This resource was created by James Parks, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This video features Mr. Steve from PBS Kids performing his original song “Silly Shoes,” which encourages children to move and dance with inspiration from their own “silly shoes.”

Students are introduced to traditional folk music with an animated rendition of a familiar song, “Skip to My Lou.” The animation features an band made up of forest creatures, plus a few other surprises.

Learn prepositions (on, under, next to, over and around) by singing a mariachi song with Sofia and Mr. Parrot!

Viewers sing and dance along with Sofia as she learns prepositions demonstrated by Mr. Parrot being on the sombrero, under the sombrero, next to the sombrero, over the sombrero, and around the sombrero.

Learning Objective:
Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over).

¡Aprende las preposiciones (sobre, debajo, al lado, arriba y alrededor) mientras cantas rancheras con Sofía y Sr. Perico!

Los espectadores cantan y bailan junto con Sofía mientras aprenden las preposiciones demostradas po Sr. Perico: sobre el sombrero, debajo del sombrero, al lado del sombrero, arriba del sombrero y alrededor del sombrero.

Objetivo de Aprendizaje:
Entender y usar las siguientes partes del habla en el contexto de leer, escribir y hablar (con ayuda de un adulto): preposiciones y frases preposicionales simples de manera apropiada al hablar o escribir (por ejemplo: en, sobre, debajo, arriba).

This StageNotes® education guide includes lessons in History, Langauge Arts, Life Skills, Behavioral Studies, and the Arts to be used in conjunction with an exploration of the Broadway musical, Cats.

In this lab, students will be planning a talent show. Each student will discuss what they are good at and decide whether they will participate in a talent show. 

This course explores contemporary American theatrical expression as it may be organized around issues of gender and cultural identity. This exploration will include the analysis of performances, scripts, and video documentation, as well as the invention of original documents of theatrical expression. Class lectures and discussions will analyze samples of Native American, Chicano, African American, and Asian American theater, taking into consideration the historical and political context for the creation of these works. Performance exercises will help students identify theatrical forms and techniques used by these theaters, and how these techniques contribute to the overall goals of specific theatrical expressions.

This course explores contemporary American theatrical expression as it may be organized around issues of gender and cultural identity. This exploration will include the analysis of performances, scripts, and video documentation, as well as the invention of original documents of theatrical expression. Class lectures and discussions will analyze samples of Native American, Chicano, African American, and Asian American theater, taking into consideration the historical and political context for the creation of these works. Performance exercises will help students identify theatrical forms and techniques used by these theaters, and how these techniques contribute to the overall goals of specific theatrical expressions.

Susie Thiel, University of Kentucky Director of Dance, talks about the elements of dance: time, force, and space, and how they affect dance creation.

Poster showing nine people dancing. Date stamped on verso: Jun 16 1937. Caption continues: Choreography and direction by Tamiris - Music composed by Genevieve Pitot - Costumes designed by Robert Byrne - Don Oscar Becque, managing producer. Posters of the WPA / Christopher DeNoon. Los Angeles: Wheatly Press, c1987, no. 250

The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be
downloaded from the OSPI Learning Standards and Instructional Materials webpage at https://www.k12.wa.us/student-success/learning-standards-instructional-materials.
Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.

This document covers Dance, which may include, but is not limited to, multiple forms of dance, as well as choreography, dance notation, dance history, dance anatomy, musical theater, dance production, and improvisation.

A group of teachers learning a West African dance demonstrate how to choreograph a dance using four simple movements in this video from the Dance Arts Toolkit series.

Harlina Churn-Diallo and Mali native Yaya Diallo perform and teach the Mouwa in this video from the Dance Arts Toolkit series. The Mouwa is a dance that comes from the Bambara, Senufo, and Miniaka people of West Africa.

Dancer Harlina-Churn Diallo and musician Yaya Diallo teach a group of teachers four basic movements of West African dance in this video from the Dance Arts Toolkit series.

Kwesi Anku, Kwaku Manu, and Selasi Morgan are performing artists who teach at the East Bay Center for the Performing Arts in Richmond, CA and are members of the Bay Area's West African Music and Dance Ensemble. Originally from Ghana, they came to the US to study dance with their professor at UC Berkeley, Dr. CK Ladzekpo. They stayed in the Bay Area to spread their love of music and dance and to provide opportunities for young people in their community to express themselves, using music and dance as tools for positive change.

Houston’s zydeco dance scene brings joy and a driving rhythm to partner dancing, and in this episode, we explore the dance’s deep roots in Creole culture and music. What was called La-la in Southeastern Louisiana Creole communities became known as zydeco in Houston with the influence of R & B and the ‘King of Zydeco’, Clifton Chenier. Houston is where zydeco is thriving, evolving and reaching a broader audience, around trail-riding clubs who dance together after their rides to the accordion-driven sounds of zydeco bands with a touch of hip-hop. As infectious as zydeco is, it’s grown popular worldwide, but what hasn't changed is how zydeco brings community together in Houston.

If Cities Could Dance is a Webby Award-winning video series featuring dancers from cities across the United States. Step into the shoes of dancers from across the country who dare to imagine what it would look like if their city could dance.