LOADING...


K La Rue Mindful Tai Chi (2-5)

Last changed: 07/15/2023 6:08pm
Add Favorite
2 , 3 , 4 , 5 Theater Dance Visual Art Music Phy. Education
Dance English Social Studies
Both Grade Level and Arts/PE Program Alignment
2 60 min
2 60 min
In-School Workshop
September 9-30, 2023- October 7-31, 2023 November 1-6, 2023 - November 8 - 29, 2023 December 1-8, December 18-30, 2023 January 11-June 30,2024 In-School,
$10 0
yes Other , Phone , In-Person
Based on teachers selected input on the type of learning experience K La Rue Educational Arts in Motion will provide through one or more of the following ways: Songs, Dance-a "“ Stories, Imaginative play, Call and Response, Rhyme and Rhythm, Large and small muscle movement, Dance 8 locomotive steps (jumping, skipping, leaping, etc.), music and painter tape.
Most important for us to meet prior to program beginning. We will meet with the teacher to discuss and detail the expectation and topic for the classroom programming. There has to be an open space, auditorium, gym for each grade level performance visit. For physical education classes it would be helpful to have Rubber Spots for each student and (Bluetooth speaker BUT this is OPTIONAL). If a writing component is requested then journals, writing materials and a partnership between the teacher and artist will be collaboratively discussed and agreed upon for a writing K LA RUE kids in motion curriculum focus.
Will need open space for students, teacher (s), support staff to be able to get up and move with in the same space. Teachers and support staff are needed to participate and support students in the activity. An electrical plug-in space to accommodate 3-6 plugs for music, speakers and computer( if needed).
I can demonstrate 2 of the 4 Tai Chi postures
I can participate physically demonstrate a posture connected to an animal or nature. I can participate by sharing my favorite Tai Chi posture I can use the breathing technique with my Tai Chi postures I can tell one benefit of practicing Tai Chi postures.
This is an introduction to the martial art practice called Tai Chi. Students will learn about the cultural background, ancient postures (reflecting the diversity found in animals and nature) and the benefits (nonresistance, controlled breathing, fluidity and balance) through practicing the art form Tai Chi. Day One- The students will: Discuss and share what are the animals and elements of nature that the Tai Chi movements mimic. Students will learn breathing techniques which is the foundation for each Tai Chi posture. Students will perform 5 Tai Chi Movements with guidance and cues. Students can volunteer to lead and share with the whole the group of what is their favorite posture. Closing activities; Guided meditation, stretches, formal closing ritual for Tai Chi. Day Two- Review and extension of Day One by using learned breathing techniques, Tai Chi postures in flow as group. Students will interact in movement and musical play while using the call and response methodology to extrapolate that information. Students practice listening and waiting to respond. Repetition and utilizing a variety of methods (song, dance, stories and theatre) are used to help students recall and retain information. Teachers can assist with capturing this information on the board so that it can be entered into a writing journal that will record and give opportunity for students to express in a written form of expression. This residency can commence with a performance done for other students, if requested
For PE classes, It would be supportive to have the students participate in their daily warm up for the first 5 mins of class and utilize the spaces that have been assigned to before they join me in the circle exploration. A Bluetooth speaker, cones and rubber spots would be great to be able to use for class. For Art classes I can serve as an Chinese cultural visual image, through stories/ history to provide background information with the postures to inspire cultural imagery and subject for the students artwork.
It is very important that all adults help supervise as well as participate during the activity/program. Volunteers can help by supporting the needs of teachers in the program by individual and whole group participation with the children. My hope is that they will learn something they can take home and practice with their families.

Grade 2

National Health Education Standard 7 Students will demonstrate the ability to practice health -enhancing behaviors and avoid or reduce health risk. National Physical Education Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns
DEVELOPING QUESTIONS AND PLANNING INQUIRY: Me and My Community (Kindergarten) will individually and with others:
INQ K"“2.2 Identify disciplinary ideas associated with a compelling question.
INQ K"“2.3 Identify facts and concepts associated with a supporting question.
Grade 2: Dance DA:Cr1.1.2 Creating and Explore : Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement idea. b. Combine a variety of movements while manipulating the elements of dance.
Grade 2: Dance DA:Cr2.1.2 Creating and Plan Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end. b. Choose movements that express a main idea or emotion, or follow a musical phrase. Explain reasons for movement choices

Grade 3

National Health Education Standard 7 Students will demonstrate the ability to practice health -enhancing behaviors and avoid or reduce health risk
National Physical Education Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns
Grade 3: Dance DA:Cr1.1.3 Creating and Explore : Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement. b. Explore a given movement problem. Select and demonstrate a solution.
Grade 3: Dance DA:Cr2.1.3 Creating and Plan Anchor Standard 2: Organize and develop artistic ideas and work a. Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development). b. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.

Grade 4

National Health Education Standard 7 Students will demonstrate the ability to practice health -enhancing behaviors and avoid or reduce health risk
National Physical Education Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns
Grade 4: Dance DA:Cr1.1.4 Creating and Explore : Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences). b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.
Grade 4: Dance DA:Cr2.1.4 Creating and Plan Anchor Standard 2: Organize and develop artistic ideas and work. a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.

Grade 5

National Health Education Standard 7 Students will demonstrate the ability to practice health -enhancing behaviors and avoid or reduce health risk
National Physical Education Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns
Grade 5: Dance DA:Cr1.1.5 Creating and Explore : Anchor Standard 1: Generate and conceptualize artistic ideas and work. a. 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). b. Construct and solve multiple movement problems to develop choreographic content.
Grade 5: Dance DA:Cr2.1.5 Creating and Plan Anchor Standard 2: Organize and develop artistic ideas and work. a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices. b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.
Get to Know Our Arts Provider:

K LA RUE Educational Arts in Motion