The Legend of the Dragon
Study Guide
Table of Contents
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Background Information on Full Radius Dance
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Lesson Plan 1: Adaptable for Grades K-2 – Animals as Symbols
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Lesson Plan 2: Adaptable for Grades K-2 - Our Similarities and Differences
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Lesson Plan 3: Adaptable for Grades 3-5 – Dragons!
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Lesson Plan 4: Adaptable for Grades 3-5 - Famous People With Disabilities
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Lesson Plan 5: Adaptable for Grades K-5 - Matisse-Inspired Collage Dancers
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Georgia Core Curriculum Standards
This study guide is designed to enhance your students’ experience of Full Radius Dance's performance of The Legend of the Dragon.
Our performance can be a springboard for a variety of educational activities.
You'll find just a few examples within this guide.
Background Information
Based in Atlanta, Full Radius Dance is recognized as one of the top physically integrated modern dance companies in the nation. Comprised of professional dancers with and without physical disabilities, the company strongly illustrates the organization’s belief that inclusion in the performing arts, and in particular, dance, is capable of creating power, passion and innovation.
Founded in 1990 by artistic/executive director Douglas Scott, the company began as a ‘traditional’ dance company – all members were professional dancers without disabilities. In 1993, Douglas began teaching dance classes for persons with physical disabilities. He was intrigued by the challenge of creating a modern dance technique that would be inclusive and challenging for all physical abilities; one firmly arts-based and not designed to be “therapeutic”. By 1995, Douglas was incorporating dancers with and without disabilities into the work of Full Radius Dance.
Full Radius Dance maintains a busy performance schedule in Atlanta, as well as regionally, nationally, and internationally. Locally, the company presents an annual repertory concert each January, as well as producing the annual Modern Atlanta Dance (MAD) Festival. Touring highlights include the 2006 national tour of “Dance Synergy: Celebrating 25 Years of Integrated Dance in America” and performances in Bologna, Carpi, and Modena, Italy in conjunction with the 2009 International Festival of Human Capabilities.
The company also has a deep commitment to education and outreach and brings a unique artistic experience to schools, senior citizen centers and disability groups on a regular basis.
Visit Full Radius Dance at www.fullradiusdance.org.
Recommended Websites
Full Radius Dance: www.fullradiusdance.org
Integrated dance: http://www.ncpad.org/919/5041/Physically~Integrated~Dance~and~Full~Radius~Dance~Company
http://www.nea.gov/resources/accessibility/rlists/DanceResource.html
Modern dance: www.pitt.edu/~gillis/dance/disp.html
Program Synopsis
In ancient China, the different tribes lived under the protection of benevolent spirits that took the form of animals--fish, ox, bird, horse, and snake. But the tribes grew envious of each other and began to fight amongst themselves in the names of their spirits. Their children decided to declare a war on war by creating a creature that combined the best of all the spirits and would protect all the people. To this day, the dragon is a respected and beloved symbol. Through dance, The Legend of the Dragon provides students with a timely message of cooperation and empowerment.
Program Vocabulary
Agile
Graceful
Hardworking
Honorable
Independent
Jealous
Loyal
Patient
Protected/Protector
Symbols
Lesson Plan 1
Grade Level K-2
Animals as Symbols
General Description: Students are introduced to the concept that animals are often used as symbols.
Materials needed:
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Pictures of two or three, non-animal, common symbols (suggestions found below)
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Pictures of animals collected from books or magazines
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Paper, pencil, or art supplies
Learning Outcomes:
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Students will understand that symbols have meanings.
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Students will demonstrate their understanding of the concept of symbols.
If lesson plan is done after the Full Radius Dance performance of The Legend of the Dragon, ask students to identify the animal symbols of the five tribes (Fish, Bird, Horse, Snake and Ox) and a characteristic of each.
Teaching/Learning Process:
Step One: Show the students several common symbols, such as a heart, Christmas tree or pedestrian crossing figure. Ask them what thing or idea each of these represent. (Heart=Love, Christmas tree=Christmas, Pedestrian figure=Safe to Walk). Explain that a symbol is an object that represents an idea - a thing that represents or stands for something else.
Tell the students that they will be learning how animals can be used as symbols. An example could be the use of an animal as a mascot – either for your school or a professional athletic team.
Step Two: Show them the pictures of the animals you collect from books or magazines, and have them identify each animal.
Step Three: Ask the students about a school or professional athletic team mascot; for example, the Atlanta Falcons. Why do you think they chose the name Falcons rather than Ducks? What are the characteristics of a falcon?
Review the pictures and ask the students what comes to mind when they see each animal. For instance, a puppy might be playful, an owl wise, and a flamingo graceful.
Step Four: Share with the students common similes associated with animals such as “busy as a bee” or “sly as a fox”. Ask the students to think of other animals that are connected to descriptive phrases. Resource: http://mmdelrosario.hubpages.com/hub/animal-similes
Step Five: Tying back into the discussion of the mascot (i.e. Atlanta Falcons), tell the students that animals are often used as symbols for particular human traits. Share with the students that a bear can represent strength or toughness, so could be a symbol for power. A picture of an owl can represent wisdom, so it is a symbol of wisdom. Go back to the original animal pictures and have individual students name a trait with which it is often associated.
Step Six: Ask the students what animal they would choose as their symbol and why. Have them draw their animal symbol and, as appropriate for grade level, write or tell about the characteristics of the animal.
Additional Learning: Ask students to write the letters of their first names in a column from the top to the bottom of a sheet of paper. Have them write an adjective or descriptive phrase after the first letter of their name or after each letter of their name.
Loves to draw
Athletic
Red hair
A good friend
Assessment:
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Student responds (verbally, drawn and/or written) to the concept of symbolism.
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Student completes assignment on time.
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Student demonstrates new understanding of symbolism.
Lesson Plan 2
Grade Level K-2
Our Similarities and Differences
Adapted by Douglas Scott from a lesson plan by Dr. Brian F. Geiger
General Description: Students will classify common objects, discover their similarities and differences, and utilize the same method to classify the characteristics of humans of different races, cultures, abilities, etc.
Materials needed:
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3-4 groups of commonly found natural and man-made objects of assorted colors and sizes, such as stones, marbles, glasses, etc.
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Illustrations or photographs of people
Learning Outcomes:
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The student will learn to associate organisms with their characteristics.
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The student will use observations to classify organisms.
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The student will select one personal action to prevent racism.
Teaching/Learning Process:
Prior to the class session, place objects by group on classroom tables.
Step One: Open the lesson by telling students that they will examine objects to determine their characteristics. Characteristics include traits like shape, color, size, and texture. We often group objects together when they share similar characteristics; for instance, all marbles are round and made of glass, regardless of their color. Scientists group objects to classify and study them.
Ask students to identify the similarities and differences of objects within each group. For example, when considering insects there are many similarities: insects live outdoors; insects lay eggs; all insects have a head, thorax, abdomen; insects have six legs. Insect differences: some insects crawl, while others fly; different types of insects live in different environments; insects differ by color, size, and shape; some insects have stingers, others do not.
Step Two: After classifying the other objects according to similarities and differences, consider the group of photos, dolls, or other illustrations of humans. Ask students to identify the characteristics shared by all people. Ask the students to identify differences between groups of people: hair, skin, and eye color; language; food preferences; clothing; housing.
Step Three: Discuss the importance of treating all people as equals, i.e., no one is more or less important than any other person. Prejudice and/or Racism are when some people treat others differently based on characteristics like ability, skin color, age, or country of residence. We can prevent prejudice and racism by treating all people as we would like to be treated by others. What is one thing you can do to act kindly toward people who appear to be different from you?
Step Four: As a group, review students' suggestions.
Assessment:
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Student actively participates in sorting assignment.
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Student expresses ideas clearly.
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Student selects on thing she/he can do to act kindly.
Resources:
Harcourt Brace Educational Measurement. 1995. Compendium Supplement, Primary 3 - TASK 3, Stanford Achievement Test, 9th Edition
Lesson Plan 3
Grade Level 3-5
Dragons!
General Description: Students compare and contrast the characteristics of traditional western dragons and Chinese dragons.
Materials needed:
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Chart paper and markers
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Paper and pencil
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Blank, or student created, Venn diagrams
Learning Outcomes:
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Students will learn about the nature of a given culture.
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Students will draw conclusions, compare and contrast and make generalizations.
Please adjust the learning process as necessary, whether presented pre or post Full Radius Dance performance.
Teaching/Learning Process:
Step One: Ask the students to share and/or research stories that have dragons in them (Harry Potter, St. George and the Dragon, etc.)
Step Two: Chart the characteristics of the dragons the students described. These might be eating people, breathing fire, body type, etc. If students discover any stories featuring Chinese or Eastern Dragons, note these characteristics as well.
Step Three: Have the student research and expand upon the characteristics of Chinese dragons. One possible resource is http://en.wikipedia.org/wiki/Chinese_dragon. Characteristics include wisdom, strength and goodness.
Step Four: Instruct students to complete a rough draft of a Venn diagram listing the characteristics of the Western Dragon and the Chinese Dragon. If needed, provide an example of the activity, such as the one provided below:
Marissa and Matthew are twins, but she has dark hair and he's a blond. Everyone in
their family has brown eyes. Matthew plays drums and Marissa plays guitar in the school band. They both sing and want to start a rock group.
Step Five: Have students revise, edit and then make a final copy of their dragon Venn diagram.
Additional Learning: Encourage students to decorate their diagram with Chinese style drawing.
Assessment:
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Student makes comparisons between at least 2 resources.
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Student completes assignment on time.
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Student documents resources.
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Student presents a perspective gained from his/her research documentation.
Lesson Plan 4
Grade Level 3-5
Famous People With Disabilities
General Description: Students will learn of the accomplishments of persons with disabilities and how prevalent persons with disabilities are in our culture.
Materials needed:
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Blackboard and chalk or whiteboard and markers
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Pencils and notebook paper
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Computers with Internet Access or Reference Materials
Learning Outcomes:
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The student will understand the term “disability”.
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The students gain knowledge into the lives and accomplishments of persons with disabilities.
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The student will gain appreciation for diversity.
If possible, begin this lesson plan immediately prior to the Full Radius Dance performance and continue post-performance.
Teaching/Learning Process:
Step One: Prior to Full Radius Dance's performance, ask students what 'disability' means. Record their comments on the blackboard/whiteboard. Next, have the students list characteristics that they associate with people with disabilities. Record their comments.
Step Two: After attending Full Radius Dance's performance, ask students to review the comments recorded on the blackboard. Do they think all the statements are accurate? Why or why not?
Explain to students that the Americans with Disability Act defines an individual with a disability, a person who: a) has a physical or mental impairment that substantially limits one or more major life activities; b) has a record of such an impairment; or c) is regarded as having such an impairment.
With that definition in mind, have the students list all the famous people that they know who have a disability. Have students conduct research to lengthen the list.
Step Three: Assign each student one person from the list, and have him or her present a short oral or written report noting the person's disability, but focusing on their accomplishments.
Assessment:
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Student completes assignment on time.
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Student documents resources.
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Student identifies at least one positive character trait exhibited by the subject of their report.
Resources:
Disability Social History Project --http://www.disabilityhistory.org/people.html
Disability Resources --
http://www.disabilityresources.org/FAMOUS.html
Lesson Plan 5
Grade Level K-5
Matisse-inspired Collage Dancers
Background: Henri Matisse is regarded as one of the most important French painters of the 20th century. His work featured extraordinarily bold colors. Matisse was born on December 31, 1869 and died on November 3, 1954. After developing cancer in 1941, he began using a wheelchair. As his health failed, Matisse turned to making collages. Matisse arranged boldly colored paper cutouts into striking compositions, and added text in his own handwriting to produce a book that has been referred to as "the visual counterpart of jazz music". These collages rank among his most important works. General Description: Students will create an abstract collage in the style of Matisse.
Materials needed:
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Black poster board for background, 12”x18”, 1 per student
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Brightly colored construction paper, 9”x12”, 4-5 per student
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Scissors, 1 per student
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Clear glue, 1 bottle per 4 students
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Pencils, 1 per student
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Posters/slides/pictures of Matisse’s collage work
Learning Outcomes:
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The student will understand abstract shapes and how shape can demonstrate form.
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The student will recognize the paper cut out work of Henri Matisse.
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The student will gain knowledge into the life and art of Henri Matisse.
Teaching/Learning Process:
Step One: Show the class a few slides/posters/pictures on the works of Matisse and share some of his background history.
Step Two: Discuss how the artist used very basic shapes to bring to life the expression of movement. Using the scissors and papers, demonstrate
what exactly is to be done. Show how shape can demonstrate form. You may wish to do this a variety of times.
Step Three: Have the students cut out, or tear, a number of small shapes from their construction paper. Have students take turns posing in front of the class and making different shapes with their bodies. Have the other members of the class, using their small shapes; create quick portraits of the student posing.
Once you are confident every student is on the right track, let the students create their own shapes, and make their own design without the benefit of a fellow student model. Have them practice arranging them on a full sheet background to fashion a body in motion. Rearrange the pieces until satisfied, then glue into place.
Step Four: Display the students' movement collages in classroom or hallway and/or share with Full Radius Dance!
Assessment:
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Student actively engages in the creative process.
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Student creates a movement collage in the time allotted.
Resources:
Books:
Devonshire, H. (1988). Collage. New York: Franklin Watts, Inc.
Munthe, N. (1983). Meet Matisse. Boston: Little, Brown & Company
Robins, J. & Steele, P. (1993). Step-By-Step Collage. New York: Grisewood & Dempsey Inc.
Internet:
Henri Matisse: www.henri-matisse.net
Barewalls Art Prints and Posters Online: www.barewalls.com
Georgia Common Core Standards
Kindergarten
Lesson Plan 1: Animals as Symbols
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ELACCKW2 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
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ELACCKSL6 Presentation of Knowledge and Ideas: Speak audibly and express thoughts, feelings, and ideas clearly.
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SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.
Lesson Plan 2: Our Similarities & Differences
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SKCS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Begin to draw pictures that portray features of the thing being described.
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SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.
a. Recognize the difference between living organisms and nonliving materials.
b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)
c. Group plants according to their observable features such as appearance, size, etc.
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SKL2. Students will compare the similarities and differences in groups of organisms.
a. Explain the similarities and differences in animals. (color, size, appearance, etc.)
b. Explain the similarities and differences in plants. (color, size, appearance, etc.)
c. Recognize the similarities and differences between a parent and a baby.
d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.)
e. Recognize that you are similar and different from other students. (senses, appearances)
Lesson Plan 5: Matisse-Inspired Collage Dancer
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VAKMC.1 Engages in the creative process to generate and visualize ideas.
a. Participates in group brainstorming activity to generate ideas.
b. Verbally expresses individual ideas, thoughts, and feelings.
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VAKC.1 Applies information from other disciplines to enhance the understanding and
production of artworks.
a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired
by ideas from literature, science, music, and/or math.
b. Creates works of art inspired by universal themes (e.g., self, family, community, world).
Grade 1
Lesson Plan 1: Animals as Symbols
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ELACC1RI7 Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas.
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ELACC1W1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
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ELACC1SL5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Lesson Plan 2: Our Similarities and Differences
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S1CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color,
and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing
being described.
c. Use simple pictographs and bar graphs to communicate data.
Lesson Plan 5: Matisse-Inspired Collage Dancers
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VA1PR.1 Creates artworks based on personal experience and selected themes.
a. Creates artworks to express individual ideas, thoughts, and feelings from memory,
imagination, and observation.
b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape,
space, form, texture).
c. Creates art works that attempt to fill the space of art composition.
d. Makes choices in developing art compositions.
e. Combines materials in new and inventive ways to make a finished work of art.
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VA1C.1 Applies information from other disciplines to enhance the understanding and production of artworks.
a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired
by ideas from literature, science, music, and/or math.
b. Creates works of art inspired by universal themes (e.g., self, family, community,
world).
Second Grade
Lesson Plan 1: Animals as Symbols
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ELACC2RI7 Integration of Knowledge and Ideas: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
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ELACC2W1 Text Types and Purposes: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
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ELACC2W2 Text Types and Purposes: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Lesson Plan 2: Our Similarities and Differences
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S2CS5. Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
Lesson Plan 5: Matisse-Inspired Collage Dancers
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VA2MC.1 Engages in the creative process to generate and visualize ideas.
a. Generates visual images in response to open-ended prompts, themes, and
narratives.
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VA2MC.2 Formulates personal responses.
a. Produces multiple interpretations for an object or image.
b. Revises artwork in response to unanticipated insights and discoveries.
Third Grade
Lesson Plan 3: Dragons!
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ELACC3RL2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
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ELACC3RL9 Integration of Knowledge and Ideas: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
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ELACC3W7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic.
Lesson Plan 4: Famous People with Disabilities
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SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
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SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Lesson Plan 5: Matisse-Inspired Collage Dancers
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VA3MC.2 Formulates personal responses to visual imagery.
a. Uses a sketchbook for planning and self-reflection.
b. Responds to big ideas, universal themes, and symbolic images to produce images with
richer and more personal meaning.
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VA3PR.3 Creates artworks based on personal experience and selected themes.
a. Creates artworks to express individual ideas, thoughts, and feelings from memory,
imagination, and observation.
b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture).
c. Creates art emphasizing one or more principles of design (balance, proportion,
rhythm, emphasis, unity, contrast).
d. Combines materials in new and inventive ways to make a finished work of art.
Fourth Grade
Lesson Plan 3: Dragons!
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ELACC4RL9 Integration of Knowledge and Ideas: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
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ELACC4RI7 Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
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ELACC4RI9 Integration of Knowledge and Ideas: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Lesson Plan 4: Famous People with Disabilities
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SS4CG5 The student will name positive character traits of key historical figures and government leaders (honesty, patriotism, courage, trustworthiness).
Lesson Plan 5: Matisse-Inspired Collage Dancers
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VA4MC.2 Formulates personal responses to visual imagery.
a. Uses a sketchbook for planning and self-reflection.
b. Responds to big ideas, universal themes, and symbolic images to produce images
with richer, more personal meaning.
c. Self-monitors by asking questions before, during, and after art production to reflect upon and guide the artistic process.
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VA4MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning.
a. Generates different viewpoints for making and interpreting a visual image.
b. Develops visual images by combining or modifying open-ended themes/topics in
unique and innovative ways.
c. Observes how the visual relationship of objects and ideas (juxtaposition) affects
contrast and/or proportion and how placement may affect meaning and/or
significance.
Fifth Grade
Lesson Plan 3: Dragons!
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ELACC5RL1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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ELACC5RL9 Integration of Knowledge and Ideas: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
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ELACC5RI1 Key Ideas and Details: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Lesson Plan 4: Famous People with Disabilities
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ELACC5RI3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
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ELACC5RI9 Integration of Knowledge and Ideas: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Lesson Plan 5: Matisse-Inspired Collage Dancers
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VA5MC.1 Engages in the creative process to generate and visualize ideas.
a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying,
reducing, repeating or combining them in a variety of ways) to change how they are
perceived and interpreted.
b. Formulates visual ideas by using a variety of resources (e.g., books, magazines,
Internet).
c. Develops fluency, flexibility, and elaboration of ideas in the development of a work of art.
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VA5MC.2 Formulates personal responses to visual imagery.
a. Uses a sketchbook for planning and self-reflection.
b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning.
c. Applies images from a variety of sources (e.g., personal experience, social and/or
academic interests, books, visual resources, popular culture) and transforms them in
free and open-ended ways.
d. Explores and invents artistic conventions (styles, techniques) to connect and express visual ideas.
FULL RADIUS DANCE
PO Box 54453
Atlanta, GA 30308
Douglas Scott, Artistic/Executive Director
404-724-9663 – voice and fax
FullRadiusDance@aol.com
www.fullradiusdance.org
Permission to reproduce this packet may be obtained by
contacting Full Radius Dance. © 2012
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