In-School Performance intended for individual classes of a grade level to experience separately.
All year
In-School,
$10
0
yes
In-Person , Phone , Email
sound, study guide template, reflection form template, video
marker, white board, copies of reflection forms and study guides if necessary, smart board with video capability, audio playback if possible.
Activity space such as an auditorium or gymnasium are preferred. Classroom spaces are possible provided that they are cleared of desks ahead of of time with ample room for the students to move.
I CAN tell and demonstrate how humans affect climate. I CAN tell how climate change has increased the severity of the weather and affects habitats. I CAN tell how climate change has changed the shape of the land and affects living things in the region I live in. I CAN list ways in which I can made a difference regarding climate change. I CAN demonstrate how increase in human population destroying habitats. I CAN show how climate change affects all living things through dance, multi-media and story. I CAN explain how patterns of human development, exploration, and/or conflict lead to changes in the environment. I CAN explain how economic decisions have both long-term and short-term impacts on the environment. I CAN use spatial patterns in dance to demonstrate my findings. I CAN collaborate with my classmates to create a presentation.
On each day of the residency students will discuss, research, move and create. On the fifth and final day, classes can join together to present their findings. The days build upon each other.
Day 1: SPD will give an introduction of why we are there and what is to be accomplished. In a circle, the entire class will warm-up with age appropriate and level appropriate movement to get the mind and body thinking.
The class will then have a led discussion on grade level topic. Together, the class is given tasks with questions to answer.
They then break into small groups of 5-6. With assistance from SPD instructors, groups begin to create movement based 'answers' to the questions they were given and the problems to be solved.
For example, Grade 6 focuses on molecular structure of H2O and creating a story about displaced humans due to climate change.
Grade 7 will focus on a particular habitat destruction due to climate change and create a movement story to demonstrate.
Grade 8 will focus on vulnerability and focus on how to apply what they have learned to make positive changes for the future.
Classes can use multi-media resources (such as video, sound, text, photography) combined with dance/movement. Students will use video to observe the movement of the weather, animals, people and use those patterns and findings for their own creative work.
Water Wonder was developed in conjunction with Sonia Plumb Dance Company's full-length performance "Water Wars" based on water and climate change. "Water Wars" premiered at the University of Saint Joseph in 2012. In 2015, Artistic Director Sonia Plumb was one of nine artists nationwide to receive a Community Legacy Project for the Water Wars residency program.
Should the classes wish to present to their family and friends, caregivers may act as stage crew.
Grade 6
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past center. DCI: Global Climate Change: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature. Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. DCI Human Impacts on Earth Systems. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But, changes to Earth's environments can have different impacts (positive and negative) for different living things.
DA:Cn10.1.Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives. -
DA:Cr1.1.6 a.Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).
Grade 7
DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS
Human Population: Spatial Patterns and Movement GEO 6"“7.6 Explain how changes in transportation and communication technology influence human settlements and affect the diffusion of ideas and cultural practices.
DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS
Human Population: Spatial Patterns and Movement . GEO 6"“7.8 Evaluate the influences of long-term, human-induced environmental change on conflict and cooperation. Compelling Question: "¢ How have the changes in our ability to rapidly communicate affected the spread of different cultural practices in sub-Saharan Africa? Supporting Questions: "¢ What threatens Kenya"s identity? "¢ How has population density affected the cities such as Nairobi? Global Interconnections
Grade 7: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work. a. Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.
DA:Cr1.1.7 a.Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.
Grade 8
Geographic Interconnections "¢ Evaluate the extent to which human actions, behaviors, culture, and decisions are shaped by interconnections with other people. "¢ Evaluate the extent to which human actions, behaviors, culture, and decisions are shaped by interconnections with the physical environment.
GEO 9"“12.3 Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.
Human-Environment Interaction: Place, Regions, and Culture GEO 9"“12.4 Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Compelling Question: "¢ In what ways have the political and social structures of Latin America lead to patterns of human development, exploration, and/or conflict? Supporting Questions: "¢ How did the quests for independence affect the region and alter regional identity? "¢ How did the social structures imposed through colonial control affect land use? "¢ How have varying economic interests affected land use and development? "¢ How do economic decisions have both long-term and short-term impacts on environment and culture?
DA:Cn10.1.8.Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics.
DA:Cr1.1.8 a.Implement movement from a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance.
