouts (Mrs. Luna will provide master copy)
Space must be large enough for the individual class to practice their choreography.
I Can: perform Mexican folk dances with competence and confidence.
I Can: enhance my ability to express myself verbally and non-verbally.
I Can: work collaboratively with other program participants, develop my observation, and listening skills.
Tere dresses in attire reflective of each month's suggested celebration or holiday program, accompanied by appropriate music, visual aids and materials. Additionally, Tere teaches the students different choreography based on a theme that the teacher chooses.
Here are some themes:

- January - 3 Kings Day February - Day of the Flag March - President Juarez Day April - Children's Day May - Cinco De Mayo
June - Paper Flowers July - Pinata Making
August - Paper Mache Figures
September - Independence Day
October - Hispanic Heritage Day
November - Day of the Dead
December - Celebrate the Pinata
Tere dresses in attire reflective of each month's suggested celebration or holiday program, accompanied by appropriate music, visual aids and materials. Additionally, Tere teaches the students different choreography based on a theme that the teacher chooses.

- January - 3 Kings Day February - Day of the Flag March - President Juarez Day April - Children's Day May - Cinco De Mayo
June - Paper Flowers July - Pinata Making
August - Paper Mache Figures
September - Independence Day
October - Hispanic Heritage Day
November - Day of the Dead
December - Celebrate the Pinata
One or two volunteers are welcome to help give handouts to students and help with students learning choreography.

Grade 6

Grade 6: Geography: Human-Environment Interaction: Places, Regions and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 6: History: Change, Continuity and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 6: Dance: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. A. Embody technical dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions. Grade 6: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Describe or demonstrate recurring patterns of movement and their relationships in dance.
Grade 6 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 7

Grade 7: Geography: Human-Environment Interaction: Places, Regions and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 7: History: Change, Continuity and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 7: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
 A. Expand movement vocabulary of floor and air pattern designs. Incorporate and modify body designs from different dance genres and styles for the purpose of expanding movement vocabulary to include differently designed shapes and movements for interest and contrast. Grade 7: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Compare, contrast, and discuss patterns of movement and their relationships in dance.
Grade 7 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Grade 8

Grade 8: History: Perspectives: 8.4: Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women).
Grade 8: Geography: Human-Environment Interaction: Places, Regions, Culture: 8.2: Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
Grade 8: Dance: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work.
 B. Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology. Grade 8: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
Grade 8 PE Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Get to Know Our Arts Provider:

Tere Luna

http://www.Tereluna.com