New jersey performiNg arts ceNter

n a i - n i c h e n d a n c e c o m p a n yyear of the sheep

s c h o o lt i m ep e r f o r m a n c e s e r i e s

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Each year, the Nai-Ni Chen Dance Company presents a sensational program in celebration of the Chinese New Year. In 2015, the company will be celebrating the Year of the Sheep. The company is led by Nai-Ni Chen, a Taiwan-born, New Jersey–based choreographer whose work blends dynamic American modern dance with the grace and splendor of Asian art. Nai-Ni Chen Dance Company’s productions take the audience beyond cultural boundaries to a place where tradition meets innovation and freedom arises from discipline.

Ms. Chen’s mesmerizing and dramatic contemporary choreography has gained increasing recognition among domestic and international presenters and festivals. Recently, the company was honored by a distinctive grant award from both the President’s Committee on Arts and Humanities and the Department of State to represent the United States in a seven-city tour arranged by the Tamaulipas International Arts Festival in Mexico.

The Chinese New YearChinese year 4713 starts February 19, 2015. The Chinese New Year is celebrated around the world. The Chinese New Year is the longest celebration of the Chinese calendar. According to Chinese folklore, in ancient times Buddha asked every animal to meet on the Chinese New Year. Only 12 animals came so he named a year after each one and declared people born in that animal’s year would take on some of the characteristics of the animal. This year is the year of the sheep. People born in the year of the sheep are thought to be well-mannered, altruistic,

insecure, and irresponsible.

about the performance

2 Nai-Ni Chen Dance Company www.njpac.org/education

Nai-Ni Chen Dance Company www.njpac.org/education 3

Chinese traditions

The Chinese New Year is the biggest and most significant celebration in Chinese culture. It is celebrated all over the world. Here are ways you can celebrate the Chinese New Year wherever you are:

1 Sweep Away Bad Luck” People celebrate the Chinese New Year by cleaning their homes. People sweep away all of the bad luck of

the past to make room for good luck in the New Year.

2 Decorate with Red Red symbolizes good luck. Red lanterns featuring girls and boys symbolize the future. Red envelopes,

called Hong Bao, are filled with money and given to children to invite good fortune. Red decorative fire-crackers scare away evil spirits and misfortune.

3 Collect and Display Symbols of Good Luck Fake gold coins represent riches. Candy invites a sweet new year. Fish represent plenty. Gold ingots sym-

bolize money and wealth.

4 Attend a Chinese New Year Celebration Parades and performances celebrate the hope of good luck and fortune in the New Year. Most often the

traditional Lion Dance is performed to welcome good spirits and drive away bad luck. The Dragon dance also is believed to bring good luck. The longer the dragon, the more luck and wisdom it brings.

5 Eat for Good Luck, Wealth and Health Oranges represent luck. Eat tangerines, dumplings and rice cakes for wealth. Eat long noodles to live a

long, healthy life.

6 According to Chinese tradition, each year is represented by a certain animal, and legend holds that people born within a certain year possess similar qualities. Take a few minutes to find the animal year for you and your friends or relatives. Do the personality traits match?

ANIMAL TRAITS YEARS

Sheep/Goat

Well-mannered, altruistic, insecure, irresponsible

1931, 1943, 1955, 1967, 1979, 1991, 2003, 2015

Monkey Independent, enthusiastic, unscrupulous, childlike personality

1932, 1944, 1956, 1968, 1980. 1992, 2004, 2016

Rooster Resourceful, adventurous, short-sighted, impractical

1933, 1945, 1957, 1969, 1981, 1993, 2005, 2017

Dog Attentive, loyal, stubborn, guarded 1934, 1946, 1958, 1970, 1082, 1994, 2006, 2018

Pig/Boar Sincere, cultured, noncompetitive, gullible 1935, 1947, 1959, 1971, 1983, 1995, 2007, 2019

Rat Hardworking, thirty, quick-tempered, neurotic

1936, 1948, 1960, 1972, 1984, 1996, 2088, 2020

Ox Patient, self-sacrificing, jealous, rigid 1937, 1949, 1961, 1973, 1985, 1997, 2009, 2021

Tiger Lucky, courageous, vain, undisciplined 1938, 1950, 1962, 1974, 1986, 1998, 2010, 2022

Rabbit Ambitious, unflappable, aloof, private 1939, 1951, 1963, 1975, 1987, 1999, 2011, 2023

Dragon Intuitive, influential, demanding, judgmental 1940, 1952, 1964, 1976, 1988, 2000, 2012, 2024

Snake Calm, intelligent, lazy, possessive 1941, 1953, 1965, 1977, 1989, 2011, 2013, 2025

Horse Entertaining, powerful, selfish, rebellious 1942, 1954, 1966, 1978, 1990, 2002, 2014, 2026

The P.E.R.F.O.R.M. activities will enable students to get the most out of a SchoolTime performance.

PREPARE for the performance

Write an original “5 ways to celebrate the Chinese New Year” article.

Introduce students to the Chinese New Year through videos, slide shows and articles. Discuss the Chinese New Year using the question:

• What are 20 important facts to know about celebrating Chinese New Year? Why?

After the discussion, ask students to write an original article outlining 5 ways to celebrate the Chinese New Year. Invite students to share their articles with their classmates.

ExPERIENCE Nai-Ni Chen

Watch videos of the Nai-Ni Chen Dance Company in performance.

After viewing, ask students:

• How would you describe the Nai-Ni Chen Dance Company’s work?

After the discussion, ask students to write a descriptive paragraph about the Nai-Ni Chen Dance Company’s style. Encourage the use of movement words.

READ Read reviews of the Nai-Ni Chen Dance Company’s performances.

After reading three reviews of the Nai-Ni Chen Dance Company’s Chinese New Year performances, write a detailed prediction of what you expect to see in the performance in response to the following questions:

• What is unique about the Nai-Ni Chen Dance Company?

• What do you expect to see in Year of the Sheep?

Use quotes from the reviews you have read to support your predictions.

FOCUS on the performance

Write a review of the performance.

to the question: How does the Nai-Ni Chen Dance Company’s celebration of the Year of the Sheep reflect what you learned about Chinese New Year celebrations? How does the performance reflect what other reviewers had to say about the dance company? Use information from the performance, reviews and articles you have read to support your answer.

ORIGINATE Remix the video of Nai-Ni Chen Year of the Sheep.

Watch the three-minute Year of the Sheep 2015 video. Create a live “remix” of the video by adding or changing something about the dance. For example, you might want to add narration or fuse dance styles. The remix needs to reflect both the Nai-Ni Chen Dance Company’s unique style and the significance of the sheep.

REHEARSE Practice several times and receive feedback.

MAkE magic!

Film your dance performances to share with family and friends.

P.E.R.F.O.R.M.

4 Nai-Ni Chen Dance Company www.njpac.org/education

Create a dragon or lion to be used in your dance.

1 Look at images of lions and dragons used in traditional dances.

2 Pick colors for your lion or dragon that symbolize good luck and wealth..

3 Provide teams with materials to create the lion or dragon using a cardboard box for the head..

4 Students need to create a dragon’s head out of a cardboard box by cutting out eyes and attaching a long tongue using paper or material. Make sure the lion or dragon has texture and a pattern.

activity page

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6 Nai-Ni Chen Dance Company www.njpac.org/education

ENGLISH LANGUAGE ARTSGrade 4 SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Grade 5 SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Grade 6 SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantita-tively, orally) and explain how it contributes to a topic, text, or issue under study.

Grade 7 SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.2: Analyze the main ideas and supporting details presented in diverse media and for-mats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Grade 8 SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SOCIAL STUDIES

Grades 4 – 8 6.1.4.D.20: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

WORLD LANGUAGES

Proficiency Level: Novice–Mid

Interpretive Mode7.1.NM.A.2: Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3: Recognize a few common gestures and cultural practices associated with the target culture(s).Interpersonal Mode7.1.NM.B.2: Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.

Proficiency Level: Novice–High

Interpretive Mode7.1.NH.A.2: Demonstrate comprehension of a series of oral and written directions, com-mands, and requests through appropriate physical response.7.1.NH.A.3: Recognize some common gestures and cultural practices associated with target culture(s).Interpersonal Mode 7.1.NH.B.2: Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities.

VISUAL AND PERFORMING ARTS

Grades 4 – 8 1.1: The Creative Process1.2: History of the Arts and Culture1.3: Performance1.4: Aesthetic Responses & Critique Methodologies

NJ core curriculum content standards & common core standards

resources

Introduce the Chinese New Year 1. Slide show: Chinese New Year Around the World.

http://www.nbcnews.com/id/46060762

2. Video: History of Chinese New Year http://www.history.com/topics/chinese-new-year/videos

3. Video: Chinese New Year Dragon Dance http://www.topmarks.co.uk/chinesenewyear/dragondance.aspx

Stories Related to the Chinese New Year 1. The Legend of Nian

http://www.ebeijing.gov.cn/feature_2/Traditional_Fesitival/Spring_Festival/Legend_SP/t1020695.htm

2. Buddha and the 12 animals http://www.topmarks.co.uk/chinesenewyear/ZodiacStory4.aspx

Sources to learn more about the Chinese New Year 1. Chinese New Year Traditions and Symbols

http://www.history.com/topics/chinese-new-year-traditions-and-symbols

2. A Brief History of the Chinese Zodiac http://content.time.com/time/world/article/0,8599,1873900,00.html

3. Chinese New Year Festivities: The 15-Day Celebration of the Chinese New Year http://www.nationsonline.org/oneworld/Chinese_Customs/chinese-new-year-festivities.htm

Chinese Horoscopes http://kids.nationalgeographic.com/kids/stories/peopleplaces/chinese-horoscopes/

Description of the Nai-Ni Chen Dance Company http://www.nainichen.org/Company/Company.php

NAI-NI CHEN DANCE COMPANY VIDEOS

Demonstration Video https://www.youtube.com/watch?v=lxGaPU19FaA

Chinese New Year Celebration http://www.nainichen.org/TheArtofChineseDance/ChineseNewYear/index.php

Year of the Sheep http://www.youtube.com/watch?v=YVaH2_WMrAs

Dragons on the Wall Demo http://www.youtube.com/watch?v=FZ8jRD1do5I

Cross-Currenthttp://www.youtube.com/watch?v=3uL8p45dYpM

VOCABULARY1. Hong bao – Red enveloped with money enclosed given to children.

2. kumquot Tree – Small trees used to decorate homes for the Chinese New Year in the hopes that they will bring good fortune and wealth for the coming year.

3. Fu – A chinese symbol that means good luck.

4. Dragon Dance – A form of traditional dance in Chinese culture.

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why arts education?

For more information or to schedule an appointment, please call our education sales team at 973-353-7058 or email us at artseducation@njpac.org. Visit us at www.njpac.org/education.

New Jersey Performing Arts Center • One Center Street • Newark • NJ 07102

NJPAC Arts Education programs are made possible through the generosity of our endowment donors: The Arts Education Endowment Fund in honor of Raymond C. Chambers, Randi and Marc E. Berson, Joan and Allen Bildner, Toby and Leon Cooperman and Albert and katherine Merck

Generous annual support for NJPAC Arts Education Programs is provided by:The Star Ledger, McCrane Foundation, Inc., care of Margrit McCrane, Surdna Foundation, John and Suzanne Willian/Goldman Sachs Gives, MCJ Amelior Foundation, The Johnny Mercer Foundation, Joan and Allen Bildner, Jennifer A. Chalsty, Johnson & Johnson Family of Companies, Panasonic Corporation of America, and The Sagner Companies/The Sagner Family Foundation

New jersey performiNg arts ceNter

CHAMPIONS OF CHANGE: THE IMPACT OF THE ARTS ON LEARNING STUDY“The ultimate challenge for American education is to place all children on pathways toward success in school and in life. Through engagement with the arts, young people can better begin lifelong journeys of developing their capabilities and contributing to the world around them...The arts can play a vital role in learning how to learn, an essential ability for fostering achievement and growth throughout their lives. … Young people can be better prepared for the 21st century through quality learning experiences in and through the arts.” — Richard Riley, former Secretary of Education

An extensive study performed by Judith Burton, Robert Horowitz and Hal Abeles of the Center for Arts Education Research at Columbia University looked into the effects of arts education on cognitive development and overall academic success. The study revealed that students at high arts schools out-performed students at low arts schools in several key areas:

CREATIVE THINkING– Solutions: a greater number of ideas or approaches to solve problems.– Originality: more innovative approaches to solving problems.– Elaboration: mentally constructing more detail in formulating solutions.– Resistance to closure: tendency to keep an open mind, to avoid rushing to premature judgments or being satisfied too

quickly with a possible solution.

GENERAL COMPETENCIES – Expression: better able to express thoughts and ideas to teachers and peers and to do so in different ways.– Risk-taking: an increased willingness to try new things, use new materials and approaches, even at the risk of failing; more

willing to risk expressing novel ideas to peers and parents.– Cooperation: worked better with peers and with teachers.– Synthesis: better at unifying divergent thoughts, feelings and facts.

PERCEPTION OF SELF AS LEARNER– Higher self-concept in reading, math and general academics.– Teachers rated them as having more self-confidence.

njpac arts educationWilliam J. Marino and John R. Strangfeld, Co-Chairs, NJPAC Board of DirectorsJohn Schreiber, President & CEOAlison Scott-Williams, Vice President, Arts EducationKristina Watters, Administrative Assistant & Office ManagerJennifer Tsukayama, Senior Director of Arts EducationChristopher Phillips, Administrative Assistant & Office ManagerCaitlin Evans-Jones, Director, Partnerships & Professional DevelopmentEyesha Marable, Manager, Sales & PartnershipsRosa Hyde, Manager, Arts Education PerformancesMarcus George, Customer Care Coordinator

Rebecca Hinkle, Director of Arts EducationPatricia Sweeting, Coordinator, After School & Summer ProgramsMichele Wright, Director, Music Programs & New Initiatives Alexis Almeida, Program Coordinator, Music Programs & New Initiatives Jamie M. Mayer, Director, In-School Programs Erika Hicks, Program Manager, In-School Programs (Music)Rochelle Herring-Peniston, Curriculum ConsultantMichelle Vames, Editor of Teacher’s Resource GuidesLia Di Stefano, Graphic Designer

FOUNDAT ION

THE McCRANEFOUNDATION, INC.,

care of Margrit McCrane