Vision Charter School

Vision Charter School eagerly anticipates the arrival of “Artist in Residence” Norma Pintar. What better way to open a school which plans to celebrate the arts and teach the Spanish language, than to have Mrs. Pintar introduce students to the great cultural heritage of Mexican dance?

Mrs. Pintar, traditional Mexican dancer, will teach the Polka and Jalisco dances to 4th and 5th grade students. Students in other grades will create decorations and art pieces reflecting Hispanic culture. All students will study the art of Diego Rivera in our “Master of the Month” program.

We plan to culminate our week with Mrs. Pintar by celebrating Hispanic Culture with our “Fiesta de las Artes”. Families of Vision Charter School will enjoy a special evening exhibiting the Hispanic Culture.

“Fiesta de las Artes” will take place on Thursday, September 20 at 6:00 pm at Vision Charter School. We believe that Mrs. Pintar's residency and the accompanying school-wide projects will fulfill many of the goals we have in store for Vision Charter!

“. . . We will use language and music to enhance historical and cultural appreciation. We will also study local, state, regional, and national heritage and culture to promote greater understanding and appreciation of our nation and its diverse population.”
(From Vision Charter School’s Mission Statement)

We believe that Mrs. Pintar’s residency and the accompanying school-wide projects will fulfill many of the goals we have in store for Vision Charter!

Get to know Mrs. Pintar...

Describe a transformative process that has occurred in your own practice as an artist or in a past residency as a teaching artist.

In the dance field, it is very hard to find boys dancing in performances; especially in front of classmates or parents. At the beginning of one of my residencies, 35 6th graders, boys and girls, were very reluctant participants in the beginning. I knew I could handle it with patience and I was determined to give them confidence in their abilities to dance. The day of the assembly and public performance, they did great job! Nobody quit. It was challenging for me, but the transformation was incredible.

Another experience I had after one of my public solo performances was when a woman from Mexico approached me with tears in her eyes, saying that she was very excited because I reminded her of old memories with the music, dances and costumes I use in traditional Mexican dancing. She was so thankful to me and to the school for bringing these great opportunities. She appreciated the fact that in our schools our children are given the opportunity to admire different cultures outside the United Sates. I will never forget these moments.

When have you been able to recognize learning taking place?

In a residency it’s easy for me to see by the 3rd day that students understand what they are doing and learning - they are enjoying themselves and feel comfortable dancing. By this time they are familiar with the music, the number of steps, the movements, the name of the songs, the location on the map of Mexico where the dances and songs are from, and they are able to dance without my help!

What excites your imagination and in turn how does your work excite imagination for your audience?

The goal of preparing for the performance excites me. I visualize the students already dressed in their costumes, excited and ready to dance. The performance itself always moves me a lot - to see the hard work and effort of every student as well as parents collaborating with the costumes, and everyone contributing to the success of their children. When I also perform in the assembly, I do my best and enjoy my dances. I hope to transmit to the public my feelings of enjoyment; I always like to leave nice memories for the new generations.

What characteristics mark a successful collaboration for you?

When the staff of the school, the parents, and others involved in the residency trust my leadership and direction, when they allow me to direct my project and respect my decisions and opinions. Communication is the main key of a successful residency.

How do you foster creativity, both in your own work and as a teaching artist?

I take at least one dance workshop in Mexico every other year; I read, research and practice what I have learned. I almost never improvise or invent stories. I try to transmit accurate information and never break real traditional roots of the Mexican culture. The traditional aspect of my performance and my teaching is what drives me creatively; when I perform something that has been passed down for generations, it is as if I become one with all the others who have performed the same dance in the past.

Three key understandings in this discipline are:

1. Cultural understanding
2. General Communication
3. Performance

Outcomes of the three understandings are:

1. Students will learn the Mexican culture and incorporate to their Social Studies curriculums. I believe that through the expression of the arts from various cultures, barriers to understanding can be breached enhancing the understanding between people.
2. Students will understand Mexican dances with the information and support material (videotape, pictures, maps, and notes) provided in advance to their teachers.
3. Students will be able to gain self-confidence and express their feelings through the performance of the dances in front of classmates and parents

Three Idaho Humanities Content Standards that correlate with the core concepts identified above:

1. Standard 1: Historical and Cultural Contexts, Goal 1.1Discuss the historical and cultural contexts of dance.
   1. Examine the role of dance in holidays and traditional celebrations.
   2. Discuss common subjects, ideas, and themes in dances from different cultures.
   3. Explain how a dance from a culture or time reflects values of fits society.
2. Standard 2: Critical Thinking, Goal 2.1Conduct analysis in the visual arts.
   1. Observe a dance performance and explain how the dance conveyed feelings or ideas.
   2. Select and or make costumes that support the intent of a dance.
   3. Develop and use dance vocabulary to discuss a variety of dance forms and styles.
3. Standard 3: Performance, Goals 3.1-3.3Demonstrate skill essential to the visual arts. Communicate through the visual arts, applying artistic concepts, knowledge, and skills.
   1. Express ideas, moods, and feelings through dance.
   2. Create a round or cannon for a group of dancers to perform.
   3. Choreograph and perform short dance works of two different styles.

Vocabulary words that relate to music:

Folkloric dance, polkas, Jarabe, Zapateado (tap one’s feet), Counts of 8, 16, 24, and 32 steps, warm up, stretch, turn, tap, hill, tip toe, forward, backward, holding hands, behind, in front of partner, hands on waist, hands in the back, smile, shoulders back, chin up, look at the corner, bow.

List subject areas outside of the fine arts that relate to potential residency work – i.e. possible connections to the curriculum might include:

• History
• Geography
• Music
• Mathematics