music, choreography teaching and arts integrated strategies
Large post-it paper and markers
large open space with desks pushed back inside the classroom. Preferably done before I arrive.
I can understand the meaning of social justice and the four pillars of social justice: identity, diversity, justice and action. I can use hip hop dance to show feelings and ideas. I can choreograph a piece with my classmates.
On the first day, we will watch an excerpt of Revelations by Alvin Ailey American Dance Theater (preferably a second time in class and one time before we meet). We will discuss its social justice themes and cultural significance. After doing a brief warm up, Dimensional Dancer/Hartford Resident, Savana Jones and Dimensional Dance Director, Ruth Lewis will help the students build a basic of choreography and some hip hop vocabulary while exploring the social justice themed poems Still I Rise by Maya Angelou, I Too Am America by Langston Hughes, or the teacher (s) can choose a different story or poem to make the piece about. The second day the students will watch a breakdance video explaining its historical beginnings and elements. We will discuss it social justice themes. We will share some more choreography and hip hop dance vocabulary. The students will them work in small groups to create their own movement phrase about one of the poems.
Grade 6: Civics: Civic and Political Institutions: 6.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 6: Economics: Economic Decision-Making: 6:1 Explain how economic decisions affect the well-being of individuals, businesses, and society
Grade 6: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. B. Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Based on the criteria, evaluate why some movements are more or less effective than others.
Grade 6: Dance: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. B. Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
Grade 7: Civics: Processes, Rules and Laws: 6–7.3: Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: History: Change, Continuity and Context: HIST 6–8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 7: Dance: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, and context. Use genre specific dance terminology.
Grade 7: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. B. Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.
Grade 8: Civics: Processes, Rules, and Laws: 8.4 Compare historical and contemporary means of changing societies, and promoting the common good.
CIV 8.3 Analyze the purposes, implementation, and consequences of public policies in multiple settings
Grade 8: Dance: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.
Grade 8: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. 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.