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
Email , Phone
Props/ Stories/ Movement and mindfulness lessons illustrated through movement techniques
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 which help bring centered awareness, and self-awareness to change ( self -regulate) responses to situations that arise in school. I can use expressive movement to mindfully communicate thoughts and ideas which help to diffuse indignation, anger, and inappropriate response.
In this program students and Teachers learn about NON-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.
Learn how to strategically think, feel, and productively act using logic and reasoning using human chess elements. Students will use breath before moving into new positions, and scan ideas on how engaging elements like breath and slowing down to speed up will help in concepts of chess they can use in school and life.
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 6
Grade 6 PE STANDARD 5 /Identifies components of physical activity that provide opportunities for reducing stress and for social interaction. S5.M5 Self Expression and enjoyment Identifies how self-expression and physical activity are related.
GRADE 6- Reading Standards for Literature: /CRAFT and STRUCTURE
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the impact of a specific word choice on meaning and tone.
GRADES 6: Geography: Global Interconnections GEO 6"“7.9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world
Grade 6: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.
b. Identify cultural perspectives that may influence the evaluation of a drama/theatre work
c. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.
Grade 6: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.,
a. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.
Grade 7
.Grade 7 PE STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
S2. M12 Movement Concepts: Individual-performance activities, dance and rhythms Identifies and applies Newton"s laws of motion to various dance or
STANDARD 4 /The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.M2 Personal Responsibility /Demonstrates both intrinsic and extrinsic motivation by selecting opportunities to participate in physical activity outside of class.
GRADE 7- Reading Standards for Literature CRAFT and STRUCTURE
*Determine the meaning of words and phrases as they are used in a text, including a figurativeand connotative meanings, and analyze the impact of rhymes and other repetitions of sounds (eg. alliteration ) on a specific verse or stanza of a poem or section of a story or drama.
GRADES 7: Geography: Global Interconnections GEO 6"“7.9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 7: Theatre: Creating: Anchor Standard 2: Organize and develop artistic ideas and work
a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.
b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Grade 7: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
Grade 8
GRADE 8 PE STANDARD 3 /The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
S3.M18 Stress Management / Demonstrates basic movements used in other stress-reducing activities such as yoga and tai chi.
STANDARD 4 /The physically literate individual exhibits responsible personal and social behavior that respects self and others. /Personal Responsibility-
S4.M6 Rules and Etiquette /Applies rules and etiquette by acting as an official for modified physical activities and games and creating dance routines within a given set of parameters.
GRADE 8- Reading Standards for Literature: CRAFT and STRUCTURE
*Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings.; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other texts.
GRADE 8: History: Causation and Argumentation: HIST 8.9 Explain multiple causes and effects of events and developments in the past.
Grade 8: Theatre Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
a.Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.
b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Grade 8: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. a. Recognize and share artistic choices when participating in or observing a drama/theatre work.
