Kirk Sprinkles Pfeiffer
Artistic & Program Director
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ECM Experience: An original arts program designed to introduce dance education through a historical lens. Dance forms taught with cultural and historical lessons that explain the origin of each specific genre. This fully interactive curriculum teaches, entertains, and engages young minds by their becoming a part of the lesson. (Visit link for additional information)
“Mr. Sprinkles has been such a wonderful asset for the Town of Mount Pleasant Senior Center…..All his evaluations came in perfectly. Kirk is a very special teacher with an energetic attitude. His classes keep growing and growing which is a great sign of the dedication he has for his students.” Chuck DeLorme – Town of Mount Pleasant Senior Center Director
Sample Lessons
The following programs are arts integrated lessons that have been successfully developed and introduced in public and private schools in the Southeast. They are the intellectual property of Kirk Pfeiffer and currently offered through the Charleston Performing Arts Center.
Mathematics (addition/subtraction or multiplication) –improve test scores by incorporating tap dance and rhythmic patterns to help students learn basic addition, subtraction, division, and multiplication. It can be taught with incorporating sounds such as clapping and stomping, or more percussive with different props to serve as drums.
Science (Earth Science and Botany) – I have produced a short musical “How Does Your Garden Grow” that teaches kids about gardening and how vegetables and flowers grow (soil, water, photosynthesis, etc). It can either be done for one or multiple grades/classes and as a school or parent presentation.
History (Early settlers in North America, Black History month, Native Americans, Renaissance and Romantic Eras, European cultures, etc) – dance can easily be connected to an era by exploring cultures and social dances or even language through dance.
Science (Planetary) – using dance to replicate the conduct of the solar system (using various elements of dance: timing, patterns, type of movement, and the relationship between one another) this can also be done through the use of various props (fabric, hoola hoops, bouncing balls, etc..).
History (State & Local) – Civil War and Slavery are two historical events or periods that are filled with dance and music history (Jubas, the Charleston or the Jaybird, Tap, Jazz, Spiritual song and dance, etc).
Science (Environment & Recycling) – I have produced short skits and musicals that teach kids about our environment, pollution, and recycling using dialogue, choreography, and singing. This can be done for either one or multiple classes and as a school or parent presentation.
Language Arts (Reading, Writing, Linguistic/Communication Skills) – integrate dance choreography and song to relate to the focal points of: periods of silent sustained reading, cursive writing, syntax, thematic writing and vocabulary. This can be achieved through the use of lyrics (sustained reading), choreography (cursive writing), dance formations (syntax), improvisation (writing and vocab).
Creative Writing (Poetry) – using dance and music to create imagery and bring life to a series of poems. Through interpretive dance and singing, students have learned some of the most complex sonnets, acrostic, haikus and limericks (using tap), etc.
Geometry (Shapes) – the art of dance can be easily integrated into learning shapes though a series of choreographed patterns and the relationship between each student (represents each point). Obtuse and acute angles, skewed and parallel lines are other examples of lessons to be incorporated into the choreography. I personally learned shapes and numbers because I am naturally a visual-spacial learner, it helped me learn verses memorize.
Foreign Language (German, Spanish, French) – I use physicality to relate to each word then put them into sentences (choreographed routines). During my extensive traveling as a performer I was fortunate enough to learn the above languages. To learn them quickly, I related them to a visual, quite often a movement or shape. I have used this method in my own dance classes with children as young as the age of four and it has been very successful.
Geography (States, Continents, and Countries) – using song and dance choreography to learn the names of each category, i.e.: Fifty Nifty United States. While the memorization of lyrics can be difficult for some, I incorporate choreography (a specific movement for each state or country) to relate to the lyric.
Charleston History (Music & Dance) – One of my more popular classes taught within Charleston County Schools has been The Charleston; a historical journey of our culture and the birth of Jazz music, syncopated rhythms, tap, and the Charleston!
SC Standards for Dance Addressed During this Experience:
D3-1.3 Explore transitions between shapes formed on low, middle, and high levels.
D4-1.5 Demonstrate increasing kinesthetic awareness, concentration, focus, and projection when performing movement skills.
D5-2.1 Use movement exploration to discover, compose, and perform solutions to movement problems based on a variety of stimuli (for example, sensory cues, ideas, moods).
D6-7.4 Identify and describe the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, and the creative process across all of the arts).
D7-1.3 Create and refine complex transitions using a variety of spatial directions, pathways, and levels.
D8-2.5 Work alone, with a partner, or in a small group during the choreographic process.
