Participants will learn how to use #GoOpenVA to locate arts-based lessons (many of which are also cross-curricular). All such lessons are openly-licensed so they can be adapted to your own students and purposes. Additionally, #GoOpenVA provides a community space for teachers to connect with each other in these challenging times, when everyone is learning how to approach teaching in new ways.

This workshop for all elementary educators will connect the VDOE Dance Arts Standards of Learning strands of Creative Process and Technique and Application as they relate to dance integration and dance-making. Teachers will learn tools for facilitating improvisation based on classroom content that guides students to generate movement possibilities and then make movement choices to set choreographic phrases. Clear, repeatable dance integration strategies for elementary educators will be highlighted. The workshop will include a template for students to reflect and respond to the work of their peers. Rooted in the Elements of Dance (body, action, space, time, and energy) the activities in this workshop are applicable to all dance styles. This session is for dance educators as well as general education teachers looking to begin or improve dance integration strategies.

This workshop for middle and high school educators will connect the VDOE Dance Arts Standard of Learning strands of Creative Process and Technique and Application as they relate to dance-making. Teachers will learn tools for facilitating improvisation based on various stimuli that guides students to generate movement possibilities and then make movement choices to set choreographic phrases. The workshop will include a template for students to reflect and respond to the work of their peers. Rooted in the Elements of Dance (body, action, space, time, and energy) the activities in this workshop are applicable to all dance styles.

Drawing on walls, banging on pots, dressing up, singing and dancing like everybody’s watching are ways we get ourselves out into the world. In this webinar, we’ll discuss creative thinking and joy in arts learning for students and teachers. We’ll laugh about best intentions, consider best practices in a new age, and celebrate transforming K-12 students into die-hard arts enthusiasts! Clayton Singleton is a Virginia artist, illustrator, author, and arts educator.

Lesson Demo: Kwame Shaka demonstrates one of his most popular lessons in this active/interactive workshop. We will explore the socio-historical roots and rhythmic movement of the Gumboot Dance, an art form created by forced laborers in the mines of South Africa in the 19th century.  Learn how tempo, rhythm, and pattern are used to create a percussive and socially impactful dance. Find the potential in using the power of collective movement to build community in your classroom.Talk Back: Hear Kwame Shaka speak about his 30+ year career as a performing artist and dance educator. Kwame Shaka will discuss his origins in dance, highlights of his career and challenges faced as a professional in showbusiness and education. Learn about his Triumph of Disruption pedagogy and its correlating progressions of success in the classroom. During the talk back, participants are encouraged to ask questions and to add comments to further discussion and bring forth new perspectives.

This resource demonstrates the 2020 Dance Arts Standards of Learning for elementary in a chart format that shows the progression of the standards from grades kindergarten through fifth.

This resource demonstrates the 2020 Dance Arts Standards of Learning for high school in a chart format that shows the progression of the standards from grades nine through twelve.

This resource demonstrates the 2020 Dance Arts Standards of Learning for middle school in a chart format that shows the progression of the standards from grades six through eight.

The attached infographic resource document descibes ways to engage English Learners in dance classrooms by making learning visible, supporting the language of visual arts, connecting learning to students' backgrounds and skills, using cooperative learning structures and strategies, and reducing cognitive load and allowing processing time.