The combination of in-school performance and workshops include a mini-performance (5 minutes) for each classroom visited. When a live performance is not possible, a video of the performance will be shown. Longer performances (30 minute) are possible but it is highly recommended that classes are combined for the performance day and individualized for the second day of workshops.
All year
$10
0
yes
In-Person , Email , Phone
sound study guides video
marker white board
Activity space such as an auditorium or gymnasium are preferred, especially for the performance part of the workshop. Classroom spaces are possible provided that they are cleared of desks ahead of of time with ample room for the students to move.
The Water Wonder program is designed to enhance students' understanding of water related facts and concepts in both the science and social studies curriculum using dance as the tool for kinesthetic learning.
What are the properties of water? What are the phases of the water cycle? What percentage of our body is made up of water? Can you move like a water molecule in liquid form? How about in a gaseous form? These are some of the questions that students explore in this program. Workshops begin with a group discussion about water themed topics, including the water cycle, climate change and water scarcity in underdeveloped countries. Students are then taken through a physical warm-up, followed by an exploration of movement that"s related to the theme of water. The class is then broken into small groups to create dances based on their discoveries. A mini-performance by the Company allows students to see dance as a tool for expression.Facts and concepts explored are based on grade level curriculum. For example, Grade 6 focuses on molecular structure of H2O and Grade 3 focuses on weather.
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.
Caregivers may be involved as audience members on the second day of the program when students are presenting their work.
Grade PK
Grade PK: Weather conditions vary daily and seasonally: Curriculum Concept 1: Demonstrate an understanding of sequence of events and time periods: GLE 1: Use the senses to observe and describe evidence of current or recent weather conditions (e.g., flags blowing, frost on window, puddles after rain, etc.)
Grade PK: Weather conditions vary daily and seasonally: Curriculum Concept 1: Demonstrate an understanding of sequence of events and time periods: GLE 3: Identify the season that corresponds with observable conditions (e.g., falling leaves, snow vs. rain, buds on trees or greener grass).
Grade PK: Dance: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
A. Respond in movement to a variety of sensory stimuli (for example, music/sound, visual, tactile).
Grade PK: Dance: Performing:
Anchor Standard #6: Convey meaning through the presentation of artistic work.
A. Dance for others in a designated area or space.
Grade PK: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
A. Recognize and emotion expressed in dance movement that is watched or performed.
Grade K
Grade K: Weather conditions vary daily and seasonally: Curriculum Concept 6: When the temperature is below "freezing," water outside freezes to ice and precipitation falls as snow or ice; when the temperature is above freezing, ice and snow melt and precipitation falls as rain: GLE 4: Write, speak or draw ways that weather influences humans, other animals and plants.
Grade K: Weather conditions vary daily and seasonally: Curriculum Concept 5: Weather affects the land, animals and plants, and bodies of water: GLE 5: Make judgments about appropriate clothing and activities based on weather conditions.
Grade K: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work.
a. Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).
Grade K: Dance: Performing: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Dance for and with others in a designated space.
Grade K: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
a. Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.
Grade 1
Grade 1: Content Suggestion: Family as a context to expand knowledge of geography, history, human interdependence: Strand 1.5 - Interaction of humans and the environment: GLE # 8: Identify the changes humans have made in one's town or neighborhood and how they affect the environment.
Grade 1: Content Suggestion: Family as a context to expand knowledge of geography, history, human interdependence: Strand 1.5 - Interaction of humans and the environment: GLE # 10: Observe weather changes and examine how these affect people's lives.
Grade 1: Dance: Creating: Anchor Standard #2: Organize and develop artistic ideas and work.
b. Choose movements that express an idea or emotion, or follow a musical phrase.
Grade 1: Dance: Performing: Anchor Standard #5: Develop and refine artistic work for presentation.
c. Modify movements and spatial arrangements upon request.
Grade 1: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
a. Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
Grade 2
Grade 2: Materials can be classified as solid, liquid or gas based on their observable properties: Curriculum Concept 1: Materials can be classified as solid, liquid or gas. All forms of matter have weight and take up space, but each form has unique properties: GLE 1: Compare and contrast the properties that distinguish solids, liquids and gases.
Grade 2: Content Suggestion: One's town to expand knowledge of geography, history, human interdependence, etc. Includes comparisons with another town or city in Connecticut: Strand: 1.5 - Interaction of humans and the environment: GLE #9: Explain the effects of local and regional changes humans have made and how they affect the environment.
Grade 2: 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 suggest additional sources for movement ideas.
Grade 2: Dance: Performing: Anchor Standard #4: Analyze, interpret, and select artistic work for presentation.
c. Select and apply appropriate characteristics to movements (for example, selecting specific adverbs and adjectives and apply them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.
Grade 2: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
b. Respond to a dance work using an inquiry-based set of questions (for example, See, Think, Wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.
Grade 3
Grade 3: Materials have properties that can be identified and described through the use of simple tests: Curriculum Concept 10: Water may exist as a solid, liquid or gas, depending on its temperature. If water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing: GLE 1: Compare and contrasst the properties of solids, liquids and gases.
Grade 3: Content Suggestion: One's town as a context to expand knowledge of geography, history, human interdependence, etc., incorporating international comparisons. This may include comparing the history and geography of the local community with at least one other town in the United States and at least two towns or regions in other parts of the world. Strand 1.5 Interaction of Humans and the environment: GLE #10: Evaluate the ways in which people affect the environment (e.g. dams, mining, global warming, preservation, recycling).
Grade 3: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work.
a. Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.
Grade 3: Dance: Performing/Presenting/Producing: Anchor Standard #5: Develop and refine artistic work for presentation.
b. Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs.
Grade 3: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
b. Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects. Communicate the new learning in oral, written, or movement form.
Grade 4
Grade 4: Water has a major role in shaping the earth's surface: Curriculum Concept 1: Water is continuously moving between Earth's surface and the atmosphere in a process called the water cycle. Heat energy from the sun causes water on Earth to change to a gas and rise into the atmosphere where it cools, condenses into tiny droplets in clouds, and eventually falls to Earth as precipitation: GLE 1: Describe the role of heat energy (i.e., heating and cooling) in the continuous cycling of water between the earth and the atmosphere through evaporation, condensation and precipitation.
Grade 4: Water has a major role in shaping the earth's surface: Curriculum Concept 4: Water moving across the earth pushes along soil particles (sediment) and wears away pieces of rock in a process called erosion. Streams and rivers carry away rock and sediment from some areas and deposit them in other areas, creating new landforms or changing the course of a stream or river: GLE 2: Use models to demonstrate that topography causes precipitation landing on Earth to move in streams and rivers from higher to lower elevations.
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: Analyze, interpret, and select artistic work for presentation.
c. Analyze movements and phrases for use of energy and dynamic changes and use of adverbs and adjectives to describe them. Based on the analysis, refine the phrases by incorporating a range of movement characteristics.
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: Content Suggestion: Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective: Strand: 3.2: Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view: GLE 3: Analyze why people might have different points of view on a natinal contemporary issue.
Grade 5: Content Suggestion: Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective: Strand: 3.3: Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems: GLE 5: Predict how a current issue or event might affect one's life.
Grade 5: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work.
a. Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events),
Grade 5: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
b. Choose a topic, concept or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.
Grade 6
Grade 6: Water moving across and through earth materials carries with it the products of human activities: Curriculum Concept 1: Water is essential for life and is a distinguishing feature of Earth among the planets in our solar system. Humans and other organisms use water in various ways: GLE 3: Research the differences in quantities between fresh water (solid and liquid) and salt water covering the earth's surface and report on the impact to humans.
Grade 6: Water moving across and through earth materials carries with it the products of human activities: Curriculum Concept 2: The surface of Earth is largely covered with water, most of which is saltwater found in oceans. Only freshwater is drinkable, and it is found on the land (surface water), beneath the ground (groundwater), and frozen in gladeries : GLE 2: Observe, analyze and record the unique physical and chemical properties of water.
Grade 6: Dance: Creating: Anchor Standard #1:Generate and conceptualize artistic ideas and work.
a. Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music/sound, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or events).
Grade 6: Dance: Connecting: Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
b. 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.
Grade 7
Grade 7: Landforms are the result of the interaction of constructive and destructive forces over time: Curriculum Concept 7: Weathering and erosion work together as destructive natural forces. Both are forces that break down rock into small particles called sediments: GLE 7: Compare and contrast the major agents of erosion and deposition of sediments; running water, moving ice, wave action, wind and mass movement due to gravity.
Grade 7: Landforms are the result of the interaction of constructive and destructive forces over time: Curriculum Concept 9: Erosion loosens and transports sediment formed by weathering. Moving water and wind cause changes to existing landforms and create new...: GLE 9: Distinguish between weathering and erosion.
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.
Grade 7: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work.
b. Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.
Grade 8
Grade 8: Content Suggestion: The study of the principles of the U.S. Constitution, with emphasis on events, arguments, and movements of the 19th century and their impact today, connections to local history, and extensive use of primary source materials: Strand 1.5 - Interaction of humans and the environment: GLE #16: Weigh the impact of America's Industrial Revolution, industrialization and urbanization on the environment.
Grade 8: Content Suggestion: The study of the principles of the U.S. Constitution, with emphasis on events, arguments, and movements of the 19th century and their impact today, connections to local history, and extensive use of primary source materials: Strand 1.1 - Significant events and themes in United States History: GLE 4: Explain how the arts, architecture, music and literature of the United States both influence and reflect its history and cultural heterogeneity.
Grade 8: Dance: Creating: Anchor Standard #1: Generate and conceptualize artistic ideas and work.
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.
Grade 8: Dance: Connecting:
Anchor Standard #11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
a. Analyze and
discuss, how dances
from a variety of
cultures, societies,
historical periods, or
communities reveal
the ideas and
perspectives of the
people.
