What Moves You (Grades 6-8)

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

The Broad Stage presents

What Moves You feat .Lil Buck with Mihai Marica, cellist

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STUDENT MATINEE THU MAY 12 11AM GRADES 6-8 THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

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WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Greetings from The Broad Stage!

Hello Teachers and Educators,

At The Broad Stage, we strive to bring performers who think outside the box to challenge our expectations and the way we experience theatre, music, and dance. Lil’ Buck epitomizes thinking outside the box. He was a kid in Memphis who picked up a few dance moves just to impress girls, and went on to enroll in a dance school, where he learned the techniques and traditions of ballet. What started as a hobby led to an internationally-renowned career, internet fame, and collaborations with major, yet disparate, artists like Madonna, Yo-Yo Ma, and Mikhail Baryshnikov. His journey is exciting, inspiring, and opens a window to the possibilities of forging your own path and making your own unique choices—who could have imagined you could perform ballet in sneakers? Plus, he can really move!

In preparation for the performance, we ask that you take a few minutes to look through this study guide. It contains teaching resources for you to use in your classroom and each lesson is based on Common Core and VAPA State Standards. Our hope is to support your efforts not only in preparing students for this particular program, but in integrating the arts into other aspects of your students’ day to day learning process.

We are honored to have you and your students as a part of our Broad Stage family. We admire your hard work every day and are so fortunate to be working with such a talented and engaged group of educators! Thank you for taking this journey with us and for your continued dedication to your students’ academic and artistic development.

See you at the show!

Sincerely, Kai Collins Dance Teaching Artist Curriculum Writer

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As we head toward summer, we’re thrilled to have you join us for the final show at The Broad Stage this season What Moves You feat. Lil’ Buck! This unique dancer’s style is a combination of classical ballet and “Jookin’”—a dance that evolved out of the early Memphis hip hop scene. His ability to adapt and meld different genres is an exciting display of rethinking and reimagining art forms.

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Contents “Gliding Across the Floor Like it’s Water” Lesson 1 Defying and Defining History

Lesson 3 Review/Take Home

Appendix

Images Standards Addressed

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Lesson 2 Melding Art Forms and Adaptation

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 1

Defying and Defining History

Lesson at a Glance

Aim: Who is Lil’ Buck and how did a kid from Memphis invent an entirely new art form?

Materials: Computer/iPad to show links to various dance recordings. In lieu of this equipment, may bring in visuals (screen shots from internet, books with images of dancers, etc.)

Summary: Students will have a connection to the artist Lil’ Buck prior to the show.

Students understand how one’s history does not determine their future.

Students will have a foundation of the concept of taking two genres to a new level.

. Time: 30 minutes Part One: Engagement

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https://youtube.com/watch?v=lT6iANrJEsU (begin around 1:22) Ask students: Did you ever imagine that a ballet dancer could perform in sneakers?

Share some history of Lil’ Buck’s rise to fame:

- That dancer is Lil’ Buck, but he was born Charles Riley in Chicago and raised in Memphis with his seven brothers and sisters.

- He was the first to combine modern Memphis Jook (rhymes with book) with ballet, but a career as a dancer wasn’t always his dream.

- He first saw Jookin’ at a skating rink and just thought it might be a good way to meet girls. He learned a few dance moves from his sister and history was changed forever.

- He quit basketball and accepted a scholarship to a dance company- with the provision that he’d never, ever have to wear tights!

- They conceded, but he finally agreed to pull on a pair of tights when he embraced a role that was originally created for a female ballerina – Anna Pavlova.

- The result was a journey that led to director Spike Jonze to present and record Lil’ Buck performing with cellist Yo-Yo Ma – the video for which went viral and led to his rapid stardom https://www.youtube.com/watch?v=C9jghLeYufQ (begin around 0:43)

- Lil’ Buck started his career busking – dancing in the street for money – in Santa Monica, CA (home of The Broad Stage!)

- Flash forward to performing with Janelle Monae, touring with Madonna, modeling for Gap ads, and landing on the cover of the Wall St. Journal, and millions and millions of YouTube views. https://www.youtube.com/watch?v=jivS0bjt9AE

- By combining two genres of dance, he invented an entirely new art form- Urban Ballet.

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Show students an introductory video of Lil’ Buck performing, found at this link:

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 1, cont.

Defying and Defining History

Part Two: Discussion Pose the following questions to students:

- Lil’ Buck said he was never a natural, but “practice makes permanent”. He used to stay up all night

practicing until the sun came up, then have to go to school all day.In addition to persistence, what other

qualities do you think it took for Charles Riley from a regular Memphis kid to an internet phenomenon and

inventor of a new style?

- Can you think of any other art forms that combine styles and genres? (i.e. the musical Hamilton --

American History meets hip hop, musicians of different genres collaborating (Jay Z and Coldplay),

Shakespearean play set in modern LA, etc.)

- What was your response to this style of movement? Was it beautiful? Weird?

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Give the following writing prompts to students as a free write opportunity. Have students write for ten minutes in response to one or both of the following prompts.

- If you could do anything without worrying about what people thought or how much money you would make, what would you be? List as many dreams as possible.

- Name two different dreams or personal goals that seem to be in conflict.How could you envision

combining those goals? For example, what if you have a love of music, but also dream about being

a doctor- could it lead to a new form of musical therapy, or a musician who writes a Broadway musical

about biology?

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Part Three: Free Write

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 2

Melding Art forms and Adaptation

Lesson at a Glance Aim: Generate discussion among students about the possibilities of art and the benefits of determination. Integrate discussion of about adapting old and accepting new art forms.

Materials: Computer/iPad to show links to various dance recordings. In lieu of this equipment, may bring in visuals (screen shots from internet, books with images of dancers, etc.)

Summary: Students will engage in the history of jook and ballet.

Students understand the concept of embracing new art forms.

Students will have the opportunity to attempt dancing in this style.

Time: 30 minutes Part 1: Old Meets New

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Ballet and Memphis Jookin’.

Use the information below to highlight the disparate nature of these two art forms while sharing stories, video clips, and visual aids to tell the story of Memphis Jookin’ and ballet.

Ballet Present this video clip to students https://www.youtube.com/watch?v=N8__iRsxG_A

- That was renowned ballet dancer Mikhail Baryshnikov in a production of Gisele.

- Ballet originated in the 1500's in Renaissance Italy and was originally developed for the royal court and

aristocrats.

- Ballet spread from Italy to France and throughout Europe, including Russia, where it was largely

celebrated and stylized. Each country put its own spin on the art form and famous choreographers

and dancers emerged around the world.

- While some people may view ballet as old or stuffy, it’s actually been evolving for centuries- each generation adding something new and taking new risks.

Present Image 1 - Ballerina En Pointe (found in appendix) to students

- When most people think of ballet, this is what they envision. Graceful women in pink tutus, en pointe.

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Remind students that Lil’ Buck invented his unique style of dance by combining two passions and proficiencies:

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 2, cont.

Melding Art Forms and Adaptation Memphis Jookin’

Present this video clip to students https://www.youtube.com/watch?v=vp5rzLWFsCY& (play around 60 seconds)

- This is a look at Lil’ Buck (on the right) performing the “Gangsta Walk”, which was the foundation for Memphis Jookin’.

- Memphis Jookin’ originated just 30 years ago in Memphis, TN.

- It wasn’t created for any royal families—it emerged out of early hip hop music and was called the “gangsta

walk” before it became known as Memphis Jookin’.

- It can be a simple two step or a highly stylized routine. And just like ballet, it has evolved as a dance form, largely due to the innovation of Lil’ Buck.

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Ask students to name other artists who have broken established barriers. Ask them to consider artists from all mediumsdance, painting (visual art), theatre, music- some were loved, some were reviled, all are remembered.

Ask students to discuss what they like, or don’t like, about the work of the various artists they list. (These may be written on a whiteboard or chalkboard and several can be chosen to further the discussion.)

Ask students to consider how we perceive new art forms and how we decide what is good. Is it what is popular? What we are told is good? Or is it simply what moves us? Ask students if someone told them an artist they loved wasn’t good, would it change their opinion in any way? (You may use examples like Monet’s paintings were just blurry, Jackson Pollack was just throwing paint around, who could understand Nirvana’s lyrics with all that screaming?, etc.)

Introduce the concept of adapatability. Ask what the value of taking an established art form and changing it, or adapting it, may be. Does adaptation help keep art forms relevant and evolving? This can lead to a discussion of how our own ideas, dreams, and visions can evolve.

Ask students to imagine Lil’ Buck as kid playing basketball and messing around with hip hop. Then ask them to consider the creativity, drive, and imagination required to lead him to performing with Mikhail Baryshnikov- one of greatest ballet dancers of all-time.

Ask students if they can see how Lil’ Buck’s work might relate to their own lives. Is there any path they saw themselves taking that has already changed? Is there some direction they think they are going that they would like to change?

Ask for a show of hands of who is willing to take risks.

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Part 2: Discussion - Thinking Outside the Box

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 2, cont.

Melding Art Forms and Adaptation Part 3: Movement & Follow-Up Try to emulate Lil’ Buck’s style!

Watch this instructional video (led by Lil' Buck!) at this link: https://www.youtube.com/watch?v=Ywvh49edp0o Ask students if anyone is willing to try. Take volunteers or have entire class stand in a circle and demonstrate their own version of his dancing.

Debrief: Was it harder or easier than you thought it would be?

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WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 3

Review/Take Home

Lesson at a Glance Aim: Create a dialogue about students’ impressions of the performance.

Materials: Whiteboard/chalkboard Summary: Students will discuss opinions about Lil’ Buck’s performance and their Broad Stage experience.

Students will be asked to speak about the difference between seeing him on video (if applicable) versus live.

Were their expectations met, surpassed, or disappointed?

.

Time: 30 minutes

Part 1: Emotional Response Ask students to free associate words that come to mind while watching him perform – Magical? Inspiring? Crazy?

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Write their various responses on the whiteboard.

Part 2: Discussion Discuss how differently or similarly they perceived the performance. Are most students sharing the same words?

Or similar thoughts and feelings?

Lead a discussion with the students about their personal responses to watching Lil’ Buck perform.

- What was most surprising about the show?

- While watching him perform, did you feel like he was telling a story with his body? If so, what was

he saying? Discuss various interpretations of students’- none is wrong; everyone has their own

emotional response to art.

- Are dancers athletes? Why or why not? How do we define athleticism? (Let’s not forget football players dancing in the end zone.)

- Did he inspire you to do anything differently, or continue on your path?

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Athletic? Graceful?

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 3, cont.

Review/Take Home

Part 3: Writing Exercise or Take Home Give the following writing prompts to students as a take-home assignment or in-class writing exercise.

- Does adapting an art form or genre destroy what it was or elevate it to something new? Defend your position.

- Lil’ Buck said, “If you have the gift and gift to affect people in a good way, an artistic way, an

inspiring way, that’s a responsibility like any other superhero has been given a gift”. What are your

superhero gifts and how might you use them?

Additional Clips and Videos:

- Lil’ Buck in Tokyo: https://www.youtube.com/watch?v=HrLn68PiDpg

- Lil’ Buck with Mikhail Baryshnikov: https://www.youtube.com/watch?v=2rFRTyfwBH8

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IMAGE 1

BALLERINA EN POINTE

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WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 1: Defying and Defining History Grade 6 VAPA: DANCE.6.1.5. Describe and analyze movements observed and performed, using appropriate dance vocabulary.

VAPA: DANCE.6.2.3. Describe and incorporate dance forms in dance studies.

VAPA: DANCE.6.3.1. Compare and contrast features of dances already performed from different countries.

VAPA: DANCE.6.3.2. Explain the importance and function of dance in students’ lives.

VAPA: DANCE.6.3.3. Explain the various ways people have experienced dance in their daily lives (e.g., Roman entertainments, Asian religious ceremonies, baby naming in Ghana, Latin American celebrations).

CCSS: ELA-LITERACY.W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS: ELA-LITERACY.W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.6.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS: ELA-LITERACY.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

CCSS: ELA-LITERACY.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

CCSS: ELA-LITERACY.L.6.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Grade 7 VAPA: DANCE.7.1.5. Use appropriate dance vocabulary to describe everyday gestures and other movements observed in viewing live or recorded dance performances. (Descriptions may take the form of a drawing or video/computer documentation.)

VAPA: DANCE.7.2.3. Demonstrate the ability to use dance elements to develop dance phrases reflecting various musical rhythms, styles, and dynamics.

VAPA: DANCE.7.3.1. Identify and perform dances from countries studied in the history-social science curriculum.

VAPA: DANCE.7.3.2. Explain the function of dance in daily life during specific time periods and in countries being studied in history-social science (e.g., North African, Middle Eastern, and Central American dance in ceremonies, social events, traditional settings, and theatrical performances).

VAPA: DANCE.7.3.3. Explain how dance functions among people of different age groups, including their own.

CCSS: ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis, of relevant content.

CCSS: ELA-LITERACY.W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.7.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.7.1. Engage in effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS: ELA-LITERACY.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS: ELA-LITERACY.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.7.1. Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking.

CCSS: ELA-LITERACY.L.7.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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Standards Addressed

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 2: Melding Genres and Adaptation Grade 6 VAPA: DANCE.6.1.5. Describe and analyze movements observed and performed, using appropriate dance vocabulary.

VAPA: DANCE.6.3.1. Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertainment) that have been performed.

VAPA: DANCE.6.5.1. Describe how other arts disciplines are integrated into dance performances (e.g., music, lighting, set design).

VAPA: DANCE.6.5.3. Identify careers in dance and dancerelated fields (e.g., teacher, therapist, videographer, dance critic, choreography, notator).

CCSS: ELA-LITERACY.W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS: ELA-LITERACY.W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.6.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS: ELA-LITERACY.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

CCSS: ELA-LITERACY.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

CCSS: ELA-LITERACY.L.6.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Grade 8 VAPA: DANCE.8.1.5. Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/ energy vocabulary.

VAPA: DANCE.8.2.3. Apply basic music elements to the making and performance of dance (e.g., rhythm, meter, accents).

VAPA: DANCE.8.3.1. Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertainment) that have been performed.

VAPA: DANCE.8.3.2. Explain the variety of roles dance plays among different socioeconomic groups in selected countries (e.g., royalty and peasants).

VAPA: DANCE.8.3.3. Describe the roles of males and females in dance in the United States during various time periods.

CCSS: ELA-LITERACY.W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.8.2. Write informative/explanatory texts, including career development documents (e.g. simple business letters and job applications) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS: ELA-LITERACY.W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.8.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly).

CCSS: ELA-LITERACY.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and evaluate the motive (e.g., social, commercial, political) behind its presentation.

CCSS: ELA-LITERACY.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS: ELA-LITERACY.L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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Standards Addressed

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Grade 7 VAPA: DANCE.7.1.5. Use appropriate dance vocabulary to describe everyday gestures and other movements observed in viewing live or recorded dance performances. (Descriptions may take the form of a drawing or video/computer documentation.)

VAPA: DANCE.7.3.1. Identify and perform dances from countries studied in the history-social science curriculum.

VAPA: DANCE.7.5.1. Identify and use different sources to generate ideas for dance compositions (e.g., free poety, photographs, political/social issues.)

VAPA: DANCE.7.5.2. Describe how dancing builds physical and emotional well-being (e.g., positive body imaging, physical goals, creative goals, focus/concentration).

VAPA: DANCE.7.5.3. Appraise how time management, listening, problem-solving, and teamwork skills used with other dancers in composing and rehearsing a dance can be applied to other group activities.

CCSS: ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis, of relevant content.

CCSS: ELA-LITERACY.W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.7.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.7.1. Engage in effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS: ELA-LITERACY.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS: ELA-LITERACY.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.7.1. Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking.

CCSS: ELA-LITERACY.L.7.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Grade 8 VAPA: DANCE.8.1.5. Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/ energy vocabulary.

VAPA: DANCE.8.3.1. Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertainment) that have been performed.

VAPA: DANCE.8.5.1. Identify and compare how learning habits acquired from dance can be applied to the study of other school subjects (e.g., memorizing, researching, and practicing).

VAPA: DANCE.8.5.2. Describe how dancing builds positive mental, physical, and health-related practices (e.g. discipline, stress management, anatomic awareness).

VAPA: DANCE.8.5.3. Research and explain how dancers leave their performing careers to enter into alternative careers.

CCSS: ELA-LITERACY.W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.8.2. Write informative/explanatory texts, including career development documents (e.g. simple business letters and job applications) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS: ELA-LITERACY.W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.8.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly).

CCSS: ELA-LITERACY.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and evaluate the motive (e.g., social, commercial, political) behind its presentation.

CCSS: ELA-LITERACY.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS: ELA-LITERACY.L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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Standards Addressed

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Lesson 3: Themes & Review Grade 6 VAPA: DANCE.6.1.5. Describe and analyze movements observed and performed, using appropriate dance vocabulary.

VAPA: DANCE.6.2.2. Compare and demonstrate the difference between imitating movement and creating original material.

VAPA: DANCE.6.4.3. Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance.

VAPA: DANCE.6.4.4. Distinguish the differences between viewing live and recorded dance performances.

VAPA: DANCE.6.5.1. Describe how other arts disciplines are integrated into dance performances (e.g., music, lighting, set design).

CCSS: ELA-LITERACY.W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS: ELA-LITERACY.W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.6.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS: ELA-LITERACY.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.

CCSS: ELA-LITERACY.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

CCSS: ELA-LITERACY.L.6.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Grade 7 VAPA: DANCE.7.1.5. Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/ energy vocabulary.

VAPA: DANCE.7.4.3. Explain and analyze the impact of live or recorded music on dance performances. (Recorded music is consistent. Live music can be altered).

VAPA: DANCE.7.4.4. Explain how different venues influence the experience and impact of dancing (e.g., a studio setting, traditional stage, theater in the round.)

CCSS: ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis, of relevant content.

CCSS: ELA-LITERACY.W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.7.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.7.1. Engage in effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS: ELA-LITERACY.SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS: ELA-LITERACY.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.7.1. Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking.

CCSS: ELA-LITERACY.L.7.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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Standards Addressed

WHAT MOVES YOU FEAT. LIL BUCK STUDY GUIDE

Grade 8 VAPA: DANCE.8.1.5. Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/ energy vocabulary.

VAPA: DANCE.8.4.2. Explain the advantages and disadvantages of various technologies in the presentation of dance (e.g., video, film, computer, DVD, recorded music).

CCSS: ELA-LITERACY.W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS: ELA-LITERACY.W.8.2. Write informative/explanatory texts, including career development documents (e.g. simple business letters and job applications) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS: ELA-LITERACY.W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS: ELA-LITERACY.W.8.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

CCSS: ELA-LITERACY.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly).

CCSS: ELA-LITERACY.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and evaluate the motive (e.g., social, commercial, political) behind its presentation.

CCSS: ELA-LITERACY.SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS: ELA-LITERACY.L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS: ELA-LITERACY.L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS: ELA-LITERACY.L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

THEBROADSTAGE.COM/EDUCATION

15/16 SEASON

Standards Addressed

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EDUCATION AND COMMUNITY PROGRAMS STAFF Jane Deknatel, Executive Director Carolyn Palmer, Director of Programming and Education Alisa De Los Santos, Manager of Education and Community Programs Klarissa Leuterio, Education and Community Programs Coordinator Hugo Rios, Community Programs Assistant Jonathan Redding, Dramaturg CONSULTANTS Kai Collins, Curriculum Writer

THE BROAD STAGE 1310 11th Street Santa Monica, CA 90401 Box Office 310.434.3200 Fax 310.434.3439 info@thebroadstage.com thebroadstage.com

Education and Community Programs at The Broad Stage is supported in part by: Herb Alpert Foundation Bank of the West Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission Colburn Foundation The Rosalinde and Arthur Gilbert Foundation Leonard M. Lipman Charitable Fund Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission The Ralph M. Parsons Foundation SMC Associates David & Linda Shaheen Foundation Sidney Stern Memorial Trust Dwight Stuart Youth Fund Ziering Family Foundation, a Support Foundation of the Jewish Community Foundation of Los Angeles

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EDUCATION & COMMUNITY PROGRAMS Phone 310.434.3560 education@thebroadstage.com thebroadstage.com/education