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Mexican Folkloric Dancer (middle)

Last changed: 05/14/2020 12:00pm
6 , 7 , 8 Dance Music
Dance Social Studies
Both Grade Level and Arts/PE Program Access
1 60 min
1 60 min
In-School Performance In School Performance (intended for entire grade level to experience together)
All year. Preferably Fridays but flexible on the days.
$5 0
$200 0
yes Other , Phone , In-Person , Email
Music, CD with videos/slideshows.
Space for dancer, computer-link projector, screen to show video/slideshow.
Classroom, auditorium or gym (depends on number of students) with sound system
I Can: demonstrate an understanding of dance in various cultures and historical periods. I Can: answer questions about dance in a particular culture and time period.
Tere gives a presentation with dancing and singing dressed in attire reflective of each month's suggested celebration or holiday program, accompanied by appropriate music, visual aids and materials. This is an interactive program where students are asked to follow along with the performance using Spanish vocabulary. The dance performance is connected to a theme that is picked by the teacher.
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 Luna will perform a Mexican folkloric dance using Mexican music, wearing colorful, traditional attire. Performances can be specific to Mexican celebrations or holidays occurring in the month of booking. Tere explains cultural and historical context of the music and dance style. Select students may be asked to participate, doing simple steps so they can follow choreography.
Two volunteers are welcome to help facilitate participation.

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: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Describe or demonstrate recurring patterns of movement and their relationships in dance.

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: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Compare, contrast, and discuss patterns of movement and their relationships in dance.

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: 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.
Get to Know Our Arts Provider:

Tere Luna

http://www.Tereluna.com