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Social Justice Residency: Moving Dr. King's Principles of Nonviolence (6 - 8)

Last changed: 07/13/2022 8:21pm
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Dimensional Dance
6 , 7 , 8
Dance Social Studies
Grade Level Program Integration
3 60 min
In-School Short Term Residency
All school year In-School,
$10 0
yes Other , In-Person
music, choreography teaching and arts integrated strategies
Large post-it paper and markers
large open space with desks pushed back inside the classroom.
I can understand the meaning of social justice through Dr. King's Principles of Nonviolence. I can creatively use tableau and hip hop movement to show feelings and ideas. I can collaborate creatively with my classmates.

Students:
-Explore social justice through three of Dr. Kings's Six Principles of Nonviolence
-Explore tableau, hip hop movement and choreography vocabulary.
-Work with writings of Langston Hughes, Maya Angelou, Leon's Story by Leon Walter Tillage or social justice reading the class is using.
-First day explore the first of Dr. King's Principles of Nonviolence and collaborate using hip hop movement and tableau.
-Second day collaboratively create social justice themed duets while exploring the third of Dr. King's Principles of Nonviolence.
-Third day create pieces about the second of Dr. King's Principles of Nonviolence-the Beloved Community is the Framework for the Furture.
.

Grade 6
Grade 6: History: Processes, Rules and Laws: 6"“7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 6: History: Economic Decision-Making: 6-7.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
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
Grade 7: History: Processes, Rules and Laws: 6"“7.3: Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: History: Economic Decision-Making: 6-7.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
Grade 7: Dance: 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.

Grade 8
Grade 8: History: Change, Continuity and Context: 8.2 Classify series of historical events and developments as examples of change and/or continuity,
Grade 8: History: Economic Decision-Making:
8.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
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.
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