Kennedy Center: Teaching Artists Present

Series

Kennedy Center: Teaching Artists Present

61 episodes

Working artists each teach one activity, filmed for the Kennedy Center and pitched at a class rather than an audience. The range is unusually wide: Deepa Mani introducing the positions and hand gestures of Bharatanatyam, Sarah Alden and Samuel Torres on Puerto Rican Bomba and its call and answer between dancer and drummer, Afro-Peruvian rhythm and movement, alphabet improv, pantomime, a five-senses journey to outer space, shadow puppets filmed like a movie, composing music out of everyday sounds and happy accidents. Six to sixteen minutes apiece. Clear a space, press play, and the artist runs the session.

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what this series covers

What Kennedy Center: Teaching Artists Present covers

61 episodes in the library, tagged for Pre-K–6th. Heaviest coverage: Theatre, Dance and Art. Between them they line up with 69 distinct standards across 4 frameworks.

Episodes per grade

Pre-K
5
K
20
1st
29
2nd
56
3rd
58
4th
52
5th
44
6th
4

Episodes per subject

Theatre
20
Dance
17
Art
16
Music
13
Reading & Writing (ELA)
7
Brain Breaks
5
Social-Emotional Learning
2
Media Arts
1
Physical Education
1

Common Core — ELA 7

  • W.4.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • W.3.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • SL.2.4Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details.
  • SL.4.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details.
  • W.3.3Write narratives to develop real or imagined experiences or events using descriptive details and clear event sequences.
+ 1 more
  • W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

National Core Arts 58

  • DA:Cn11.1.4aSelect and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.
  • DA:Pr5.1.4aDemonstrate fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness) and movement qualities when replicating and recalling patterns and sequences of locomotor and non-locomotor movements.
  • DA:Pr4.1.4bAccompany other dancers using a variety of percussive instruments and sounds. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.
  • MU:Pr4.2.3bWhen analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
  • TH:Cr1.1.3bImagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work.
  • VA:Cr2.1.3Create personally satisfying artwork using a variety of artistic processes and materials.
+ 52 more
  • MU:Cr1.1.3aImprovise rhythmic and melodic ideas, and describe connection to specific purpose and context.
  • MU:Cr1.1.4aImprovise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
  • VA:Cr1.2.3Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
  • VA:Cr2.1.2Experiment with various materials and tools to explore personal interests in a work of art or design.
  • VA:Cr2.1.4Explore and invent art-making techniques and approaches.
  • VA:Re7.2.3Determine messages communicated by an image.
  • DA:Cn11.1.3aFind a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community.
  • DA:Cr1.1.3aExperiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.
  • DA:Pr4.1.3cChange use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.
  • MU:Cn11.0.3aDemonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU:Cr2.1.3bUse standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.
  • MU:Pr4.3.3aDemonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
  • TH:Cr1.1.2aPropose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.3aCreate roles, imagined worlds, and improvised stories in a drama/theatre work.
  • TH:Cr1.1.KaWith prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.1bUse body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.2aInterpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.3bInvestigate how movement and voice are incorporated into drama/theatre work.
  • TH:Pr4.1.4bMake physical choices to develop a character in a drama/theatre work.
  • VA:Cr1.1.2Brainstorm collaboratively multiple approaches to an art or design problem.
  • VA:Cr1.2.2Make art or design with various materials and tools to explore personal interests, questions, and curiosity.
  • VA:Cr2.3.2Repurpose objects to make something new.
  • DA:Cr1.1.1aExplore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.
  • DA:Cr1.1.2aExplore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.
  • DA:Cr1.1.KaRespond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).
  • DA:Pr5.1.2aDemonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways.
  • DA:Pr5.1.3aReplicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support.
  • DA:Pr5.1.5aRecall and execute a series of dance phrases using fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).
  • MA:Cr2.1.3Form, share, and test ideas, plans, and models to prepare for media arts productions.
  • MU:Cn11.0.4aDemonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU:Cr1.1.2aImprovise rhythmic and melodic patterns and musical ideas for a specific purpose.
  • MU:Pr4.2.1bWhen analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
  • MU:Pr4.2.2bWhen analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
  • MU:Pr4.3.2aDemonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
  • TH:Cn10.1.3aUse personal experiences and knowledge to make connections to community and culture in a drama/theatre work.
  • TH:Cn11.2.2bCollaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.2.4aInvestigate cross-cultural approaches to storytelling in drama/theatre work.
  • TH:Cr1.1.1aPropose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.4aArticulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.
  • TH:Cr1.1.5aIdentify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work.
  • TH:Cr2.1.3aParticipate in methods of investigation to devise original ideas for a drama/theatre work.
  • TH:Cr2.1.4aCollaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.
  • TH:Pr4.1.2bAlter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.5aDescribe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.
  • TH:Pr5.1.2aDemonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr5.1.3aParticipate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/theatre work.
  • TH:Pr5.1.3bIdentify the basic technical elements that can be used in drama/theatre work.
  • TH:Pr6.1.4aShare small-group drama/theatre work, with peers as audience.
  • VA:Cn10.1.4Create works of art that reflect community cultural traditions.
  • VA:Cr1.1.4Brainstorm multiple approaches to a creative art or design problem.
  • VA:Re7.1.3Speculate about processes an artist uses to create a work of art.
  • VA:Re8.1.3Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.

CASEL (Social-Emotional) 2

  • CASEL.SA.1Name your own feelings and notice how they change during the day.
  • CASEL.SM.1Manage strong emotions and impulses instead of acting on them right away.

SHAPE America (PE) 2

  • 1.2.15Demonstrates locomotor, non-locomotor, and manipulative movements based on a variety of dance forms.
  • 1.5.5Combines locomotor, non- locomotor, and manipulative movements based on a variety of dance forms.

Every episode is vetted and tagged before it goes in. Pick your state in the filters above to see your own state’s codes alongside these.

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