Series

New Victory Arts Break

16 episodes

New Victory Arts Break is the free, follow-along activity series from the New Victory Theater, New York's nonprofit performing-arts venue for kids and families. In each short video a New Victory Teaching Artist guides children through one performing-arts skill: devising a character, giving a puppet a voice, clowning, remixing ballet, house and African dance, stepping, song sampling, and call-and-response. Aimed at roughly ages four to ten, it is a rare classroom-ready source for theatre and dance, two of the arts children get the fewest videos in. Reach for it when you want students up and creating, not just watching. Every lesson streams free and is vetted for classroom use.

what this series covers

What New Victory Arts Break covers

16 episodes in the library, tagged for K–6th. Heaviest coverage: Dance, Theatre and Music. Between them they line up with 29 distinct standards across 1 framework.

Episodes per grade

K: 4
1st: 7
2nd: 11
3rd: 16
4th: 12
5th: 10
6th: 5

Episodes per subject

Dance: 7
Theatre: 7
Music: 2

National Core Arts 29

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.
TH:Cr1.1.4aArticulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.
TH:Pr4.1.3bInvestigate how movement and voice are incorporated into drama/theatre work.
DA:Cn10.1.2aDescribe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning.
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: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.

+ 23 more

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:Cr2.1.2aImprovise a dance phrase with a beginning, a middle that has a main idea, and a clear end.
DA:Cr2.1.2bChoose movements that express a main idea or emotion, or follow a musical phrase. Explain reasons for movement choices.
DA:Cr2.1.3aIdentify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development).
DA:Cr2.1.3bDevelop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.
DA:Cr2.1.4aManipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.
DA:Cr3.1.4aRevise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain choices made in the process.
DA:Pr5.1.3aReplicate body shapes, movement characteristics, and movement patterns in a dance sequence with awareness of body alignment and core support.
DA:Pr5.1.4aDemonstrate 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.
MU:Cr1.1.2aImprovise rhythmic and melodic patterns and musical ideas for a specific purpose.
MU:Cr1.1.4aImprovise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
MU:Cr2.1.4aDemonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
MU:Pr6.1.2aPerform music for a specific purpose with expression and technical accuracy.
TH:Cn11.2.3aExplore how stories are adapted from literature to drama/theatre work.
TH:Cn11.2.5aAnalyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.
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:Cr1.1.2cIdentify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).
TH:Cr1.1.3aCreate roles, imagined worlds, and improvised stories in a drama/theatre work.
TH:Cr3.1.2bUse and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
TH:Cr3.1.3bParticipate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.
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:Pr4.1.4bMake physical choices to develop a character in a drama/theatre work.
TH:Pr6.1.2aContribute to group guided drama experiences (e.g., process drama, story drama, creative drama) and informally share with peers.