This program can be for all grade levels or all the classes in one grade level. It is an informance that has both workshop, hands-on and a performance component.
Combo In-School Performance & In-School Workshop
This can be an experience for either or both the entire grade level together or individual classes or grade levels. This is a workshop/ demonstration.
All year
In-School,
$10
0
no
Email , Other , Phone
Props/ Stories/ Movement and mindfulness lessons. Lessons about self-awareness, response not reaction, putting space between response, focus and clarity of thought, embracing differences in each other, using movement techniques.
Large Poster Board,black board or White Board to write some key factors down for mindful techniques to use both in the classroom and outside of the classroom
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 that help bring centered awareness, and self-awareness to change (self-regulate) responses to situations that arise in school./Using expressive movement to mindfully communicate thoughts and ideas from a story. Understand abstract concepts like motion in stillness, critically thinking through the connections within both elements.
In this program Teachers/Students learn about "‹the best ways to COMMUNICATE, with each other, and situations. Using engaging physical movement techniques, drawn from Asian Mindfulness practices, Tai chi, Mime, and Theatre, children work together and individually to achieve a desired group or individual objective that they constructed. We engage in role-playing activities, and exercises that convey how our body language can translate moods, judgment, curiosity, interest, intelligence, surprise, et al.. In this program, Linda unpacks a toolbox for students and teachers to draw from, where children are given a framework to work from, and then are able to design, construct and deliver ideas that bring aha moments. Children can see and become aware of new behaviors, and methods of interacting and communicating that will benefit them. These activities are a springboard for consciousness for both children and teachers. As Artificial intelligence gives us models on how to apply information we will take ideas like being powerful but not forceful, and create physical movement models to unlock how these ideas can be used for each of us. Mindfully moving both mind and body, students and teachers will work with art and science concepts, for example, time-space ideas, and concepts around layered thinking, and translate these into movement and simulations. This program engages students and teachers on many levels.An important takeaway is remembering how to respond, not react, and changing habits that are not working to new patterns of communicating that will.
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 K
Grade K: PE Standard 1:The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Locomotor Performs/ Locomotor skills in response to teacher-led creative dance. Nonlocomotor* /(stability)Balance /Maintains momentary stillness on different bases of support. Forms wide, narrow, curved, and twisted body shapes.
STANDARD 2:The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
S2.E1Movement concepts/Space /Differentiates between movement in personal (self space) and general space. Moves in personal space to a rhythm.
STANDARD 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others/
S4.E1Personal responsibility /Follows directions in group settings (e.g., safe behaviors, following rules, taking turnsHistory: Perspective: Hist K.3: Compare perspectives of people in the past to those in the present.
Grade K: Theatre: Responding: / Anchor Standard 9: Apply criteria to evaluate artistic work.
a. With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).
Grade K:Theatre:Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.. With prompting and support, actively engage with others in dramatic play or guided drama experience(eg. process drama, story drama, creative drama).
Grade 1
Grade I PE STANDARD 2:The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
S2.E3Movement concepts; Speed, direction, force Travels in general space with different speeds. Differentiates between fast and slow speeds. Differentiates between strong and light force.
STANDARD 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. S4.E4 Working with others /Works independently with others in a variety of class environments(e.g., small and large groups).
Grade 1: Reading Standards for Literature: Craft and Structure #4: 1. Identify words and phrases in stories and poems That suggest feelings or appeal to the senses.
Grade 1: Theatre: Creating: Anchor Standard 3:Refine and complete artistic work.
a. Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1: Theatre: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2
Grade2 PE STANDARD 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Differentiates between fast and slow speeds. Differentiates between strong and light force.
STANDARD 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others.
S4.E4 Working with others /Works independently with others in partner environments.
STANDARD 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
E3 Self-expression and enjoyment/Identifies physical activities that provide self-expression(eg. dance, gymnastics, routines, practice tasks in-game environments).
Grade 2: Reading Standards for Literature: Key Ideas and Details #3: Describe how characters in a story respond to major events and challenges.
Grade 2: HISTORY: Change, Continuity, and Context: HIST 2.3 Generate questions about individuals and groups who have shaped a significant historical change.
Grade 2: Theatre: Anchor Standard 5:Develop and refine artistic techniques and work for presentation.
a.Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2: Theatre: Anchor Standard 8:Interpret intent and meaning in artistic work. Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama)./ Explain or use text and pictures to describe how others" emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 3
Grade 3 PE Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. /Combines movement concepts(direction, levels, force, time)with skills as directed by the teacher./Employs the concept of alignment in gymnastics and dance. /Employs the concept of muscular tension with balance in gymnastics and dance.
STANDARD 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. /Works cooperatively with others./Praises others for their success in movement performance.
Grade 3: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Explain how specific aspects of a text"s illustrations contribute to what is conveyed by the words in a text.
Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO3.4: Explain how culture influences the way people modify and adapt to their environments
Grade 3: Theatre: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Investigate how movement and voice are incorporated into drama/theatre work.
Grade 3: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work. Examine how connections are made between oneself and a character"s emotions in drama/theatre work.
Grade 4
.Grade 4 PE Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. S2.E2Pathways Shapes Levels /Combines movement concepts with skills in small-sided practice tasks, gymnastics, and dance environments.
STANDARD 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others .S4.E4 Personal Responsibility/Reflects on personal social behavior in physical activity .S4.E6 Working with others /Praises the movement performance of others both more skilled and less skilled. Accepts players of all skill levels into physical activity.
GRADE 4- Reading Standards for Literature: /KEY IDEAS AND DETAILS1.Refer to details and examples in a text explaining what the text says explicitly and when drawing inferences from the text.
Grade 4:Reading Standards for Literature: Integration of Knowledge and Ideas /7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
GRADE 4: Geography: Human-Environment Interaction: Places, Regions, and Culture GEO 4.3: Explain how culture influences the way people modify and adapt to their environments.
Grade 4: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work./ Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives./ Identify and discuss physiological changes connected to emotions in drama/ theatre work.
Grade 4: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
a. Identify the ways drama/theatre work reflects the perspectives of a community or culture.
Grade 5
Grade 5 PE STANDARD 2:The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
S2.E2 Moving Concepts Pathways /Combines movement concepts with skills in small-sided practice tasks in in-game environments, gymnastics, and dance with self-direction
Standard 4: Movement concepts /Alignment and muscular tension. S2.E4 Applies Skill
GRADE 5- Reading Standards for Literature: GRADE 5: History: Historical Sources and Evidence: HIST 5.7: Generate questions about multiple historical sources and their relationships to particular historical events and developments.
Grade 5: Theatre; Responding: Anchor Standard 8: Interpret intent and meaning in artistic work/Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work. Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.
Grade 5: Theatre; Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art..
A. Explain how drama/theatre connects oneself to a community or culture.
