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Mindful Movement (K-5)

Last changed: 08/16/2021 5:04pm
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K , 1 , 2 , 3 , 4 , 5 Theater Visual Art Phy. Education Dance
Theater English Social Studies
Both Grade Level and Arts/PE Program Alignment
1 60 min
1 45 min
Combo In-School Performance & In-School Workshop This can be an experience for either or both the entire grade level together or individual classes or grade level.
All year In-School,
$10 0
no Phone , Email
Props/ Stories/ Movement and mindfulness lessons.
Lessons about choreography, and design.
Large Poster Board or Large Paper Pad for writing .drawing moving and choreography techniques.
Classroom or multi-purpose room with open space desks pushed back so students can move throughout the room safely.
I can: Connect movements with stories that help bring centered awareness, and self-awareness to change ( self -regulate) responses to situations that arise in school.
Using expressive movement to mindfully communicate thoughts and ideas from a story.Understand abstract concepts like motion in stillness, critically thinking through the connections within both elements.
This Program is presented either Live on ZOOM, Virtual Or Face to F ace Students/ Teachers learn about N"‹ ON-VERBAL COMMUNICATION"‹ through a movement vocabulary drawn from Mime, TAI CHI, and LABAN( Spatial harmonies), working on spatial relationships. Using role-playing activities , and exercises that convey how our body language can translate moods, judgment, curiosity, interest, intelligence, surprise, rumination, bafflement etc,
Unpacking tools to manifest ideas from art and science, for example, the quantum mechanics of time and arts relationship to it using movements like imposto( layered art) of the body engaging critical thinking to distill down key concepts that involve logic, reasoning, deduction, trajectory, Mindfulness( tai chi) and Asian practices like Tai chi and stories from CHINESE CULTURES.
PARTICIPANTS LEARN ABOUT MAKING CONNECTIONS/Linking Big Ideas- How topics inter-relate and overlap.
I build a language that can relate to how our universal bodies and minds respond to different shapes( circular angular, linear, planes like vertical horizontal and create efforts -press glue flick And more. Then connect these elements with Art, Asian cultures of mindful movements, and strategies for effective communication and relation.
How Chinese philosophy of mindfulness, connects with Picasso"s Art, Math
Quantum theory, and Tai chi"s strategies for health, slowing down thoughts and breath to enhance the mind and body and become more aware of how to think and move with precision.
n/a
Children watch their teachers and emulate them. So I involve teachers in active learning as well by asking them to participate in the creation of a piece through expressive movements, story and mindful listening, and creating.

Grade K

Grade K: PE Standard 1
The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Locomotor
Performs Locotmotor skills in response to teacher-led creative dance.

Nonlocomotor*
(stability)Balance
Maintains momentary stillness on different bases of
support.Forms wide, narrow,curled and twisted body
shapes.

STANDARD 2:The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E1Movement concepts/Space
Differentiates between movement in personal (selfspace)
and general space.
Moves inpersonal space to a rhythm.


STANDARD 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others.

S4.E1Personal responsibility
Follows directions in group settings (e.g.,
safe behaviors,following rules,taking turns)













History: Perspective: Hist K.3:
Compare perspectives of people in the past to those in the present.

Reading Standards for Literature:
#4 Ask and answer questions about unknown words in a text.
Grade K: Theatre:

Responding: Anchor Standard 9: Apply criteria to evaluate artistic work.

a. With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).


Grade K:Theatre:

Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

a. With prompting and support, actively engage with others in dramatic play or guided drama experience(eg.process drama, story drama, creative drama).

Grade 1

Grade I PE STANDARD 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E3Movement concepts;Speed, direction, force

Travels in general space with different speeds.
Differentiates between fast and slow speeds.
Differentiates between strong and light force.

STANDARD 4
The physically literate individual exhibits responsible personal and social behavior that respects self and others

S4.E4 Working with others
Works independently with others in a variety of class environments(e.g., small and large groups).













Grade 1:

Reading Standards for Literature: Craft and Structure #4: 1.Identify words and phrases in stories and poems That suggest feelings or appeal to the senses.


Grade 1: Theatre: Creating: Anchor Standard 3:
Refine and complete artistic work.

a.. Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1: Theatre: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

Grade2 PE STANDARD 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance

Differentiates between fast and slow speeds.
Differentiates between strong and light force.

STANDARD 4
The physically literate individual exhibits responsible personal and social behavior that respects self and others.

S4.E4 Working with others
Works independently with others in partner environments.

STANDARD 5 :
The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

S5.E3 Self expression and enjoyment
Identifies physical activities that provide self-expression(eg. dance, gymnastics, routines, practice
task in game environments).


Grade 2: Reading Standards for Literature: Key Ideas and Details #3:

Describe how characters in a story respond to major events and challenges.


Grade 2: HISTORY: Change, Continuity and Context: HIST 2.3 Generate questions about individuals and groups who have shaped a significant historical change

Grade 2: Theatre: Anchor Standard 5:Develop and refine artistic techniques and work for presentation.

a. Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2: Theatre: Anchor Standard 8:Interpret intent and meaning in artistic work.

b. Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).

c. Explain or use text and pictures to describe how others" emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

Grade 3 PE Standard 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance

Combines movement concepts(direction,levels, force, time)with skills as directed by the teacher.

Employs the concept of alignment in gymnastics and dance.Employs the concept of muscular tension
with balance in gymnastics and dance.

STANDARD 4
The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Works cooperatively with others.
Praises others for their success in movement performance.



Grade 3: Reading Standards for Literature: Integration of Knowledge and Ideas #7:

Explain how specific aspects of a texts" illustrations contribute to what is conveyed by the words in a text.

Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO3.4: Explain how culture influences the way people modify and adapt to their environments
Grade 3: Theatre: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.


b. Investigate how movement and voice are incorporated into drama/theatre work.
Grade 3: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.

b. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work.

c. Examine how connections are made between oneself and a character"s emotions in drama/theatre work.

Grade 4

.Grade 4 PE Standard 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E2Pathways Shapes Levels
Combines movement concepts with skills in small-sided
practice tasks, gymnastics and dance environments.

STANDARD 4
The physically literate individual exhibits responsible personal and social behavior that respects self and others.

S4.E4 Personal Responsibility
Reflects on personal social behavior in physical activity

S4.E6 Working with others
Praises the movement performance of others both more
skilled and less skilled. Accepts players of all skill levels into the physical activity




GRADE 4- Reading Standards for Literature:
KEY IDEAS AND DETAILS

1.Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from the text.

Grade 4:Reading Standards for Literature: Integration of Knowledge and Ideas

7.Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


GRADE 4: Geography: Human-Environment Interaction: Places, Regions, and Culture GEO 4.3: Explain how culture influences the way people modify and adapt to their environments
Grade 4: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.


b. Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.

c. Identify and discuss physiological changes connected to emotions in drama/ theatre work.
Grade 4: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

a. Identify the ways drama/theatre work reflects the perspectives of a community or culture.

Grade 5

Grade 5 PE STANDARD 2
The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E2 Moving Concepts Pathways

Combines movement concepts with skills
in small-sided practice tasks in game
environments, gymnastics and dance with self-direction

Standard 4 Movement concepts
Alignment and muscular tension

S2.E4 Applies Skill


GRADE 5- Reading Standards for Literature:

GRADE 5: History: Historical Sources and Evidence: HIST 5.7: Generate questions about multiple historical sources and their relationships to particular historical events and developments.
Grade 5: Theatre; Responding:Anchor Standard 8: Interpret intent and meaning in artistic work.


b. Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work.

c. Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.




Grade 5: Theatre; Connecting:Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.


a. Explain how drama/theatre connects oneself to a community or culture.