Stories about Navajo Four Seasons, Native American Cradleboards, Pia Toya Story, Parent Committee Special Projects, and Powwow Dancing.

According to Goshute and Ute tradition, Coyote tales should only be told during the winter time. The tribes ask that the teacher use this lesson and story in the winter months. This lesson utilizes the Confederated Tribes of the Goshute (CTGR) tale, “Coyote Loses His Eyes” and the Ute Indian Tribe of the Uintah and Ouray Reservation (UIT) tale, “The Eye Juggler Coyote” to enhance comprehension skills and provide an introduction to comparing and contrasting plot, characters, theme and setting. The students will also be introduced to similarities and differences between the two tribes. Lastly, students will write a response summarizing using compare and contrast key words.Native peoples tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons taught help children to avoid making the same mistakes as Coyote and suffering the consequences in their own lives. 

Coyote tales are part of the Paiute oral tradition used to teach proper behavior and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. This lesson the Paiute tale, Coyote and Duck to enhance comprehension and prediction skills of students. It also helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Paiute Indian Tribe of Utah (PITU) and its location in Utah. The lesson includes a discussion about Native American regalia and explicitly addresses stereotypes. 

This lesson utilizes the experience-text-relationship method to enhance comprehension of the story "Coyote and the Rolling Stone," a traditional Goshute tale. It includes an experience-eliciting discussion/activity, a discussion about the students' reading of the story, and a discussion relating students' experiences to the content of the story. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. These stories come with glossaries of traditional language vocabulary and teaching points. The Kennedy Center's ArtsEdge "Elements of Dance" lesson plan (http://bit.ly/2Em9JZN) for teaching dance elements can be tied in with "Coyote and the Rolling Stone" by incorporating the action words used in the story for choreographing a dance movement experience as a class.Lesson Plan Author: LeeAnn Parker

Join Ririe Woodbury Dance Company and the Utah Museum of Fine Arts as we dance, doodle, and discover the dynamic world of contemporary art and dance! Creative Leaps guides K-6 students on a diverse journey to react and respond to amazing works of performing and visual art. Through an exploration of storytelling, elements, and the similarities and differences between art forms, students will be empowered to creatively and actively express their own ideas and feelings about the world around them and learn that sources of inspiration can be found everywhere.

This resource link will direct you to the form to access the video. Once you complete the form, you will have access to the full video.

LEARNING OUTCOMES:
STUDENTS WILL...
• Explore the basic elements of expression that contemporary visual and performing art are built on
• Discover similarities and differences of contemporary dance and visual art
• Learn that contemporary art is a way to actively express and respond to ideas, feelings, and topics that are present in our world today and represents diverse voices and backgrounds
• Be creative and use art to express themselves through various activities
• Understand that artists find inspiration through many different forms (for example - other works of art, human body and movement, the place or the environment the artist is in, or what is going on in the world)
• Observe and learn about contemporary artists as well as many forms of contemporary art in our own community and other communities (dance, sculpture, stop-motion film, painting, mural, representative work, and abstract work)

Children will listen to music and move their bodies to express the feelings of the music piece(s) presented. 

This is a lesson plan based around teaching students the Brain Dance in an aschronized format.

FLORA MEETS A BEE by Morag Shepherd is a humorous and heartwarming tale of foster care, the importance of the hive and the power of friendship, created specifically for grades K-3. FLORA MEETS A BEE by Morag Shepherd is the story of eight-year-old Flora, who has lived in six foster homes since the age of five. One day Flora meets Bee and their budding friendship changes everything. Bee understands Flora no matter what language she speaks or how much she avoids sharing her true feelings. Flora sees the kindness just below the surface of Bee’s rough, worker-bee exterior that most people may not take the time to see.
The study guide includes activities that will help K-3 students meet core standards in reading, writing, science, social studies, and human development.

FLORA MEETS A BEE received its world premiere as Plan-B Theatre's 2019/20 Free Elementary School Tour, serving 15,000 K-3 students across Utah. Funded in part by the National Endowment for the Arts and the Utah State Legislature via the POPS (Professional Outreach Programs in the Schools) Program.

This is the study guide that goes with the program "Flora Meets a Bee" which is also available in eMedia here: https://emedia.uen.org/courses/flora-meets-a-bee. 

Children will listen to music and stop their bodies from moving when the music pauses.  This allows students to explore movement through dance and also helps build self-control as they start and stop activities.  

  This resource is for teachers to aid students through the expeditionary and inquiry-based learning process of Genius Hour. Genius Hour is a passion project students can participate in using 20% of class time every week (about 1 hour). They will learn how to ask good questions around a topic they're interested in, conduct research, and ultimately produce and present evidence from their findings.Time frame: 1 hour per week every term (About 10 hours)Format: asynchronous, virtual, or in class with groups

The folk art of -- Ballet Folklorico de las Americas -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Ballet Folklorico de las Americas, 1987 -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Ballet Folklorico's Norteno dance -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Chilean dancers at Living Traditions -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Club Union Peru dancers -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Dancers in Veracruz costume -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Aztec liturgical dancers -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Hispanic folk and ethnic arts in Utah -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.

The folk art of -- Yvonne Miera Lindsay sewing a costume -- is showcased. Contributed by the Utah Arts Council Folk Art Program from their HISPANIC CULTURE IN UTAH archives and the book HECHO IN UTAH, singers, dancers, musicians, boat builders, wood carvers, and ceramists are included in photos, biographies, and audio clips.