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Afro Beat for All (3-5)

Last changed: 07/13/2022 8:19pm
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3 , 4 , 5 Theater Dance Music Phy. Education
Dance Social Studies
Both Grade Level and Arts/PE Program Alignment
2 45 min
2 45 min
In-School Workshop
All year In-School, Virtual
$10 0
no In-Person , Email , Phone
Music and writing utensils.
N/A
An open space( auditorium, gym, classroom with desks and chairs moved) and outlet

I can listen to and identify different kinds of Afro Beat music.
I can work with friends to teach and learn new moves to form a new dance.
I can tell you new things about different cultures and also point out similarities and differences between that new culture and mine.
On day one of the program I introduce myself and the concept of Afro Beat through a brief discussion During this discussion I get a feel for who the students are and what they know. I also allow the students to interact with me and ask questions. Once that's all done we stretch and I introduce the material. Once I see they have a grasp of the moves, I split them up into groups of usually 3 or 4.I then have each student pick their favorite move and with their group members come up with their own routine using each student's favorite move, which they end up performing for their peers during the last 10 minutes of class
On day Two we start off with a brief review of day one and discussion on how they feel and open the floor for any questions they may have. I have the students get back into their groups and go over their dances. Once they have reviewed what they did the day before I merge the groups into 3 or 4 larger groups and have them work on combining what they have into a new bigger piece. During this portion we work on different variations of the dance moves, adapting them to bigger groups ,teaching others the moves and having the students use their own creativity to come up with their own Afro Beat moves. The different groups get to perform their pieces for their peers at the end of the class and get to make observations on how their dances have evolved. That concludes the workshop.
Depending on grade level the moves are simpler or more complex and our groups are smaller the younger the students.

On day one of the program I introduce myself and the concept of Afro Beat through a brief discussion During this discussion I get a feel for who the students are and what they know. I also allow the students to interact with me and ask questions. Once that's all done we stretch and I introduce the material. Once I see they have a grasp of the moves, I split them up into groups of usually 3 or 4.I then have each student pick their favorite move and with their group members come up with their own routine using each student's favorite move, which they end up performing for their peers during the last 10 minutes of class
On day Two we start off with a brief review of day one and discussion on how they feel and open the floor for any questions they may have. I have the students get back into their groups and go over their dances. Once they have reviewed what they did the day before I merge the groups into 3 or 4 larger groups and have them work on combining what they have into a new bigger piece. During this portion we work on different variations of the dance moves, adapting them to bigger groups ,teaching others the moves and having the students use their own creativity to come up with their own Afro Beat moves. The different groups get to perform their pieces for their peers at the end of the class and get to make observations on how their dances have evolved. That concludes the workshop.
Depending on grade level the moves are simpler or more complex and our groups are smaller the younger the students.

Caregivers are allowed to be audience members on the last day of workshop.

Grade 3

Grade 3: History: Perspectives : 3.5 Describe how people"s perspectives shaped the historical sources they created.
Grade 3: History: Change, Continuity, and Context : 3.2 Compare life in specific historical time periods to life today.
Grade 3: Dance: Creating:Anchor Standard 1: Generate and conceptualize artistic ideas and work:Experiment with a variety of self identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.
Grade 3: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work: Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development.

Grade 4

Grade 4: Economics:Economic Decision-Making : 4.2 Identify positive and negative incentives that influence the decisions people make.
Grade 4: Geography: Human-Environment Interaction: Places, Regions, and Culture: 4.3 Explain how culture influences the way people modify and adapt to their environments.
Grade 4: Dance: Creating:Anchor Standard 1: Generate and conceptualize artistic ideas and work: Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences)
Grade 4: Dance: Creating:Anchor Standard 3: Refine and complete artistic work: Revise movement based on peer feedback and self reflection to improve communication of artistic intent in a short dance study. Explain choices made in the process.

Grade 5

Grade 5: Geography:Human-Environment Interaction: Places, Regions, and Culture: 5.2 Explain how culture influences the way people modify and adapt to their environments.
Grade 5: Geography: Economic Decision-Making: 5.1 Identify positive and negative incentives that influence the decisions people make.
Grade 5: Dance: Creating:Anchor Standard 1: Generate and conceptualize artistic ideas and work: Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).
Grade 5: Dance: Creating:Anchor Standard 2: Organize and develop artistic ideas and work: Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices