Prepare for your exams
Get points
Guidelines and tips
Sell on Docsity
Docsity AI

Prepare for your exams

Study with the several resources on Docsity

Earn points to download

Earn points by helping other students or get them with a premium plan

Guidelines and tips

Sell on Docsity

Docsity AI

Log in Sign up

Prepare for your exams

Study with the several resources on Docsity

Find documents

Prepare for your exams with the study notes shared by other students like you on Docsity

Search for your university

Find the specific documents for your university's exams

Docsity AINEW

Summarize your documents, ask them questions, convert them into quizzes and concept maps

Explore questions

Clear up your doubts by reading the answers to questions asked by your fellow students

Earn points to download

Earn points by helping other students or get them with a premium plan

Share documents

20 Points

For each uploaded document

Answer questions

5 Points

For each given answer (max 1 per day)

All the ways to get free points

Get points immediately

Choose a premium plan with all the points you need

Study Opportunities

Choose your next study program

Get in touch with the best universities in the world. Search through thousands of universities and official partners

Community

Ask the community

Ask the community for help and clear up your study doubts

Free resources

Our save-the-student-ebooks!

Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors

Dance Education: History, Technique, and Performance, Study notes of Dance

Mariano Marcos State University (MMSU)Dance

The importance of dance history in fostering a lifelong appreciation for the arts and providing context for the study of various dance styles from different eras and cultures. It also covers the role of evaluation and self-evaluation in improving dance performance, the study of ballet and jazz history and technique, and the expectations for students in terms of skill development and assessments.

Typology: Study notes

2021/2022

Uploaded on 08/01/2022

hal_s95 🇵🇭

4.4

(655)

10K documents

1 / 13

This page cannot be seen from the preview

Don't miss anything!

Dance&1A&&&Dance&1B&

Course'Title'

&

Course0wide&Enduring&Understandings&("Cornerstones")&

C1.&Dancing'&'Performing'(Physical'Inquiry)&

• Training&in&proper&basic&dance&technique&is&the&foundation&for&successful&and&

more&challenging&movement.&&&

• Using&the&common&vocabulary&of&dance&terms&assists&dancers&in&communicating&

with&each&other&and&with&choreographers.&&

• Dance&exists&to&be&shared&with&an&audience&and&dancers/choreographers&must&

have&opportunities&to&exhibit&their&work,&receive&feedback,&and&revise.&

C2.&Creating'&'Composing'(Creative'Inquiry)&

• Dance&develops&the&body&and&mind&as&creative&and&expressive&instruments.&

• Improvisation&is&important&in&the&expression&of&higher&level&and&divergent&

thinking&and&problem&solving.&

• A&choreographer's&creations&are&based&on&personal&life&experience&and&prior&

dance/movement&experiences.&

C3.&Knowing'History,'Culture,'&'Context'(Intellectual'Inquiry)&

• Dance&is&a&universal&form&of&expression&that&is&not&limited&by&verbal&language&or&

geography.&

• With&proper&knowledge&of&the&body's&structure,&dance&can&be&a&valuable&form&of&

exercise&and&lifelong&healthy&living.&

• Knowledge&of&dance&history&leads&to&a&lifelong&appreciation&and&active&interest&in&

the&arts,&while&providing&context&for&the&study&of&styles&of&dance&from&various&eras&

and&cultures&

• Study&of&the&life&and&choreography&of&dance&pioneers&assists&in&the&creation&of&

original&choreography.&

C4.&Analyzing'&'Critiquing'(Aesthetic'Inquiry)&

• Comparing&and&contrasting&various&types&of&dance&creates&a&well0rounded&dance&

student&and&future&patron&of&the&arts.&

• The&practice&of&attending&dance&performances&in&educational&and&professional&

realms&increases&a&dancer's&exposure&to&choreographers,&cultures,&styles,&

traditions,&and&trends.&

• Evaluation&and&self0evaluation&are&critical&components&for&improving&and&

appreciating&the&aesthetics&of&a&performance.&

Discover Study notes of Dance Mariano Marcos State University (MMSU)

Partial preview of the text

Download Dance Education: History, Technique, and Performance and more Study notes Dance in PDF only on Docsity!

Dance 1A & Dance 1B

Course Title

Course-‐wide Enduring Understandings ("Cornerstones")

C1. Dancing & Performing (Physical Inquiry)

Training in proper basic dance technique is the foundation for successful and

more challenging movement.

Using the common vocabulary of dance terms assists dancers in communicating

with each other and with choreographers.

Dance exists to be shared with an audience and dancers/choreographers must

have opportunities to exhibit their work, receive feedback, and revise.

C2. Creating & Composing (Creative Inquiry)

Dance develops the body and mind as creative and expressive instruments.
Improvisation is important in the expression of higher level and divergent

thinking and problem solving.

A choreographer's creations are based on personal life experience and prior

dance/movement experiences.

C3. Knowing History, Culture, & Context (Intellectual Inquiry)

Dance is a universal form of expression that is not limited by verbal language or

geography.

With proper knowledge of the body's structure, dance can be a valuable form of

exercise and lifelong healthy living.

Knowledge of dance history leads to a lifelong appreciation and active interest in

the arts, while providing context for the study of styles of dance from various eras

and cultures

Study of the life and choreography of dance pioneers assists in the creation of

original choreography.

C4. Analyzing & Critiquing (Aesthetic Inquiry)

Comparing and contrasting various types of dance creates a well-‐rounded dance

student and future patron of the arts.

The practice of attending dance performances in educational and professional

realms increases a dancer's exposure to choreographers, cultures, styles,

traditions, and trends.

Evaluation and self-‐evaluation are critical components for improving and

appreciating the aesthetics of a performance.

Course wide Essential Questions

1. How do we identify and demonstrate movement elements and skills in

performing the various dance style studied?

2. How do the elements of dance combine to create and communicate meaning?

3. What connections can be made between dance and healthful living?

4. How do we apply and demonstrate critical and creative thinking skills in dance?

5. What is the significance of traditional and social dance in various cultures and

historical periods?

6. What connections can be made between dance and other disciplines?

7. What are some principles, processes, and structures for creating choreography?

8. How does improvisation help to develop new movement ideas?

9. How does creating and performing in the arts differ from viewing the arts?

Dance 1A & Dance 1B Learning Activities by Unit (and cornerstone)

Dance 1A

Unit 1: Ballet (C1, C3, C4)

Ballet Technique and performance

Unit 2: Jazz (C1, C3, C4)

Jazz Technique and performance

Unit 3: Health (C3, C4)

Health Project
Self and Group Evaluations

Unit 4: Social & Theatrical Styles (C1, C3, C4)

Social Dance Technique and performance
Tap technique and performance
Broadway technique and performance
Hip Hop technique and performance

Unit 5: Creating & Critiquing Choreography (C1, C2, C4)

Final Choreography Project
Self and Group Evaluations

Unit 6: History & Analysis (C3 & C4)

Dance Style Research Project
Blog Assignments (for each style of dance studied)
Critical Reviews of Performances

Dance 1B

Unit 1: Modern Dance History & Technique (C1, C2, C3, C4)

Modern Technique
Modern Choreographer Dance
Modern Dance Choreographer Research Project

Unit 2: Choreography Practice (C1, C2, C4)

Choreography projects of classmates
Image Dance
Poem Dance
Limitation Dance
Prop Dance
Location Dance
Slow Music Dance
Upbeat Music Dance

Unit 3: Critical Analysis (C4)

Blog Assignments, response to videos and activities
Self and Group Evaluations
Critical Reviews of Performances

____DANCE 1A

Course Title

Unit 1 : Ballet (C1, C3, C4)

Enduring Understandings “Students will understand that…”

Training in proper basic dance technique is the foundation for

successful and more challenging movement.

Using the common vocabulary of dance terms assists dancers in

communicating with each other and with choreographers.

Knowledge of dance history leads to a lifelong appreciation and

active interest in the arts, while providing context for the study of

styles of dance from various eras and cultures

Evaluation and self-‐evaluation are critical components for

improving and appreciating the aesthetics of a performance.

Essential Questions “Students will explore…”

How do we identify and demonstrate movement elements and

skills in performing the various dance style studied?

How do we apply and demonstrate critical and creative thinking

skills in dance?

What is the significance of traditional and social dance in various

cultures and historical periods?

What connections can be made between dance and other

disciplines?

Knowledge Expectations “Students will know…”

The historical and cultural roots of ballet -‐ classical to

contemporary

The names and work of some major dancers and choreographers

including, but not limited to: Louis XIV, Pierre Beauchamp, George

Balanchine, Rudolf Nureyev, Margot Fonteyn, Mikhail

Baryshnikov, Twyla Tharp

Recognize famous works including, but not limited to: Swan Lake,

Les Sylphides, The Nutcracker, Apollo

The vocabulary for basic ballet technique and exercises Skill Expectations “Students will be able to…”
Execute basic ballet technique and exercises including, but not

limited to: positions of the feet, positions of the arms, plié, tendu,

dégagé, rond de jambe, relevé, développé, grand battement,

changement, chassé, entrechat, jeté, glissade, sauté, arabesque, pas

de bourrée, coupé, passé, piqué, pirouette

Learn and execute short movement phrases and a brief piece of

choreography

Actively participate each day by coming to class prepared (proper

clothes and shoes) and dancing

Assessments

In class performance of barre exercises (rubric)
In class performance of progressions (rubric)
In class performance of Ballet combination (rubric)
Ballet blog assignments

____DANCE 1A

Course Title

Unit 3 : Health (C3, C4)

Enduring Understandings “Students will understand that…”

With proper knowledge of the body's structure, dance can

be a valuable form of exercise and lifelong healthy living.

Knowledge of dance history leads to a lifelong

appreciation and active interest in the arts, while

providing context for the study of styles of dance from

various eras and cultures

Evaluation and self-‐evaluation are critical components for improving and appreciating the aesthetics of a performance. Essential Questions “Students will explore…”
What connections can be made between dance and healthful living?
What connections can be made between dance and other disciplines? Knowledge Expectations “Students will know…”
Some background on the restrictions and physical demands placed on dancers that lead to the common health problems
The causes, symptoms, treatment options, connections to dancers, connection to non-‐dancers and significance of several health-‐related topics including, but not limited to: Anorexia, Bulimia, Smoking, Drugs & Alcohol, and Common Injuries.
Some options for Health and Wellness with dance and how dance can be used in therapeutic ways. Skill Expectations “Students will be able to…”
Research their topic using Library, Internet, and primary resources
Create a slideshow presentation using GoogleDocs or Keynote for the iPad
Collaborate with a group
Present their research orally to their classmates using visual aids and a digital resource handout. Assessments
Self & Group Evaluation
Teacher evaluation of presentation (rubric)

____DANCE 1A

Course Title

Unit 4 : Social & Theatrical Styles (C1, C3, C4)

Enduring Understandings “Students will understand that…”

Training in proper basic dance technique is the foundation for

successful and more challenging movement.

Using the common vocabulary of dance terms assists dancers in

communicating with each other and with choreographers.

Dance is a universal form of expression that is not limited by verbal

language or geography.

Knowledge of dance history leads to a lifelong appreciation and

active interest in the arts, while providing context for the study of

styles of dance from various eras and cultures

Evaluation and self-‐evaluation are critical components for

improving and appreciating the aesthetics of a performance.

Essential Questions “Students will explore…”

How do we identify and demonstrate movement elements and skills in performing the various dance style studied?
How do we apply and demonstrate critical and creative thinking skills in dance?
What is the significance of traditional and social dance in various cultures and historical periods?
What connections can be made between dance and other disciplines? Knowledge Expectations “Students will know…”
The historical and cultural roots of Social Dance from the Waltz to Hip Hop, focusing in particular on 20th Century American dances.
The historical and cultural roots of Tap and Broadway Theatre Dancing.
The names and work of some major dancers and choreographers including, but not limited to: Bill "Bojangles" Robinson, Fred Astaire, Gregory Hines, Savion Glover, Agnes DeMille, Michael Bennett, Jerome Robbins, DJ Kool Herc
Recognize famous works including, but not limited to: Singing in the Rain, Tap, Bring in da Noise, Bring in da Funk, Oklahoma, West Side Story, A Chorus Line
The vocabulary for basic tap technique and exercises Skill Expectations “Students will be able to…”

• Execute basic Social Dance technique including, but not limited to: Waltz,

Charleston, Swing/Lindy Hop, Twist, Swim, Hustle, Electric Slide, Macarena

Learn and execute short movement phrases and a brief piece of choreography in Tap, Broadway, and Hip Hop styles.
Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing Assessments
In class performances (rubric)
Blog assignments on multiple topics

____DANCE 1A

Course Title

Unit 6 : History & Analysis (C3 & C4)

Enduring Understandings “Students will understand that…”

Dance is a universal form of expression that is not limited

by verbal language or geography.

Knowledge of dance history leads to a lifelong appreciation

and active interest in the arts, while providing context for

the study of styles of dance from various eras and cultures.

Comparing and contrasting various types of dance creates

a well-‐rounded dance student and future patron of the

arts.

The practice of attending dance performances in

educational and professional realms increases a dancer's

exposure to choreographers, cultures, styles, traditions,

and trends.

Essential Questions “Students will explore…”

How do the elements of dance combine to create and communicate meaning?
What is the significance of traditional and social dance in various cultures and historical periods?
What connections can be made between dance and other disciplines?
How does creating and performing in the arts differ from viewing the arts? Knowledge Expectations “Students will know…”
A basic history and origin of all styles of dance studied in class.
The more detailed origins, history, music, and costuming for a style of dance they choose to research further.
The proper behavior for audience members attending a performance.
How to watch dance with a critical eye Skill Expectations “Students will be able to…”
Respond verbally and in writing to video clips shown on the blog or in class
Research their topic using Library, Internet, and primary resources
Write a 4-‐6 page research paper following the guidelines provided for the paper and citing sources.
Meet deadlines for rough drafts and final due dates.
Write a 2-‐3 page critical review of a dance performance following the guidelines provided. Assessments
Research Paper (rubric)
Critical Review (rubric)
Blog assignments completed.

____DANCE 1B

Course Title

Unit 1 : Modern Dance History & Technique (C1, C2, C3, C4)

Enduring Understandings “Students will understand that…”

Training in proper basic dance technique is the foundation for successful and more challenging movement.
Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers.
Knowledge of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures
A choreographer's creations are based on personal life experience and prior dance/movement experiences.
Study of the life and choreography of dance pioneers assists in the creation of original choreography.
Comparing and contrasting various types of dance creates a well-‐rounded dance student and future patron of the arts. Essential Questions “Students will explore…”
How do we identify and demonstrate movement elements and skills in performing the various dance style studied?
How do the elements of dance combine to create and communicate meaning?
What is the significance of traditional and social dance in various cultures and historical periods?
What are some principles, processes, and structures for creating choreography?
How does improvisation help to develop new movement ideas?
How does creating and performing in the arts differ from viewing the arts? Knowledge Expectations “Students will know…”
The basic movements and vocabulary of modern dance technique
The contributions to modern dance development and history and the major dance innovations made by: Isadora Duncan, Ruth St. Denis, Ted Shawn, Martha Graham, Doris Humphrey, Merce Cunningham, Alvin Ailey, Paul Taylor, and Twyla Tharp.
The iconic movements, poses, and/or characteristics of their assigned choreographer. Skill Expectations “Students will be able to…”
Execute basic modern dance technique and elements.
Learn and execute short movement phrases and a brief piece of choreography
Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing
Research their topic using Library, Internet, and primary resources
Write a 4-‐6 page research paper following the guidelines provided for the paper and citing sources.
Meet deadlines.
Create a slideshow presentation using GoogleDocs or Keynote for the iPad
Collaborate with a group to create presentation and choreograph dance.
Choreograph a dance recreating the style of their assigned choreographer. Assessments
In class performance of learned choreography and technique (rubric)
Group presentation on assigned choreographer (rubric)
Group performance of Choreographer Dance (rubric)

____DANCE 1B

Course Title

Unit 3 : Critical Analysis (C4)

Enduring Understandings “Students will understand that…”

Comparing and contrasting various types of dance creates a well-‐rounded

dance student and future patron of the arts.

The practice of attending dance performances in educational and

professional realms increases a dancer's exposure to choreographers,

cultures, styles, traditions, and trends.

Evaluation and self-‐evaluation are critical components for improving and

appreciating the aesthetics of a performance.

Essential Questions “Students will explore…”

How do the elements of dance combine to create and communicate

meaning?

How do we apply and demonstrate critical and creative thinking skills in

dance?

What connections can be made between dance and other disciplines?
How does creating and performing in the arts differ from viewing the arts? Knowledge Expectations “Students will know…”
The proper behavior for audience members attending a performance.
How to watch dance with a critical eye
The historical context for why a dance or choreographer is significant to our

study

Skill Expectations “Students will be able to…”

Provide classmates with constructive feedback about their dances.
Respond verbally and in writing to video clips shown on the blog or in class
Write a 2-‐3 page critical review of two dance performances following the

guidelines provided.

Assessments

Blog Assignments
Self and Group Evaluations
Critical Reviews of Performances

Dance Education: History, Technique, and Performance, Study notes of Dance

Related documents

Partial preview of the text

Download Dance Education: History, Technique, and Performance and more Study notes Dance in PDF only on Docsity!

Dance 1A & Dance 1B

Course-­‐wide Enduring Understandings ("Cornerstones")

C1. Dancing & Performing (Physical Inquiry)

more challenging movement.

with each other and with choreographers.

have opportunities to exhibit their work, receive feedback, and revise.

C2. Creating & Composing (Creative Inquiry)

thinking and problem solving.

dance/movement experiences.

C3. Knowing History, Culture, & Context (Intellectual Inquiry)

geography.

exercise and lifelong healthy living.

the arts, while providing context for the study of styles of dance from various eras

and cultures

original choreography.

C4. Analyzing & Critiquing (Aesthetic Inquiry)

student and future patron of the arts.

realms increases a dancer's exposure to choreographers, cultures, styles,

traditions, and trends.

appreciating the aesthetics of a performance.

Course wide Essential Questions

1. How do we identify and demonstrate movement elements and skills in

performing the various dance style studied?

2. How do the elements of dance combine to create and communicate meaning?

3. What connections can be made between dance and healthful living?

4. How do we apply and demonstrate critical and creative thinking skills in dance?

5. What is the significance of traditional and social dance in various cultures and

historical periods?

6. What connections can be made between dance and other disciplines?

7. What are some principles, processes, and structures for creating choreography?

8. How does improvisation help to develop new movement ideas?

9. How does creating and performing in the arts differ from viewing the arts?

Dance 1A & Dance 1B Learning Activities by Unit (and cornerstone)

Dance 1A

Unit 1: Ballet (C1, C3, C4)

Unit 2: Jazz (C1, C3, C4)

Unit 3: Health (C3, C4)

Unit 4: Social & Theatrical Styles (C1, C3, C4)

Unit 5: Creating & Critiquing Choreography (C1, C2, C4)

Unit 6: History & Analysis (C3 & C4)

Dance 1B

Unit 1: Modern Dance History & Technique (C1, C2, C3, C4)

Unit 2: Choreography Practice (C1, C2, C4)

Unit 3: Critical Analysis (C4)

______________________DANCE 1A__________________

Course Title

Unit 1 : Ballet (C1, C3, C4)

successful and more challenging movement.

communicating with each other and with choreographers.

active interest in the arts, while providing context for the study of

styles of dance from various eras and cultures

improving and appreciating the aesthetics of a performance.

skills in performing the various dance style studied?

skills in dance?

cultures and historical periods?

disciplines?

contemporary

including, but not limited to: Louis XIV, Pierre Beauchamp, George

Balanchine, Rudolf Nureyev, Margot Fonteyn, Mikhail

Baryshnikov, Twyla Tharp

Les Sylphides, The Nutcracker, Apollo

limited to: positions of the feet, positions of the arms, plié, tendu,

dégagé, rond de jambe, relevé, développé, grand battement,

changement, chassé, entrechat, jeté, glissade, sauté, arabesque, pas

de bourrée, coupé, passé, piqué, pirouette

choreography

clothes and shoes) and dancing

______________________DANCE 1A__________________

Course Title

Unit 3 : Health (C3, C4)

be a valuable form of exercise and lifelong healthy living.

appreciation and active interest in the arts, while

providing context for the study of styles of dance from

various eras and cultures

______________________DANCE 1A__________________

Course Title

Course-‐wide Enduring Understandings ("Cornerstones")

____DANCE 1A

____DANCE 1A

____DANCE 1A

____DANCE 1A

a well-‐rounded dance student and future patron of the

____DANCE 1B

____DANCE 1B