LOADING...


PRUDENCE CRANDALL AND SARAH HARRIS: WHOLE SOULED WOMEN OFFSITE PERFORMANCE (6 - 8)

Last changed: 08/16/2021 4:37pm
6 , 7 , 8
Dance Social Studies
Grade Level Program Access
1 60 min
Offsite Performance

TBD
May or June 2022 date TBD Offsite,
$10 175
no
pre-performance guide, dance performance with company members from Dimensional Dance
Chaperones for students and transportation to the theater.
I can appreciate how dance conveys feelings, ideas and stories. I can understand who Prudence Crandall and Sarah Harris were and their significance in education for students of color in the United States not just Connecticut.
Dimensional Dance performs the story of Prudence Crandall and Sarah Harris: Whole Souled Women. This project, set in the 1830s, is the true story of Connecticut educator Prudence Crandall and Sarah Harris, one of her first black students.
These brave women fought racial discrimination and were social justice advocates ahead of their time. The ballet tells their journey starting from when Crandall accepts Harris into her school to when the state of Connecticut gives Prudence Crandall restitution at the end of her life while living in Kansas. Dimensional Dance consulted with Dr. Jennifer Rycenga of San Jose State University and the Prudence Crandall Museum for this project.
Chaperones to the performance

Grade 6

Grade 6: History: Civics: Processes, Rules and Laws: 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 6: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.

Grade 7

Grade 7: History: Civics: Processes, Rules and Laws: 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: Dance: Connecting
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Compare, contrast, and discuss dances
performed by people in various localities or communities.
Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each social group.

Grade 8

Grade 8: History: Civics: Processes, Rules, and Laws 8.4: Compare historical and contemporary means of changing societies, and promoting the common good
Grade 8: Dance: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work
A. Use artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology.