Voyageur Songs and Dances

by  Born 2 Move Movement Adventures

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Visit with an authentically clad French voyageur and learn some of the activities, songs, and dances done by fur traders during the 17th and 18th centuries in the Great Lakes region. On this e-field trip you will get to practice paddling a canoe as a Voyageur, learn about other kinds of work they did, what their living conditions were like, and what happened when they wanted to relax or just let off some steam!

Three different songs will be learned, along with accompanying movement/dances, and first-hand interpretation of the life of the voyageur will be related to your students as they imagine themselves in a nearby place, long ago, when adventure was waiting around every new bend in the river or over every roll of the horizon.

About the presenter:
Marc Kotz began dancing and acting in his early teens, and since that time has performed, choreographed, and directed performance internationally. He earned a B.A. in Performing Arts from Empire State College in NYC, and an M.F.A. in Dance/Choreography from the University of Iowa (as an Iowa Arts Fellow). He has taught for a total of 12 years at the college level; worked in the field of Living History and Interpretation since 2003; and currently directs Born 2 Move Movement Adventures, LLC (www.Born2Move.org) a company offering educational, health/fitness, and artistic programs and projects utilizing movement as an essential medium. Mr. Kotz is fully insured as dance/yoga/movement teacher.

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About This Program


By Request: $180.00

Multiple booking discount (all sessions must be booked on the same day to receive discount):
$180 for 1st session
$162 for 2nd & 3rd session, each (10% discount)
$153 for 4th + sessions. (15% discount)
Example: Book 4 sessions on same day, pay $657.


1 hour, plus 15 minutes for connection time

Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12

Minimum participants:


Maximum participants:


Primary Disciplines

Fine Arts, Foreign/World Languages, Performing Arts

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Microsoft Teams

Booking Information

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

The full fee will be charged to sites which cancel with less than 72 hours notice. You will not be charged for programs cancelled due to nature (i.e. snow days), as long as the program is rescheduled. If the program is not rescheduled within the same school year, 25% of the full fee will be charged for administrative costs.

About This Provider

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Born 2 Move Movement Adventures

Green Bay, WI
United States

Marc delights in venturing to other cultures and times through the means of dance, theater, music and educational exploration. His career has taken him around the world, delving into diverse cultures and artistic disciplines. He has performed in numerous dance and theater forms, collaborated on two dozen plays/musicals/operas and has choreographed and directed ten concert-length productions. Marc received a Master of Fine Arts degree from the University of Iowa as an Iowa Arts Fellow, has taught all ages from pre-school to the aged, and is fully insured as dance/yoga/movement teacher.

Marc Kotz

Program Details


1). Introduction of Voyageur and the Fur Trade industry: showing a historic map of Great Lakes region.
2). Class simulates activity/movement of voyageurs in canoes and sings the song 'Rame' ('Paddle On').
3). Discussion and illustration of the hard work and life the voyageur had, and other kinds of work
typically done in the 18th century.
4). Song 'Bien Travailler' ('We Like Our Work') is taught and students make up movements to illustrate the
different kinds of work necessary in the Fur Trade era.
5). Discussion and illustration of the progression of a Voyageur?s life: settlement in the frontier and intermarriage with Indian women; also recreation and celebration that the Voyageur practiced.
6). Learn and practice the 'Red River Jig', a French Canadian dance done by Voyageurs and Métis.
7). Time allowed for questions and answers.


Learning Objectives:

  • Students will understand how and why the fur trade existed in North America.
  • Students will appreciate the life and experiences of Voyageurs and others in the Fur Trade, including practicing songs and dances done by them.
  • Students will learn and practice simple French greetings and Fur Trade-related terminology
  • Students will appreciate the importance of the waterways to early European trade and exploration in North America (includes viewing a historic map of the Great Lakes),
  • Students will identify roles, artifacts and other facts significant to the Fur Trade.

Standards Alignment

National Standards

National Standards

National History Standards (NCHS)
Standard 3B:
The student understands the history of the first European, African, and/or Asian-Pacific explorers and settlers who came to his or her state or region.
Standard 3C: The student understands the various other groups from regions throughout the world who came into the his or her own state or region over the long ago and recent past.

National Standards for Physical Education (AAHPERD) Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. A physically educated person:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

National Dance Standards Developed by the Consortium of National Arts Education Associations in 1994. Endorsed by American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD)

3. Content Standard: Understanding dance as a way to create and communicate meaning
5. Content Standard: Demonstrating and understanding dance in various cultures and historical periods.
7. Content Standard: Making connections between dance and other disciplines

State Standards


A.4.9 Demonstrate rhythmic awareness by moving to a musical beat and responding to changes in
A.4.11 Develop kinesthetic awareness (movement perception and muscle sense)
A.4.12 Demonstrate concentration and focus while moving.
H.4.1 Perform folk dances from various cultures within a historical and cultural context
H.4.2 Learn and share a dance from their cultural heritage.
H.4.4 Study dance from a particular culture or time period.

Social Studies

Standard A ? Geography: People, Places, and Environments
Locate on a map or globe physical features such as continents, oceans, mountain ranges, and landforms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders
A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters
A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world

Standard B- Historical Eras and Themes
While studying Wisconsin history, students in grades 4-12 will learn about early explorers, traders, and settlers to 1812.
B.4.1 Identify and examine various sources of information that are used for constructing an
understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos,paintings, architecture, oral presentations, graphs, and charts
B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events
B.4.8 Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment
B.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nations