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Mexican Folkloric Dance Performance (6 - 8)

Last changed: 07/09/2024 5:11pm
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6 , 7 , 8 Dance Music
Dance Social Studies
Both Grade Level and Arts/PE Program Access
1 45 min
1 60 min
In-School Performance In School Performance
All year. Preferably Fridays In-School, Virtual
$5 0
yes In-Person , Other , Email , Phone
Music, CD with videos/slideshows.
Space for dancer, computer-link projector, screen to show video/slideshow.
Classroom, auditorium or gym (depends on number of students) with sound system
I Can: demonstrate an understanding of dance in various cultures and historical periods. I Can: answer questions about dance in a particular culture and time period.
Tere gives a presentation with dancing and singing dressed in attire reflective of each month's suggested celebration or holiday program, accompanied by appropriate music, visual aids and materials. This is an interactive program where students are asked to follow along with the performance using Spanish vocabulary. The dance performance is connected to a theme that is picked by the teacher. Here are some themes: - January - 3 Kings Day February - Day of the Flag March - President Juarez Day April - Children's Day May - Cinco De Mayo June - Paper Flowers July - Pinata Making August - Paper Mache Figures September - Independence Day October - Hispanic Heritage Day November - Day of the Dead December - Celebrate the Pinata
Two volunteers are welcome to help facilitate participation.

Grade 6

Grade 6: Geography: Human-Environment Interaction: Places, Regions and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 6: History: Change, Continuity and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 6: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Describe or demonstrate recurring patterns of movement and their relationships in dance.

Grade 7

Grade 7: Geography: Human-Environment Interaction: Places, Regions and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 7: History: Change, Continuity and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region.
Grade 7: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Compare, contrast, and discuss patterns of movement and their relationships in dance.

Grade 8

Grade 8: History: Perspectives: 8.4: Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women).
Grade 8: Geography: Human-Environment Interaction: Places, Regions, Culture: 8.2: Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
Grade 8: Dance: Responding: Anchor Standard 7: Perceive and analyze artistic work. B. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
Get to Know Our Arts Provider:

Tere Luna

http://www.Tereluna.com