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Social Justice Residency: Moving Dr. King's Principles of Nonviolence (3-5)

Last changed: 05/23/2023 5:40pm
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Dimensional Dance
3 , 4 , 5
Dance Social Studies
Grade Level Program Integration
3 60 min
In-School Short Term Residency
all school year In-School,
$10 0
yes In-Person , Other
music, choreography teaching and arts integrated strategies, poems
Large post-it paper and markers
large open space with desks pushed back inside the classroom.
I can understand the meaning of social justice through Dr. King's Principles of Nonviolence. I can use tableau and hip hop movement to express feelings and ideas. I can collaborate creatively with my classmates.
Students: -Explore social justice through three of Dr. King's Six Principles of Nonviolence. -Develop tableau, hip hop movement and choreography vocabulary. -Work with writings of Maya Angelou, Langston Hughes, Leon's Story by Leon Walter Tillage or social justice reading the class is using. -Work together creatively and collaboratively to explore the golden rule. -First day explore social justice through the first of Dr. King's Principles of Nonviolence and collaborate using tableau and hip hop movement. -Second day create social justice themed duets while exploring the third of Dr. King's Principles of Nonviolence while adding to choreography vocabulary. -Third day create pieces about the second of Dr. King's Principles of Nonviolence-The Beloved Community is the Framework for the Future.

Grade 3
Grade 3: History: Processes, Rules and Laws: 3.7: Explain how policies are developed to address public problems.
Grade 3 History: Change, Continuity, and Context: 3.3 Generate questions about individuals who have shaped significant historical changes and continuities.
Grade 3: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
B. Explore a given movement problem. Select and demonstrate a solution.
Grade 3: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work.
B. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of
the movement choices.

Grade 4
Grade 4:History: Process, Rules, and Laws: 4.1:Illustrate historical and contemporary means of changing society.
Grade 4: History: Economic Decision-Making: 4.2 Identify positive and negative incentives that influence the decisions people make.
Grade 4: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
B. Develop a movement problem and manipulate the
elements of dance as tools to find a solution.
Grade 4: Dance: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
B. Develop and research a question relating to a topic of
study in school using multiple sources of references. Select key aspects about the topic and choreograph
movements that communicate the information. Discuss
what was learned from creating the dance and describe
how the topic might be communicated using another form
of expression.

Grade 5
Grade 5: History: Processes, Rules, and Laws: 5.4: Explain how policies are developed to address public problems.
Grade 5: History: Economic Decision-Making: 5.1 Identify positive and negative incentives that influence the decisions people make.
Grade 5: Dance: Anchor Standard 2: Organize and develop artistic ideas and work.
B. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.
Grade 5: Dance : Responding: Anchor Standard 8: Interpret intent and meaning in artistic work.
A. Interpret meaning in a dance based on its movements. Explain how the movements communicate the main
idea of the dance using basic dance terminology.
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