Everyday We Write a Dance*

This residency explores, through dance, how the fabric of everyday life becomes part of a community’s traditional ritual. Focusing on a Native American story, the students are able to recall knowledge they already have as well as to think creatively and critically as all participate in the making of a community dance.

*Scheduled through Arts for Learning.

Program Outline:
Lesson I—Sun’s Up Morning is Here

1.    Introduce & share contemporary dance exercises
2.    Discuss & demonstrate different styles of dance & their uses.
3.    Focus on a common, universal ritual for the preparation of the day
4.    Explore some movements generated out of the idea of preparing for a day
5.    Create a short group dance from movements
6.    Introduce book & its focus of preparing for a new season
7.    Assign Reading Lesson
Lesson II—Read a Book, Write a Dance
Objective (DK is not present for Lesson II):
The class will read the book Beardream by Will Hobbs aloud.
The students are encouraged to think about important elements of the story & what a “beardance” might look like.
Lesson III—From Beardreams to Beardance
1.    Start with warm up exercises
2.    Review Lessons I & II
3.    Share ideas &choose about 5 ideas from Beardream to develop into a dance
4.    Rehearse & present the dance. Have discussion about the experience.

Standards easily met:
English/Language Arts

3.1.3    Read aloud grade-level-appropriate literary
3.2.9    Identify text that uses sequence or other logical order.
3.3.1    Recognize different common genres of literature
3.3.2    Comprehend basic plots of classic fairy tales, myths, folktales, and fables
3.3.3    Determine what characters are like by what they say or do
3.3.4    Determine the theme
3.3.6    Identify the speaker or narrator in a selection
3.3.8    Identify the problem and solutions in a story

Moving students from concrete to abstract levels of thinking by utilizing movement instead of words to create a story:

3.4.1    Find ideas for creating a story and descriptions in conversations with others, in books, magazines or school textbooks
3.5.2    Create a descriptive piece about people, places, things or experiences that:Develop a unified main idea
Use details to support the main idea
3.5.4    Use varied movements to make writing interesting
3.7.1    Retell, paraphrase and explain what the dance ‘says’
3.7.2    Connect and relate experiences and ideas to those of the dancers
3.7.5    Organize ideas chronologically
3.7.6    Provide a beginning, a middle and an end to a presentation
3.7.13    Plan and present dramatic interpretations of experiences, stories, poems or plays
3.7.14    Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things or experiences.

Physical Education:
3.1.1    Demonstrate movement skills with many variations
3.1.2    Combine different movement skills to form more complex skills
3.1.4    Demonstrate motor skill patterns following various rhythms
3.2.1    Describe various balance forms utilizing base of support concepts
3.2.2    Describe motor skills that involve crossing the mid-line of the body
3.2.4    Explain and demonstrate how force can be increased, when performing a striking movement
3.3.2    Report on activities conducted outside class that provide opportunities to demonstrate a healthy lifestyle
3.5.2    Recognize and avoid unsafe practices and situations
3.5.3    Respect the rights of others
3.6.1    Demonstrate a tolerance for individual differences
3.6.2    Accept and give constructive criticism
3.6.3    Encourage classmates who demonstrate difficulty with a skill
3.7.1    Demonstrate feelings through a pattern of locomotor and non-locomotor movements
3.7.2    Enjoy participation in partner and team physical activities
3.7.3    Participate in cooperative problem solving activities

Health & Wellness:
3.1.1    Identify the link between healthy choices and being healthy
3.1.2    Give examples of physical and emotional health
3.1.4    Identify ways to prevent common childhood injuries
3.4.1    Name effective nonverbal communication skills to enhance health and wellness
3.4.3    Suggest nonviolent strategies to manage conflict
3.5.1    Indicate routine health-related situations
3.5.3    Tell options to health-related issues
3.5.4    Indicate the possible consequences of each choice when making a health-related decision
3.5.5    Identify a healthy choice when making a decision
3.7.2    Identify a healthy practice to maintain personal health and wellness
3.7.3    Recognize actions to avoid health risks
3.8.1    Share correct information about a health issue
3.8.2    Tell how to help others to make positive choices

Standard 1:    Students demonstrate knowledge and skills of dance elements
Standard 2:    Students understand and demonstrate choreographic principles, processes, and structures
Standard 3:    Students understand and demonstrate dance as a way to create and communicate
Standard 4:    Students reflect upon, evaluate, and analyze dance experience
Standard 6:    Students demonstrate connections between dance and healthy living
Standard 7:    Students integrate dance with the other arts and disciplines outside the arts