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Stretching for Life: Pre-professional dance education (6 - 8)

Last changed: 08/16/2021 4:44pm
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6 , 7 , 8 Phy. Education Dance
Dance English
Both Grade Level and Arts/PE Program Alignment
2 60 min
2 60 min
In-School Workshop
All year In-School,
$10 50
yes Email , In-Person , Phone
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.
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 students 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 students 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. Students 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.

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.

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 genre specific 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.