Sound and Light (1, 2, 4)

Last changed: 05/23/2023 5:40pm
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1 , 2 , 4
Dance Science
Grade Level Program Integration
5 45 min
In-School Short Term Residency In-School Info-Performance (intended for individual classes of a grade level to experience separately)
December through May In-School,
$10 0
yes Phone , Email , In-Person
Lighting gels, gobos, video, music, flashlights or similar light source
Space, white board, markers, paper/notebook and pencils for students to write down thoughts, words and observations, ability to show video on smart board or screen. It is helpful to have classroom materials such as light refractors/prisms, simple musical instruments .
Classroom space is can be used if desks are pushed back and/or there is a larger space for students to move freely in. For the "performance" an auditorium or gymnasium space is best.
- I can demonstrate how different materials make different sounds.
- I can make an object vibrate by using sound.
- I can make a shadow.
- I can demonstrate how objects of different materials can effect beams of light.
- I can communicate by making sounds with different objects.
- I can tell a story by using sound, light, and movement.
- I can move quickly, moderately, and slowly to a steady beat.
- I can create new movement by listening to the sounds and watching light around me.
Each class section of students will participate in four days of workshops and the fifth day the students will perform their work for the school community. Teachers are expected to participate in the movement exercises and re-direct students' attention as necessary. Each day will include an opening discussion, learning activity by watching and listening, learning activity by doing and reflective time. Day 1: Sound Listen to various sound tracks and musical scores from various genres, Discuss how they convey emotions, time and space. Activity: making sound, using instruments, voice, and body. Focus on vibrations and pitch. Day 2: Light Demonstrate shadows and light using lighting equipment. Activity: Create a time and place by using light and create different size shadows by moving the light source. Create different color shadows and light by placing different transparent colors and gobos in front of the light source. Use mirrors to redirect the pathway of a beam of light. Day 3: Movement Demonstrate and teach choreography and connect movement to emotions. Use locomotive and non-locomotive movements. Activity: Give each group a task to create a movement story. Day 4: Tell a Story using Sound, Light and Movement Review story class is reading. Discuss the setting, emotions and plot. Bring the story to life. Day 5: Performance Day Each group will have 20 minutes to review their work. The students will present their work. A Question and Answer session will be held after. The final performance is an essential part of the curriculum by providing students with an opportunity to share their collective discoveries and o demonstrate their ability to communicate using sound, light, and movement. The video performance by SPDC provides students with an opportunity to see where further discoveries can lead them and for them to experience professional level performance. "The Moon", based on a story by the Brothers Grimm, uses shadows, shadow puppets, movement and sound to tell the story of the discovery of a fictional moon and is lively and fun. "Too Close to the Sun" is loosely based on the myth of Icarus, using sound, light, and movement to tell the story.
This program will be available with digital support including:
7 minute video of "Too Close to the Light"
13 minute video of "The Moon"
Detailed lesson plan with age appropriate activities
The story of "The Moon" by the Brothers' Grimm
Links to supporting materials as needed

Caregivers can help hand out programs to the audience. They may be asked to be stage crew depending on the complexity of the program.

Grade 1

Grade 1: Waves: Light & Sound: 1-PS-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. DCI: Sound can make matter vibrate, and vibrating matter can make sound.
Grade 1: Writing Standards: Text Types and Purposes: 3. Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and
provide some sense of closure.
Grade 1: Dance: Creating: 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 identify the source.
Grade 1: Dance: Performing: Anchor Standard 1: Select, analyze, and interpret artistic work for presentation.
B. Relate quick, moderate, and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.

Grade 2

Grade 2. Reading Standards for Literature.
2. Recount stories, including fables and folktales from diverse cultures, and determine their central message,lesson, or moral.
Grade 2. Reading Standard for literature.
3. Describe how characters in a story respond to major events and challenges.
Grade 2. Dance: Responding: Anchor Standard: Perceive and analyze artistic work.
a. Find movements in a dance that develope pattern.
Grade 2: Interpret: Interpret intent and meaning in artistic work.
a. Use context cues from movement to identify meaning and intent in a dance using simple dance terminology.

Grade 4

Grade 4: Speaking and Listening Standards: Comprehension and Collaboration:
4: Report on a topic or text, tell a story, or recount
an experience in an organized manner, using
appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at
an understandable pace.
Grade 4: Speaking and Listening Standards: Comprehension and Collaboration:
5: Add audio recordings and visual displays to
presentations when appropriate to enhance the
development of main ideas or themes.
Grade 4: Dance: Creating: 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).
Grade 4: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
B. Accompany other dancers using a variety of percussive instruments and sounds. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.