1 / 12

Puerto Rican and Mexican Dance and Creativity Project for 6 th Grade Students

Puerto Rican and Mexican Dance and Creativity Project for 6 th Grade Students. Curriculum Design by Kristina Xie and Bria Lewis Educational Studies: Analyzing School 2013. Topic Overview.

ayla
Download Presentation

Puerto Rican and Mexican Dance and Creativity Project for 6 th Grade Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Puerto Rican and Mexican Dance and Creativity Project for 6th Grade Students Curriculum Design by Kristina Xie and Bria Lewis Educational Studies: Analyzing School 2013

  2. Topic Overview • The Puerto Rican and Mexican Dance and Creativity Project will serve to help students learn and practice traditional salsa and Mexican Hat dances after learning histories of both cultures. Through the Transformative Approach to a multicultural curriculum, students will reflect on their own identity and explore their creativity through collage making and a paper based on their experience in the unit. The curriculum will intrigue students to examine their neighborhood, cultural background and current issues that surround English Language Learners today. Students will think critically about the topic and use multiple types of intelligence to express what they have learned.

  3. By the completion of this unit… • Students should be able to recognize that their own personal identities and culture as well as the identities and cultures of others are important enough to be inserted in their curriculum and are relevant in American society.

  4. Context • McDonough Middle School/ Moylan School • 6th grade class • 15-20 students per class • 75 minute classes • 5 day unit during end of April- beginning of May • Heterogeneous grouping

  5. Objectives: • Students will be able to learn basic dance moves from Salsa and Mexican Hat Dance • Students will be able to understand the differences in cultures from an ethnographic perspective • Students will be able to compare and contrast the two different cultures and explain the similarities and differences • Students will be able to develop communication skills by working collaboratively in groups and presenting what they learned • Students will be able to articulate their understanding of different cultures through writing and rhetoric

  6. Explanations: • Bloom’s Taxonomy • T4 Analyze: Compare and Contrast • T5 Synthesis: Assemble, Arrange, Prepare, Write • T5 Evaluation: Argue, support, evaluate Connecticut State Framework for 6th Grade History: 1.3 compare and contrast cultural contributions of a variety of past and present civilizations 1.13: compare similarities and differences of cultural groups in different regions (e.g. beliefs, values, traditions, institutions, etc) • Describe how social, cultural and economic circumstances influence individual lives

  7. Explanations Cont. • 2.5: Present social studies topic using visual forms of evidence (e.g. maps, pictures, multimedia, video) • John Dewey: Cooperative Learning • “to engage students in meaningful activities where they have to work with others on problems” (Perspectives on Learning 56) • “normal communication with others”- the process of communication in which the learner was interacting with others in purposeful activities or investigation of common interest” (Perspectives on Learning 56) • Multiple Theories of Intelligence • Musical Intelligence • Bodily Kinesthetic • Linguistic Intelligence

  8. Day 1: Trip to Real Art Ways Gallery • Activities: Real Art Ways: hosts a diverse group of artists and art. It has an “emphasis on supporting contemporary artists, fostering the creation of new art and working in creative ways with the community”. EX: Sabrina Marques’ exhibition “The Dream of Cuba” focuses on Cuban art. • Art Ways provides an atmosphere that includes Hispanic and Latin American art. • The purpose of this trip is to expose students to the different cultures that surround them in their community through art. It serves to kick start the curriculum and get students to think about cultural diversity. • Students will tour the art gallery and answer prompts in journals about their experience.

  9. Day 3: Immersion Video Clip • http://www.youtube.com/watch?v=I6Y0HAjLKYI • Show on Wednesday (Day 3) studentslearnaboutMexican culture andgainanunderstandingfor issues concerning Second Language Learners (ELL) in urban schools • Studentswilllearnthatculturaldifferences and languagebarriers do notdetermine intelligence

  10. Assessment: Creativity and Writing Project: Design a collage or poster in groups of 3 or 4 reflecting on what you have learned in this unit. This is will be presented in front of the class. Each student will write a 2-3 page paper that will compare and contrast what was learned about Puerto Rican and Mexican Culture. The paper will be graded on a rubric given to students. • Students will be able to develop communication skills working collaboratively in groups and presenting what they learned • Students will be able to articulate their understanding of different cultures through writing and rhetoric

  11. Resources: • Parents to chaperone trip • Gallery Access (Suggested donations) • Trinity Dance Club • Professor, faculty, student or parent to show Mexican Hat Dance • Immersion Movie (Youtube) • Parents to cook meals/ order from a restaurant • Connecticut Frameworks for History

More Related