In and After School Programs


Chicago Human Rhythm Project builds community by presenting American Tap and contemporary percussive arts in world class, innovative performance, education and community outreach programs.

We All Got Rhythm

An introductory dance and music course designed for in-school and after-school arts programming. Students will learn basic movements, vocabulary, music theory, counting and pattern recognition, and the history of each art form. Students will apply these skills through improvisation, learning and performing choreographed/ composed sequences, and creating their own choreography/composition.

Classes and choreography can be designed specifically for the needs of each school. Rhythmic styles of dance include: African, Hip-Hop, Indian, Latin, and Tap. These programs feature a professional artist who works in residence at a school or community site to develop a creative environment for the process of art making integrating the arts into the educational experience of the students, educators, and other adult caretakers.


Our curriculum focuses on the five dance education strands of the Common Core State Standards, including: dance making, dance literacy, making connections with disciplines, working with community and cultural resources, exploring careers and lifelong learning. This is in direct relationship to the National Core Arts Standards focusing on creating, performing/presenting/producing, responding, and connecting. These classes promote communication and dialogue, encouraging active listening and the value of stillness/silence. Participating students will attain: enhanced levels of focus, concentration, persistence, and enthusiasm; willingness to express originality and creativity; and an expanded set of personal and social skills (self-confidence, self-expression, character, the ability to work both individually and collaboratively, courtesy, tolerance, conflict resolution).

A rubric based on the five dance education strands of the Common Core State Standards will be used by the teaching artist to chart student performance against specific measures. Students will also self-assess, to have a better understanding of their progress. Rated on a scale from one to four, the rubric assesses outcomes including the following categories: participation/behavior; ability to sing the rhythm, count, and keep time; mimics movements/rhythms with accuracy; creates movement/rhythm on their own; ability to perform; works well with/supports others; understands different art forms and their history; can identify variations in energy (hard/soft); levels (high/middle/low); and pace (fast/slow).