Union+City+Movement+and+Dance+Residency

==Welcome to the Union City Movement and Dance Residency page! We hope you enjoy perusing the fruits of our labors as we guided the children through interdisciplinary exploration of how we could "bring to life" the abstract concepts of math, literature and social skills. ==

Below, you will find our plans for this residency...
__Understanding Literary Devices in Writing through Movement __


 *  1. __Learning Objectives:__ This residency is built around the need for students to learn the literary devices used in poetry and other forms of literature. This unit will examine each literary device (personification, simile, metaphor, and authors voice) through the use of movement to compare\ contrast and analyze how these devices operate and how they look. The hope is that students will learn about the fundamentals of movement, the fundamentals of each literary devices and then through reading, writing and moving be able to articulate how both poetry and movement pieces are similar/ different and relatable. Movement will serve to translate abstract ideas to into concrete form and commit this knowledge to muscle memory. Reflection on how what they’ve learned through their class and their movement explorations will hopefully give them the knowledge in a long-term form and provide them with just another tool to remember the information. **


 *  2. __Essential Questions__: How do we think while reading in order to understand and respond? **


 *  3. __PA Academic Standards__: 1.2.3.A, R3.B.2.1.1, R3.B.1.2.1, R3.B.3.3.1, 1.1.6.C, R6.A.1.1.1. **


 *  4. __Big Ideas__: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. **


 *  5. __Concepts and Competencies__: Essential content of text, including literary elements and devices, inform meaning. Question, reflect on, and interpret essential content of text. Identify literary devices within texts (e.g. personification, simile, and alliteration). Textual features inform meaning. Identify and use organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) to clarify meaning. Acquiring and applying a robust vocabulary assists in constructing meaning. Use grade appropriate resources to confirm and extend meaning of vocabulary. **

Bouncing/ swinging- to move in a lively manner; to strike a surface and rebound; to move to and fro, to hang or cause to hang freely  Vibrating- to move to and fro very rapidly and continuously, to resonate  Percussive- characterized by percussion; short, sharp movement; the striking of one body against another  Sustained- to keep going, maintain; slow motion movement, continuous, fluid movement  High/ middle/ low space- levels of space in which it is possible for your body to move; moving as high up as you can, as low to the ground as you can and moving in the space between the high and low space  Personal space- distance at which one person feels comfortable moving/ being around another person  Shared space- moving with another person in partnership, movement done together with another person or persons <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Movement- the act of moving, how a body travels through space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Stillness- the absence of movement, the lack of movement through space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Personification- attributing personhood to an inanimate object or notions, giving things that aren't human the personalities and actions of humans <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Simile- a figure of speech that compares two unlike things; it is introduced by the words like and as <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Metaphor- a comparison of two different things that do not use like or as <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Exaggeration- making something seem larger, bigger or better than it really is <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Tone- overall feeling/ attitude/ mood of a poem; how a poem makes you feel <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Mood- feeling/ attitude/ mood of a poem as it relates to the audience/ readers feeling one gets when they read the poem <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Author's Voice- describes individual writing style an author has by employing a variety of literary devices to create feelings in their reader
 * <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 6. __Key Art and Non Art Vocabulary__: **

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 7. __Assessment/ Evaluation__: <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Identify and apply literary devices with exit slips after each lesson. Rubric will be used as an assessment for author’s voice. Venn diagram will be utilized to assess comparing and contrasting two poems with same theme. Students will not be assessed on their dance technique per se, but they will be evaluated on a daily basis for their participation in movement exercises, willingness to share their movement and ability to show some progression in movement ability and articulation of process. Also, they should be able to apply the movement as it pertains to the literary devices discussed in the residency.

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 8. __Related Materials and Resources__: <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Various poems with personifications, similes, and metaphors. Poems with same theme that have different tone and mood. Venn diagram and graphic organizers to be used when comparing and contrasting poems. Poem books utilized during reading time. Music used included Miles Davis's "Blue Kind of Green," George Lewis and the New Orleans Jazz Band's "Mahogany Hall Stomp," Samuel Barber's "Adagio for Strings op. 11," and Igor Stravinsky's "Dance of the Firebird."

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 9. __Other Student Groups:__ The core group will be Sandi George’s 3 <span style="font-family: 'Times New Roman'; font-size: 10px; text-decoration: none; vertical-align: super;">rd <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> grade class of 22 students. While the artist will not be working directly with any of the other 3 <span style="font-family: 'Times New Roman'; font-size: 10px; text-decoration: none; vertical-align: super;">rd <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> grade classes, Sandi George will be taking the tool used in our class and passing them on to the other 3 <span style="font-family: 'Times New Roman'; font-size: 10px; text-decoration: none; vertical-align: super;">rd <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> grade teachers as ways they can teach the same material. Sandi will also use the movement tools used in this residency and apply them to other curricular areas, not just reading comprehension. Students will be compiling a video journal of their created works and reflections that can be shared with their peers.

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 10. __Community Outreach/ Parent Involvement:__ The students will work on a journal throughout the process which will include works they have written and reflections on their movement and what they are learning. They will also be working on a video journal which will include their movement works and reflections that can be shared with peers and parents a like. We will wait until the end of the process to assess whether the students would like to have a parent exhibition.

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 11. __Facilities/ Supplies:__ The class (students, teacher and artist) will need a space large enough to move comfortably in. The artist will need a space in which to prepare and work on our lesson plans so that there is a place for computers but also for moving. Each student will need a journal and writing/ coloring utensils. The class will be using a flip camera through out the residency to keep our video journal. Other things that will be used include cd player and a variety of music and props that may or may not include balls, scarves, instruments, hats, and objects bought in to inspire movement and/ or writing.

<span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> 12. Schedule Outline: <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Please see attached.

<span style="background-color: #ffffff; color: #000000; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Using Movement to Provide Effective Social and Coping Skills
 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Learning Objectives: The lessons in this unit are developed to teach students how to effectively and appropriately listen and respond to their teachers, parents, peers and themselves. They will explore how to listen and respond, greet someone new, identify and deal with various emotions and techniques to help them safely communicate what they are feeling. Students should develop stronger interpersonal skills and develop a deeper understanding of themselves and how their bodies can be used appropriately.


 * 1)  Essential Questions: <span style="color: #43413e; font-family: Arial; font-size: 12px; text-decoration: none; vertical-align: baseline;">How does productive oral communication rely on speaking and listening?


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">PA Academic Standards: 1.6.3.A


 * 1)  Big Ideas: Listening provides the opportunity to learn, reflect, and respond <span style="color: #43413e; font-family: Arial; font-size: 12px; text-decoration: none; vertical-align: baseline;">. Effective speaking and listening are essential for productive communication.


 * 1)  Concepts and Competencies: <span style="color: #43413e; font-family: Arial; font-size: 12px; text-decoration: none; vertical-align: baseline;">Responsive listening promotes the understanding of directions, stories, and conversations. Listen actively to increase one’s own understanding by asking questions and/or retelling information. Make connections and form a personal response to the speaker’s message. Listen politely to the ideas of others by facing and keeping eyes on the speaker. Listen attentively and follow directions to perform a simple task.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Key Art and Non Art Vocabulary:

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Bouncing/ swinging- to move in a lively manner; to strike a surface and rebound; to move to and fro, to hang or cause to hang freely <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Vibrating- to move to and fro very rapidly and continuously, to resonate <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Percussive- characterized by percussion; short, sharp movement; the striking of one body against another <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Sustained- to keep going, maintain; slow motion movement, continuous, fluid movement <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">High/ middle/ low space- levels of space in which it is possible for your body to move; moving as high up as you can, as low to the ground as you can and moving in the space between the high and low space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Personal space- distance at which one person feels comfortable moving/ being around another person <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Shared space- moving with another person in partnership, movement done together with another person or persons <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Movement- the act of moving, how a body travels through space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Stillness- the absence of movement, the lack of movement through space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Listening- giving one’s attention to someone/ something; take notice of and act on what someone says, respond to advice or a request


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Assessment/ Evaluation: The teacher and I will visually assess the students on a day to day basis and determine when they need more time with a topic or if they are able to reflect and move on. The students are too young to write out their reflections but they will have a video journal to watch and talk about what they see. They do have journals that they will use to draw what their topics for the day look like. The journals will be given to the students and they will be encouraged to take them and use them as a tool to deal with their emotions.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Related Materials and Resources: Dr Seuss's "What Was I Scared Of?," Cornelia Maude Spelman's "When I feel Angry," and a Turkey coloring/ rhyme activity.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Other Student Groups: The core group will be the only group directly affected by the lessons. It is intended that the teachers will learn the movements and how they can be used to help students manage their bodies and feelings and pass this along to their other social skills classes.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Community Outreach/ Parent Involvement: Studentswill maintain a journal in which they will keep record of the skills they've learned in order to have this to refer back to but also to share with peers and parents. They will be able to take this journal with them as a tool to help them with dealing with their feelings. Students will have an opportunity to share what they have learned with other social skills students as a way to share what they have learned with more students but also as a way to reinforce for themselves what they've learned.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Facilities/ Supplies: The class (students, teacher and artist) will need a space large enough to move comfortably in. The artist will need a space in which to prepare and work on our lesson plans so that there is a place for computers but also for moving. Each student will need a journal and writing/ coloring utensils. The class will be using a flip camera through out the residency to keep our video journal. Other things that will be used include cd player and a variety of music and props that may or may not include balls, scarves, instruments, hats, and objects bought in to inspire movement and interaction.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Schedule Outline:


 * <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Please see attached. **


 * <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Counting and Money with Movement! **


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Learning Objectives: These lessons were designed for students struggling with math concepts in order to bring abstract ideas into a concrete reality through the student’s bodies. For example, counting by 2’s would be taught rhythmically through music making and movements with a strong rhythmic base such as skipping or galloping. Also, recognizing money, how much coins are worthand then adding them will be taught by assigning monetary values to full body movement so that students will relate their movement with a coin’s amount. These students greatly benefit from the extra tools they will acquire to better understand the fundamentals of math.


 * 1)  Essential Questions: <span style="color: #43413e; font-family: Arial; font-size: 12px; text-decoration: none; vertical-align: baseline;">How can we represent and compare numbers? How can using number patterns help us to add or subtract?


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">PA Academic Standards:
 * 2) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Big Ideas: The base-ten number system is a way to organize, represent and compare numbers using groups of ten and place value.


 * 1)  Concepts and Competencies: <span style="color: #43413e; font-family: Arial; font-size: 12px; text-decoration: none; vertical-align: baseline;">Base Ten System: Hundreds, Tens, Ones, Equivalence: Whole Numbers to 1000, Operations: Additions and Subtraction of multi-digit Numbers, Properties: Commutative, Associative, Identity related to Mutli-digit numbers, Patterns: apply to extend properties of numbers and operations. Represent, compare, and order whole numbers up to 1000, and their equivalents (e.g. 35 is 3 tens and 5 ones or two tens and 15 ones), including using the number line and expanded notation, while grouping in hundreds, tens and ones. Use number patterns to extend knowledge of properties of numbers and operations (skip counting as a foundation for understanding multiples).


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Key Art and Non Art Vocabulary:

<span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Bouncing/ swinging- to move in a lively manner; to strike a surface and rebound; to move to and fro, to hang or cause to hang freely <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Vibrating- to move to and fro very rapidly and continuously, to resonate <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Percussive-characterized by percussion; short, sharp movement; the striking of one body against another <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Sustained- to keep going, maintain; slow motion movement, continuous, fluid movement <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">High/ middle/ low space- levels of space in which it is possible for your body to move; moving as high up as you can, as low to the ground as you can and moving in the space between the high and low space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Personal space- distance at which one person feels comfortable moving/ being around another person <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Shared space- moving with another person in partnership, movement done together with another person or persons <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Movement- the act of moving, how a body travels through space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Stillness- the absence of movement, the lack of movement through space <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Exaggeration- to make bigger, more noticeable <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Rhythm- a strong, regular, repeated pattern of movement or sound <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Skip Counting- a mathematics technique teaching kids to count in multiples- by 2’s, 3’s, 5’s etc
 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Assessment/ Evaluation: Students will be assessed by the teacher and artist to ensure that they are meeting the movement standards and mathematics standards presented. Those that need one on one help will receive it and students will be encouraged to help each other. While the students will be tested on their facts in their classroom, the teacher and I will be able to evaluate students on our interactions day to day and by the student’s ability to teach what they have learned to their peers learning the same thing at the end of the residency.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Related Materials and Resources: coffee cans (drums), shakers, floor mat of a nuber line from 1- 30, enlarged 100 chart, enlarged touch point coins


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Other Student Groups: Other than the core group, the teacher and students will be taking what they learn and using it to teach other math classes learning the same thing. Our culminating “project” or “piece” is a workshop-style class in which the students in the residency will be responsible for relaying the information they have learned to their peers who have not participated in the residency. It is also the artists hope that the strategies we develop to teach math facts to these students will be used in all math classes to help all students going forward.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Community Outreach/ Parent Involvement: The culminating project for this residency is a workshop-style day in which the artist and the students involved in the residency will present the material they learned and the way in which they learned it to their fellow mathematics intervention classes.The classroom teacher will take the strategies devised in this residency into the other mathematics intervention classes.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Facilities/ Supplies: The class (students, teacher and artist) will need a space large enough to move comfortably in. The artist will need a space in which to prepare and work on our lesson plans so that there is a place for computers but also for moving. Each student will need a journal and writing/ coloring utensils. The class will be using a flip camera through out the residency to keep our video journal. Other things that will be used include cd player and a variety of music and props that may or may not include balls, scarves, instruments, hats, and objects bought in to inspire movement and interaction.


 * 1) <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Schedule Outline:
 * <span style="font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Please see attached. **

Poems of the 3rd Grade

**These were the culimating poems of the core group of 3rd graders in the movement residency. These poems were to include a personified line, a metaphor and a simile and take into consideration tone/ mood. There were movement pieces that were choreographed to these poems that should be able to be accessed elsewhere on the Wiki. Enjoy!!**


 * __ Christmas Day __ **
 * All the toys danced around **
 * when they were opened. **
 * The toys are happy children. **
 * The toys are running like a cheetah **
 * around the tree. **


 * __ Snow Blizzard __ **
 * The blizzard is as fast as a cheetah. **
 * The blizzard is a clump of sugar. **
 * The blizzard whispered. **


 * __ Winter Frost __ **
 * Frost laid down **
 * on the ground. **
 * Frost is cool as am ice cream cone. **
 * Frost is the fog **
 * rolling into a field. **


 * __ Snowflakes __ **
 * Snowflakes are like flying birds. **
 * Whispering to the wind as it **
 * lands to the ground. **
 * Snowflakes are waiting flowers. **


 * __ Icicles __ **
 * The icicles crashed the window like a wrecking ball. **
 * The icicles fell on the ground like a bird with a broken wing. **
 * The icicle is a straight arrow when it falls. **


 * __ Snow __ **
 * Snow dropped like icicles **
 * down on me, **
 * sharp as a needle, biting **
 * into my boots. Snow is a **
 * stalking kitten. **


 * __ Snowflakes __ **
 * Snowflakes jump **
 * out of the sky. **
 * Snowflakes are **
 * as smooth as slime. **
 * Snowflakes explode **
 * like tomatoes thrown on **
 * the floor. **


 * __ Winter Snowball __ **
 * Snowball **
 * is a bird flying in the sky, **
 * is like a shooting star **
 * bursting in the clouds **
 * hurling itself against the moon. **


 * __ Winter Blizzards __ **
 * Blizzards are hurricanes **
 * made by snow. **
 * Are like wrecking balls **
 * hitting the wall. **
 * The blizzard raced **
 * through everything in its way. **


 * __ Gentle Snowfall __ **
 * Soft, white snow **
 * danced itself down from the sky. **
 * Gentle snow is **
 * as fluffy as a white velvet rabbit. **
 * Snow is **
 * A leaf blowing in the breeze. **


 * __ Winter Snow __ **
 * Snow crept **
 * around the country **
 * like a blanket **
 * covering the ground. **
 * Its a pillow **
 * ready for sleep. **


 * __ Blizzard __ **
 * Blizzard flew **
 * loudly down the hill. **
 * Its as heavy as a tornado. **
 * Its a car **
 * hitting everything in its way. **


 * __ Snow __ **
 * Snow is cold like rain. **
 * One night the snow **
 * shivered on the ground. **
 * Snow is as white as a cloud. **


 * __ Winter Snow __ **
 * Snow crept **
 * to bite my nose. **
 * It was as cold as **
 * a block of ice. **
 * Snow is a frozen popsicle. **


 * __ Snow __ **
 * Snow is fluffy clouds **
 * falling down. **
 * Sparkles like diamonds in the sky. **
 * Tickling trees as it **
 * falls to the ground. **


 * __ Snow __ **
 * Snow is a blizzard, **
 * Whispering like a wizard. **
 * Destroying, **
 * Anything in its path. **


 * __ Snow __ **
 * is as white as a cloud **
 * fluffy as cotten candy **
 * shivers when it falls **
 * as cold as ice cream. **


 * __ Winter Snow __ **
 * Snow **
 * wrapped itself around the tree. **
 * playing the snow like it was summer. **
 * The snow blizzard was a **
 * cold, cold tornado **
 * going through the town. **


 * __ Fluffy Winter Snow __ **
 * The snowflakes, **
 * twirled down to me. **
 * The snow, **
 * is like a soft, warm, **
 * white blanket. **
 * It's a soft, **
 * white kitten. **


 * __ Winter __ **
 * The snow raced **
 * through the willows. **
 * The snow is as smooshy **
 * as slush. **
 * The snow is a dark cloud. **


 * __ Snow __ **
 * Snow tickles my face **
 * when I walk outside off the porch. **
 * Snow is like a double blade axe, cutting **
 * down all the trees. **
 * Snow is a hard blizzard. **


 * __ Snow Day __ **
 * The snowflakes teased me **
 * as they fell **
 * this way and that way... **
 * They called to me **
 * like a puppy wanting to play. **
 * My front yard is a **
 * winter playground in which **
 * I wish I could spend the day. **


 * The students in Mrs George's class were very gracious... **


 * __3rd Grade Thank You__ **


 * The students thank Miss Siobhan and share their favorite parts: **


 * "My favorite part was when we played the name game and when you put us in groups to work." **


 * "My favorite part was when we did similes and movement." **


 * "My favorite part was writing poems." **


 * "My favorite part was doing figurative language." **


 * "My favorite part was that we did metaphor, simile, personification." **


 * "My favorite part is the name game. Thank you for teaching me personification, simile and metaphor. It was fun doing the 3 movement qualities..." **


 * "My favorite part was the warm-up." **


 * "My favorite part was when you step in the door." **


 * 'Thank you Miss Siobhan. My favorite part is when you first taught us personification. You are my favorite. I will miss you." **


 * "My favorite part of dance was vibrating." **


 * "Thank you Miss Siobhan. I love to dance now." **


 * "Thank you Miss Siobhan. My favorite part was doing the dance moves and doing the [workshop] groups." **


 * "My favorite part was metaphor and simile poems and being with you." **


 * "Thank you... my favorite part was the name game." **


 * "My favorite part was the literary devices but the best was the simile." **


 * "My favorite part when you came was learning what a simile, metaphor and personification and authors voice was because I liked what they meant... and another part [I liked] was that we got to teach third graders what it all means. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you." **


 * We discovered how important it was for all of us, students, teachers and artists alike, to reflect on our experiences... Here are some of the questions that we posed to each other:

__Questions For Reflection in Poetry and Movement__

1.) What do you think the connection(s) between poetry/ literature and dance/movement is/ are?

2.) How has finding those connections helped you better understand poetry and the literary devices used to write it?

3.) What was the most significant moment in the residency for you; what helped you understand what we were doing the best, made the topic the most clear?

4.) Why do you think your teacher chose to bring an artist into your classroom and why do you think for this subject?

5.) What was the most interesting thing you noticed about a peer/ peers through this experience?

6.) What was your favorite part of this experience?

7.) What are your suggestions for making it better?

ALSO: Why did you want an artist in your room? What need did you see as a need in your room?

How does your teaching help your art?

How does having an artist help your teaching? How does utilizing an artist in a residency affect how you will teach in all subjects during the day?

How does your involvement in the residency, as a teacher, affect the students experience in the residency?

Why is it important to have 100% collaboration between teacher and artist?

Was there anything that could have been done differently? How has THIS residency changed and/ or inspired how you will approach and conduct a residency/ class in the future?

=**Below is a lesson plan we executed in the poetry class:**=

Understanding Author’s Voice through Movement Teacher Name: Sandi George School: Union City Elementary Planned Instruction Title: Understanding Author’s Voice through Movement Curricular Area: Reading Big Idea and Essential Question: Big Idea- Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Essential Question- How do we think while reading in order to understand and respond? Targeted Standard: Standard Area – 1.3 Reading, Analyzing, and Interpreting Literature Standard Statement: 1.1.3. A: Identify the author’s purpose and type, using grade level text. Note: narrative and poetic text. 1.3.3. D: Identify literary devices in selected readings (e.g., personification, simile, alliteration).

PA Arts and Humanities Standards Category: 9.1 Production, Performance and Exhibition 9.2 Historical and Cultural Contexts 9.3 Critical Response 9.4 Aesthetic Response

Standard Statement: 9.1.3. E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. 9.3.3. A. Recognize critical processes used in the examination of works in the arts and humanities.

• Compare and contrast • Analyze • Interpret • Form and test hypotheses • Evaluate/form judgments

9.3.3. G. Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities (e.g., I like patriotic songs because…; The movie was enjoyed for its exceptional special effects). 9.4.3. B. Know how to communicate an informed individual opinion about the meaning of works in the arts.

Rationale: This lesson is designed to introduce author’s voice in poetry by comparing and contrasting poems.

Vocabulary:

Level – the height of the dancer in relation to the floor (A, F) High- the body’s elevated level in relation to the floor (C, F) Medium - the body’s “normal” level in relation to the floor (C, F) Low - the body’s lowered level in relation to the floor (C, F) Percussive – quality of movement characterized by sharp starts and stops; staccato jabs of energy (A, B, C, E, F) Bounce & Swing – quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum (A, B, C, E, F) Sustained – quality of movement that is smooth and unaccented. There is no apparent start or stop, only a continuity of energy flow (E, F) Vibratory – quality of movement characterized by rapidly repeated bursts of percussive movements (A, B, C, E, F) Transition – a sequence of movement serving to connect movement themes or phrases (A, D, E, F) Author’s Voice - Voice is the author’s tone or attitude toward a subject in a text, by looking at the words an author has chosen and how they describe the setting, characters, or plot, you can identify the voice of the author. Tone in literature tells us how the author thinks about his or her subject. The author's style conveys the tone in literature. Tone is the author's attitude toward story and readers. Mood is the effect of the writer's words on the reader. Mood is how the writer’s word make us feel.

Resources/Multimedia: Various poems and music with similar themes/different tone Smart board Reflection Journals Copies of Tone/Mood Man Template for students Video camera if available to film performances

Objectives/Adaptations: A. Objectives

1. The students will be able to explain what the author’s voice is and apply that knowledge to comparing and analyzing the tone and mood of poems and music.

2. The students will be able to use movement performances to portray the tone of a poem.

3. Students will be able to identify personification, similes, and metaphors in poems.

4. Students will respond verbally and written how the poem made them feel through words of the poem and the movement performance.

B. Adaptations

-Learning support and developmentally challenged students will be paired with groups to assist them and the performance will be planned with their needs in mind so as to be sure to include their participation.

Procedures:

Anticipatory Set: Students will listen to two music pieces with different tones.

Ask “What was different about both pieces of music?” “What was the same about the

two pieces of music?” “How did the music make you feel when listening to each piece?”

“What movements can express the tone with each piece and why?” “Today we will be

reading two poems to analyze and compare the author’s voice through movement.”

1. Students will join in a circle with room for personal space. Students will use a

movement that expresses a mood. Starting with one student, each student will

say their name, make a movement and explain the mood. The other students

will say the student’s name and make that movement. Students will be

reminded to use high, medium, and low space in their movements. This will

continue around the circle until all students have completed their movement.

2. Students will keep their personal space and begin Movement Quality Warm-

up. Students will go through the movement qualities (bounce & swing,

sustain, percussive, and vibrating). Students will perform each movement in

different levels and relate the movement to a tone/mood.

3. Students will sit in the large circle and listen to two pieces of music. Students

will compare and contrast the music using mood and movements to explain

their thinking.

4. Poems will be viewed on the smartboad, as the teacher reads the poems the

students will listen and follow along. The class will have a discussion about the word choice the author used to convey the tone of the poem. The students

will identify if any personification, similes, or metaphors were used in the

poem. 5. Students will get into small groups to discuss what movements could be used

and what they will use to convey the tone of the poem.

6. Each group will perform the movement piece to the poems.

7. After each performance the other students will explain their mood about the

poem and performance.

8. After all performance pieces are completed we will review author’s voice,

tone, and mood.

9. Students will then write a reflection on “How can your kinesthetic expression

make you aware of the author’s voice and tone/mood in poetry?”