Abstract Concepts in Dance
Students will explore how movement can represent abstract ideas like 'growth,' 'joy,' or 'sadness.'
Key Questions
- What choices does a choreographer make to represent an abstract concept like 'freedom'?
- Construct a short dance piece that expresses an abstract emotion.
- Compare how different dancers might interpret and portray the same abstract concept.
Common Core State Standards
About This Topic
Immigration and migration are the stories of the people who made our state their home. Students explore why different groups of people moved here, from other countries and from other parts of the U.S., and the challenges they faced when they arrived. This topic connects to standards about cultural diversity and the human story of our state.
Students learn that our state is a 'melting pot' (or a 'salad bowl') of different cultures, each of which has shaped our food, music, and traditions. They also explore the 'push and pull' factors that drive people to move. This topic comes alive when students can use collaborative investigations to 'trace' the journey of a specific group of people and discuss the impact they had on their new home.
Active Learning Ideas
Inquiry Circle: Push and Pull Factors
Groups are assigned a specific group of people who moved to our state (e.g., Irish immigrants, African Americans during the Great Migration). They must identify the 'push' factors (why they left) and 'pull' factors (why they came here).
Gallery Walk: Cultural Contributions
Post images and descriptions of different cultural traditions in our state (e.g., a specific food, a type of music, a festival). Students walk through and identify which group of people brought that tradition to our state.
Think-Pair-Share: A New Home
Students think about what it would be like to move to a new place where they didn't know anyone or speak the language. They pair up to discuss what would be the hardest part and share with the class.
Watch Out for These Misconceptions
Common MisconceptionEveryone who moved here did so by choice.
What to Teach Instead
Explain that some people, like enslaved Africans or some refugees, were forced to move against their will. A 'Push and Pull' investigation can help students understand the different reasons people move.
Common MisconceptionImmigrants only moved to the big cities.
What to Teach Instead
Teach that many immigrants also moved to rural areas to farm, mine, or work in the timber industry. Showing a map of where different groups settled can help students see the full picture.
Suggested Methodologies
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Frequently Asked Questions
What is the difference between immigration and migration?
What are 'push' and 'pull' factors?
How have different cultures shaped our state?
How can active learning help students understand immigration and migration?
More in Movement and Choreography
Balance and Center of Gravity
Students will explore how dancers use their center of gravity to maintain balance and execute turns.
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Coordination and Spatial Awareness
Students will practice movements that improve coordination and develop awareness of their body in space.
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Movement Qualities: Sharp vs. Fluid
Students will explore and differentiate between sharp, staccato movements and fluid, lyrical movements.
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Narrative Through Movement
Students will create short movement sequences to tell a simple story or convey a specific event without words.
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Levels and Dynamics in Dance
Students will experiment with high, medium, and low levels, and varying dynamics (force, flow) to add interest to choreography.
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