Music and costume materials. Supplemental information about the traditional dance.
Large Open Space appropriate for movement: Gym or Auditorium
Space suitable for active movement for the full class.
I can communicate meaning through dance. I can describe how dance is informed by life and learning experiences. I can recognize and appreciate the differences in my classmates.
The workshops serves as an excellent framework to: teach students about dance forms in historical and cultural context; building vocabulary; to use the vocabulary of emotions and feelings to identify real life situations; and to research the counties and people by learning the fundamental movements of the traditional dances.
We apply the principles of CLOSE reading to the interpretation of text and use that approach and standards of dance pedagogy to teach across skill and grade levels.
Stretching for Life's primary goal is for the participants to learn the basics of movement and to enjoy dancing, the program also represents an opportunity to expose children to diverse cultures, their music, movement, sequential learning, and fundamental dance technique.
The program can work with more than one class at a time. The number of artists will be determined by class size. The school must have adequate space available for dance.
Volunteers are always welcome to participate to their fullest capacity. We believe everybody should be dancing!
Grade 6
Grade 6: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty)
Grade 6: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Grade 6: Dance Anchor Standard 1: Generate and conceptualize artistic ideas and work: a. Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events). b. Explore various movement vocabularies to transfer ideas into choreography.
Physical Education: Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Grade 7
Grade 7: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)
Grade 7: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Grade 7: Dance Anchor Standard 1: 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. b. Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.
Physical Education: Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Grade 8
Grade 8: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute)
Grade 8: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Grade 8: Dance Anchor Standard 1: Generate and conceptualize artistic ideas and work: a. Implement movement from a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance. 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.
Physical Education: Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
