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Dimension of Hope: Racial Justice Through Hip Hop Movement (3 - 5)

Last changed: 08/18/2021 6:11pm
3 , 4 , 5
Dance Social Studies
Grade Level Program Integration
3 60 min
In-School Short Term Residency
all school year In-School,
$10 0
yes In-Person , Phone
music, choreography teaching and arts integrated strategies, poems
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 racial justice. I can use hip hop to show feelings and ideas. I can choreograph a piece with my classmates.
In this residency, students will explore racial justice-themed poems and bring them to life through hip hop dance with Dimensional Dancer and Hartford resident Savana Jones and Dimensional Dance director Ruth Lewis. The students will learn to choreograph and to create their own pieces. By the third day the students will work collaboratively creating movement together in small groups. The movement pieces will be inspired by the writings of Langston Hughes, Maya Angelou, Sandra Maria Esteves, or racial justice reading your class is using. The first day we work together creating movement together with the poem, often Still I Rise by Maya Angelou. The second day the students will collaborative work in duets. The third day the students will create their own pieces about their dimension of hope for themselves and their community.

Grade 3

Grade 3: History: Change, Continuity, Context: 3.2: Compare Life in Specific Historical Time Periods to Life Today.
Grade 3: History: Historical Sources and Evidence: 3.8: Infer the intended audience and purpose of a historical source from information within the source itself
Grade 3: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
B. Explore a given movement problem. Select and demonstrate a solution.
Grade 3: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
B. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of
the movement choices.

Grade 4

Grade 4:History: Perspectives: 4.1: Explain connections among historical contexts and people’s perspectives at the time.
Grade 4: Civics: Processes, Rules, and Laws: 4.1 Illustrate historical and contemporary means of changing society
Grade 4: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
B. Develop a movement problem and manipulate the
elements of dance as tools to find a solution.
Grade 4: Dance: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
B. Develop and research a question relating to a topic of
study in school using multiple sources of references. Select key aspects about the topic and choreograph
movements that communicate the information. Discuss
what was learned from creating the dance and describe
how the topic might be communicated using another form
of expression.

Grade 5

Grade 5: History: Change, Continuity and Context: 5.2: Compare life in specific historical periods to life today.
Grade 5:Civics: Participation and Deliberation: 5.3: Identify core civic virtues and democratic principles that guide government, society, and communities.
Grade 5: Dance: Anchor Standard 2: Organize and develop artistic ideas and work.
B. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.
Grade 5: Dance : Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.
A. Interpret meaning in a dance based on its movements. Explain how the movements communicate the main
idea of the dance using basic dance terminology.