Presentation on theme: " By, Christine Berni-Ramos National Board Certified, Physical Education 2007 Teacher of the year An Approach to Secondary Dance."— Presentation transcript:
By, Christine Berni-Ramos National Board Certified, Physical Education 2007 Teacher of the year An Approach to Secondary Dance
Dance is a way of knowing and communicating. All societies use dance to communicate on both personal and cultural levels and to meet physical and spiritual needs. Dance, as with all the arts, has its own language. We need to learn this language in order to fully understand and appreciate the world of Dance.
This instructional video will demonstrate dances which can be taught to secondary students. You will observe how to: Use a variety of movement patterns from simple to complex, which will include line, folk, and multicultural dances. Use Variation contrasts in the use of the dance elements, descriptions, and repetitions. Apply Assessment tools, which are essential for grade level Standards.
Space- The area of space occupied by the dancer’s body; includes direction, size, pathways, levels and shapes. Time- The relationship of one movement or part of a movement to another. Includes pulse, speed (or tempo), duration, rhythm, and phrases. Force- (energy) degree of muscular tension and use of energy while moving.
Pathways: patterns made as a dancer moves through the air or on the floor (straight, vertical, curved, zigzags, circles, figure-eights, horizontal, and many more); can be made with locomotor or non-locomotor movements, separately or in combination. Shape: the form created by the body’s position in space. Aspects of shape are open/closed, large, small, rounded, angular, curved, symmetrical/asymmetrical, and body shapes. Levels- the vertical distance from the floor. Movements take place on three levels: high, middle or low and deep. What is the LEVEL of this dancer? → Direction- which way a dancer faces or moves; e.g., forward, backwards, diagonally, sideways, up and down. Size: magnitude of a body shape or movement; from small to large Movements. What SHAPE do you see here? →
Tempo: The speed of the dance such as; fast, slow, moderate. Accent: A movement or shape performed in such a way as to give emphasis. Duration: The length of time a movement lasts: a long time, short time or something in between. Or the length of the dance or a dance phrase. Beat: Pulse of the music. Rhythm: A flow of sound or movement having regular accented beats; a movement or activity in which some action repeats regularly; patterns made by arranging long and short sounds or strong and light sounds Syncopation: A temporary accenting of a normally weak beat in music to vary the rhythm. Accent: a movement or shape performed in such a way as to give emphasis. Pulse: The ongoing underlying beat. Phrasing: A grouping and articulation of a group of notes.
Dynamics: how a movement is done. Flow: continuity of movement (bound/free flowing). Weight: strength (force) lightness of movement (heavy/light), suspended, Collapsed. Energy: Weak, strong. Quality: Smooth, sharp, round, free, flowing. Force is the use of ENERGY while moving. Heavy/Light, Sharp/Smooth, Tension/Relaxation, Bound/Flowing What type of FORCE is used in Folklorico Dance? →
Choreography is the art of arranging dances Theme: the basic idea of the play, which the author dramatizes through the conflict of characters. Rondo: a dance structure with three or more themes where one theme is repeated. ABACAD Narrative: choreographic structure that follows a specific story line to convey specific information through a dance Variations: contrasts in the use of the dance elements, repetitions.
Locomotor Motions created moving across SPACE Dancers using locomotor movements may… walk, run, skip, hop, jump, slide, leap, or gallop. Non-Locomotor Motions made while staying in one SPACE Dancers using non-locomotor movements may… bend, stretch, twist, or swing their body.
CA Content Standards Grade 6 Folk dance is a form of dance developed by a group of people that reflects the traditional life of the people of a certain country or region. Folk dancing originated in the 18th century and the steps of folk dances are passed through generations. Many folk dances are danced in unison in a single, nonlinear "line", and often with a connection between dancers. Folk line dances have many forms: pairs of lines in which the dancers face each other, or a line formed into a circle, or the line follows around the dance floor. The dancers may hold hands with their neighbors, or use an arm-on-shoulder hold, or hold their neighbor's belts. Dances such as Pata Pata, Jarabe,Folklorico, Maypole dance, Morris dance, Tinikling, Alunelul, Trioka and many more. Rhythmic Skills 1.7 Perform folk and line dances. 1.8 Develop, reﬁne, and demonstrate routines to music. Combinations of Movement Patterns and Skills 1.9 Combine relationships, levels, speed, direction, and pathways in complex individual and group activities Movement Concepts 2.3 Analyze and correct errors in movement patterns. Rhythmic Skills 2.10 Identify steps and rhythm patterns for folk and line dances Explain how movement qualities contribute to the aesthetic dimension of physical activity. Self-Responsibility 5.1 Participate productively in group physical activities. Can add appropriate Standards from Overarching Standard 2 and 5.
Polka: This is a springy two-step, preceded by a hop on the supporting foot on the up-beat. Schottische: Three steps followed by a hop on the supporting foot. On the hop, the free foot may execute a swing. It is danced in even rhythm, and may be executed forward, backward, sideward or turning. Clogging: A freestyle dance characterized by double time stomping and tap steps resembling a tap dance with the upper body held straight and upright. Slide Step: Step on R foot to R, slide L foot to close to R foot. Stamp: with weight on one foot, strike other foot sharply on floor, without taking weight. Also known as Stomp. Step-Hop: Step forward on R foot, hop on R foot. Contra: Arranged in long paired lines of couples. A pair of lines is called a set. Sets are generally arranged so they run the length of the hall, with the top or head of the set being the end closest to the band and caller. Correspondingly, the bottom or foot of the set is the end farthest from the caller.
CA Content Standards Grade 6 Rhythmic Skills 1.7 Perform folk and line dances. 1.8 Develop, reﬁne, and demonstrate routines to music. Combinations of Movement Patterns and Skills 1.9 Combine relationships, levels, speed, direction, and pathways in complex individual and group activities Movement Concepts 2.3 Analyze and correct errors in movement patterns. Rhythmic Skills 2.10 Identify steps and rhythm patterns for folk and line dances Explain how movement qualities contribute to the aesthetic dimension of physical activity. Self-Responsibility 5.1 Participate productively in group physical activities. Can add appropriate Standards from Overarching Standard 2 and 5. Line Dance is a choreographed dance with a repeated sequence of steps in which a group of people dance in one or more lines or rows without regard for the gender of the individuals, all facing the same direction, and executing the steps at the same time. Line dancers are not in physical contact with each other. Although line dancing is associated with country- western music and dance, it has a similarities to folk dancing. Some line dances include, Electric slide, Cha Cha slide, Cupid Shuffle, Boot Scootin' Boogie, Achy Breaky Heart and many more. Each dance is said to consist of a number of walls. one-wall dance, the dancers face the same direction at the end of the sequence as at the beginning. two-wall dance, repetitions of the sequence end alternately at the back and front walls. the "volte" step, the dancers turn 180 degrees to face a new wall. four-wall dance, the direction faced at the end of the sequence is 90 degrees to the right or left from the direction in which they faced at the beginning. As a result, the dancers face each of the four walls in turn at the end of four consecutive repetitions of the sequence, before returning to the original wall. The hustle line dance is an example of a four-wall dance
ChasseChasse: One foot moves to the side, the other foot is placed next to it, and the first foot moves again to the side. A chasse step can move any direction, but is more often use it as a side movement. This sometimes called a "side shuffle". It can be called "side, together, side" or "side, close, side“ GrapevineGrapevine: One foot moves to the side, the other moves behind it, the first foot moves again to the side, and the second touches next to the first. There are variations: the final step can consist of a hitch, a scuff, placement of weight on the second foot, and so forth. WeaveWeave: To the left or the right. This is similar to a grapevine, but starting with a cross in front or a cross behind; it will obviously have another cross either in front or behind. Creates a slight zig zag pattern. Triple stepTriple step: 3 steps being taken in only 2 beats of music. Can move forward, backward, left, right or on the spot. Shuffle stepShuffle step: A triple step to the front or the back, left or right side, starting on either foot. The feet slide rather than being given the staccato (short and sharp) movement of the cha-cha. There is a slight difference in the interpretation of the timing to give the element its distinctive look. It is counted as 1 & 2, 3 & 4, etc. However, the actual amount of time devoted to each of the 3 steps in the shuffle is 3/4 of a beat, 1/4 of a beat, then one full beat of music. A chasse (normally used for sideways movement) is sometimes called a side(ways) shuffle. It can be called "step, together, step" or "step, close, step“ Lock stepLock step: A triple step backwards or forwards, starting on either foot, with the second foot slid up to and tightly locked in front of or behind the first foot before the first foot is moved a second time in the same direction as for the first step. Other steps include applejack, coaster step, heel grind, hitch, jazz box, kick ball change, lunge, mambo step, rock step, pivot turn, scissor step, scuff, stamp, stomp, swivet and vaudeville.
CA Content Standards Grade 7 Rhythmic Skills 1.2 Perform multicultural dances. Combinations of Movement Patterns and Skills 1.3 Combine manipulative, locomotor, and nonlocomotor skills into movement patterns. Movement Concepts 2.2 Analyze movement patterns and correct errors. Group Dynamics 5.4 Evaluate the effect of expressing encouragement to others while participating in a group physical activity. Due to the increasing ethnic diversity in our society, promoting cultural awareness is more important today than ever before. What better way to learn about and appreciate cultural differences than through dances from around the world? Culture is related to a person’s lifestyle, beliefs, values, and language passed on from generations. It distinguishes one person from another in society. Multicultural dance will allow experiences for different cultures to be valued. Students will acquire knowledge of other cultures and accept differences when embedded in to instruction. CountryDance IsrealHora GermanyD’hammerschmeidsgselln RomaniaAlunelul ChinaYanko ItalyTarantella EnglandGathering Peascods PhillipinesTinikling RussiaKorobushka HungaryDunantuli Ugros IrelandSiege of Ennis GreeceSytros CanadaLes Saluts SerbiaSavila Se Bela Loza JapanTanko Bushi MexicoEl Jarabe Tapatio Can add appropriate Standards from Overarching Standard 2 and 5.
CA Content Standards Grade 8 Rhythmic Skills 1.1 Identify and demonstrate square dance steps, positions, and patterns set to music. 1.2 Create and perform a square dance. Self-Responsibility 5.2 Organize and work cooperatively with a group to achieve the goals of the group. Group Dynamics 5.7 Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals. Square dance is a folk dance with four couples (eight dancers) arranged in a square, with one couple on each side, beginning with Couple 1 facing away from the music and going counter-clockwise until getting to Couple 4. Couples 1 and 3 are known as the head couples, while Couples 2 and 4 are the side couples. Each dance begins and ends each sequence with "sets-in-order" in the square formation. The dance was first described in 17th century England but was also quite common in France and throughout Europe and bears a marked similarity to Scottish Country Dancing. It has become associated with the United States of America due to its historic development in that country. Nineteen US states have designated it as their official state dance.folk danceEuropeScottish Country DancingUnited States of Americaofficial state dance a “call” refers to the name of a specific dance movement. It may alternatively refer to the phrase used by a caller to cue the dancers so they dance the specified movement, or to the dance movement itself. Can add appropriate Standards from Overarching Standard 5.
ALLEMANDE LEFT - Corners face and take left hands. Walk around each other to own position. ALLEMANDE RIGHT - Partners face and take right hands. Walk around each other to own position. BACK BY THE LEFT - Exchange right hands to left hands in a Right Hand Star and walk back to position. BALANCE - Partners, take right hands. Hop on the left foot and cross the right, hop on the right foot and cross the left. Repeat once. CIRCLE LEFT - Dancers designated by Caller join hands in a circle and walk to the left. CIRCLE RIGHT - Same as Circle Left going to the right. CORNER - Lady on Gent's left, Gent on Lady's right. DOWN THE CENTER AND BACK (Lady Walpole's Reel) - Actives walk to the center of the lines and walk six steps to the Fool of the Set with Partners. On the call And Back Dancers turn individually and walk back to the Head of the Set on the same side they walked down. DO-SI-DO - Partners, or those designated by Caller, face. Walk around each other passing right and then left shoulders back to own position. FORWARD AND BACK - Three steps forward. Honor, and back to position. FOOT - End of a line farthest away from Caller or record player. HEAD - End of a line nearest the Caller or record player. HONOR - Partners, or those designated by Caller, face- Ladies Curtsy, Gents Bow. LADIES CHAIN - Ladies designated by Caller walk to each other and take right hands. Pass by, dropping hands, and give left hands to that Lady's Partner in his left hand. Gents place their right arm around the Lady's waist and turns her counter-clockwise to face the other Couple. Ladies Chain back the same way. LADIES GRAND CHAIN - The four Ladies walk to the center of the Set and join right hands in a Star formation. Walk around to the Opposite Gent, giving him their left hand in his. Gents place their right arm around the Lady's waist and turns her counter-clockwise to face the center of the Set. Ladies Grand Chain back the same way. ONE BELOW - After crossing to Opposite position, exchanging positions with Partners in Lady Walpole's Reel Actives face to the Foot of the Set and are facing the ONE Below. OPPOSITE - Dancer directly opposite (In Introduction, Chorus and Ending of the Honor Your Partner Dance Opposite refers to the Lady the Gents have at that moment for the Swing or Do-si-do). PARTNER - Lady on Gent's right. Gent on Lady's left. PROMENADE - Partners, or those designated by Caller, cross hands in skating position and walk counter-clockwise to position. Right arm should be over left. HALF PROMENADE (Lady Walpole's Reel) - Couples facing walk to opposite sides of the line and turn to face the other line again. Couples keep to the other Couples right in passing. RIGHT AND LEFT - Each dancer takes the right hand of the dancer directly opposite. Pass by, dropping hands. Partners, or as directed by Caller, face and join left hands. Gents place their right hand under Lady's left forearm. Gent backs around. Lady walks around. Right and Left Back the same way. HALF RIGHT AND LEFT (Lady Walpole's Reel) Same as Right and Left without returning to starting position. SET (Lady Walpole's Reel) - Two lines of dancers facing. Ladies in one line. Gents in the other. Usually six to eight Couples in each Set. HEAD of the Set is nearest Caller or record player. SET (SQUARE) Four Couples - Each Couple having their backs to one of the four walls. Couples with their backs to the Caller or record player are Couples No. 1, Couples on Couple One's right are No. 2. Facing Couple One's position Couple No. 3, facing Couple Two's position Couple No. 4. Couples One and Three are HEAD Couples. Couples Two and Four are SIDE Couples. Distance between facing Couples: about six feet. STAR BY THE RIGHT (Right Hand Star) - Couples, or those designated by Caller, walk to each other and join right hands in a star formation and walk in the direction they are facing (clockwise). SWING - Partners, face. Gents take one step to the center and walk alongside Lady. (If with Corner or One Below Gent takes one step to his left and walks alongside Lady). The outside of the right feet should touch to start. The left foot is about six inches to the side with the toe of the left foot in line with the heel of the right. Take a regular dance arm position, leaning back a bit so as to obtain leverage. With a slight pivot step on the ball of the right foot keep shoving around on the left as if on a scooter.
CA Content Standards High School Course 1 Culmination of Rhythms/Dance STYLES 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities. 1.2 Demonstrate proﬁcient movement skills in aquatic, rhythms/dance, and individual and dual activities. 1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities. 1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities. Can add appropriate Standards from Overarching Standard 2 and 5. Traditional/Ceremonial Ethnic Dances Multicultural/Folk Dances Hula Latin Belly Folkorico Recreational Folk Social Aerobic Line Hip-Hop Break Ballroom Swing Stomp Artistic Modern Tap Ballet Jazz Flamenco
Assessment Tools: Note: Sample assessments, rubrics, and assignments may overlap or be modified to be used with various dance categories Have students create their own dance or add to dances. Video Tape and have them watch it to analyze movement patterns. Groups perform for each other using a checklist, rubric, and/or score sheet. Teacher observation sheet with dance criteria. Have students identify, write out, map, or describe dances, dance sequences, dance steps, and/or dance terms. Can include a word wall. Have students develop diagrams of dances Peer Assessments/Checklists Have students teach dances to each other in groups (jig-saw, stations, task cards, etc..) task cards with dance steps and put dances together. Can heart rate monitors and technology if available. Integrate other subjects i.e. multicultural dance research their country. Assignments with reflective questions, graphic organizers, scaffolding. EL Learners and Special Needs Demonstrations or modeling of dances. Pair students have them participate in think-pair-share activities. Show DVD/video of the dance to class and/or have visual aids. Slow down tempo and have an easier version of difficult dance steps (modifications) Cue students repeatedly and practice steps in small groups. Physically move throughout the class and demonstrate in several places so all students have an opportunity to see you or place advanced students in areas to be seen by all students. Use of task cards to visually be able to put dances together. Use of gestures or cues to signal a transition, direction, steps, change of sequence etc…
Sample Folk Dance Rubric Task Cards can be used as visual aids and for multiple strategies such as a jigsaw activity, peer checklist and/or teacher observation, creating stations, and to review the dance steps.
James Brown Step 1: Stand on left leg and bend your right knee so your foot rests just on the other side of left knee Step 2: Gently bend left knee so your whole body is lowered. Stop when the ball of your right foot hits the floor Step 3: Feet should be crossed, so that as you push up with your legs... Step 4:...your whole body turns 360 degrees as you come up Flash Cards of individual dance steps can also assist in building or putting dances together, jig saw, and performance of movement patterns.
1234 BeginningSatisfactoryProficientExcellentMARK Formation Student is not clear about the dance formation. Student requires some assistance from teacher while getting into position. Student gets into position for the dance with little assistance from the teacher. Student demonstrates clearly the correct dance formation and helps others with only an occasional hint from the teacher. Sequence of Steps Student seems lost or demonstrates incorrect dance steps. Student can follow portions of the dance with frequent cues provided by the teacher. Student can follow most of the dance sequence with some guided help from others. Student is in a leading role and clearly demonstrates the correct dance sequence. Beat Movements and the beat of the music are out of step or not synchronized. Student beat is inconsistent and it fluctuates at times. Demonstrates the beat most times and is able to maintain it in the dance. Student clearly maintains the beat in their dance and consistently maintains it throughout the dance. Style Student demonstrates a mix of styles which do not show progression or theme specific to the dance. Student is progressing towards the demonstration of “stylistic” moves that are characteristic of the dance. Student at times will demonstrate “stylistic” moves in keeping with the dance. Student consistently demonstrates “stylistic” moves in keeping with the dance. Work Ethic Show little or no enthusiasm for dance. Does not focus and follow instruction. Is easily distracted. Student will participate in dance. Frequent reminders are needed to maintain their focus on the dance. Approaches dance with a positive attitude. May need to be brought back to task at times. Can stay focused and follows instruction fairly well. Student is totally motivated to participate in dance. Is always focused and on task. In fact, encourages others to remain on task. COMMENTS:TOTAL Sample Folk Dance Rubric
Level1.Steps and Sequences1.Performs to Rhythm 1.Synchronizes Movements with Others 4 Performs steps and sequences with no more than I error in the dance. Performs to the rhythm of the accompaniment with no more than 1 exception. Synchronizes movements with a partner or group when appropriate with nor more than 1 exception. 3 Performs steps and sequences with 2 errors in the dance. Performs to the rhythm of the accompaniment with 2 exceptions. Synchronizes movements with a partner or group when appropriate with 2 exceptions. 2 Performs step and sequences with 3 errors in the dance. Performs to the rhythm of the accompaniment with 3 exceptions. Synchronizes movements with a partner or group when appropriate with 3 exceptions. 1 Performs steps and sequences with 4 or more errors in the dance. Performs to the rhythm of the accompaniment with 4 or more exceptions. Synchronizes movements with a partner or group when appropriate with 4 or more exceptions. 0Violates safety rules and/or fails to complete the task. Performance lndicator: Perform specific movement patterns and sequences in dance and rhythmic activities, Assessment Task: Perform a folk/ethnic/square dance. Criteria for Competence (Level3): 1. Performs steps and sequences with 2 errors in the dance. 2. Performs to the rhythm of the accompaniment with 2 exceptions. 3. Synchronizes movements with a partner or group when appropriate with no more than 2 exceptions. Assessment Rubric:
Name Part 1 Yes No Part 2 Yes No Part 3 Yes No Part 1: 8 cts- Step R, Step L, Step R, Step L Part 2: 8 cts.- 4 Pump steps forward (R, L, R, L) (the pump step is a step w/a hip drop 2 counts) Part 3: 8 cts.- Big step back w/R (drop step), Big step back w/L (reverse pivot step), Jump 3 times around clockwise, to face the back wall, and clap on beat 4. Place students in groups of 3 or 4 and give each a role i.e. Recorder, Dancer, Audience, Choreographer and have them rotate roles as they complete the sheet. Explain how each role contributes to the group i.e. Choreographer provides feedback for Dancer.
Dance Map Dance Sequence and Description The students will complete the form by identifying the dance steps through organizing them in order of sequence. They will also describe the movement patterns/steps of a selected or provided dance. This can be used with many dance categories.
SKILL: Promenade 1.____A____A. Each person has a partner by their side 2.____B____B. Hold Hands-R in R, L in L 3.____F____C. Return to starting spot (home) 4.____G____D. Continue moving around circle or square counterclockwise 5.____D____E. When return, turn and face partner 6.____C____F. Move around the circle or square counterclockwise 7.____D____G. Girls Stand on the inside of the circle, boys on the outside Answer Key for teacher (correct order): (* Four Most Critical Points, can have them identify also) *1. Each person has a partner by their side (girl and boy together ideal) Side by side *2. Hold hands (cross arms) – right in right, left in left Hold Hands 3. Move around the circle or square counterclockwise 4. Girls stand on the inside of the circle, boys on outside *5. Continue moving around circle or square *6. Return to starting spot (home) 7.When return, turn and face partner The students will identify the dance sequences by putting them in the correct order from 1-7 by matching. (review sequences/steps verbally and physically with your students prior to assessment). This assessment can be created with dance sequences or individual dance steps
Draw Dance Formation here: Group Members: Group # _____ Guidelines Ideas: It must be at least 1-2 minutes long. Include at least 3 different steps you have learned. Include at least 3 steps you have created. How many counts or “moves” are included in the routine Must have an significant beginning, middle, and ending. Write your dance routine sequences below in the correct order. Sequence 1: Sequence 2: Sequence 3: Sequence 4: Sequence 5: Sequence 6: Draw or write about the dance your group created. Explain your specific contribution to your group? What worked well for you? What worked well for the group? What would you change about the dance? What would you change about your contribution?
ASSIGNMENT: Create a group dance that uses at least: A. 3 locomotor, 2 non- locomotor skills, B. Two of each elements of space, time and force. C. Your dance must have a theme that shows contrast and transition. D. Dance must be in AB, ABA or ABC form. E. Your dance must last at least 32 counts. F. Your dance must be based upon a theme or event. Have students write out their dance using dance vocabulary and hand it in when you finish performing it. Can also have groups perform their dance to the class and do a self assessment and/or score sheet/rubric. Rubric: Level 4 Highest level Level 3Level 2Level 1 A. Dance includes 3 or more locomotor skills, 2 or more non- locomotor skills. B. Dance includes at least 2 or more of each element of space, time and force. C. Dance shows contrast and transition. D. Dance is in AB, ABA form or ABC form. E. Dance must last at least 32 beats or longer. F. The theme of the dance is mentioned and explained what dance skills represent each part. A. Dance includes at least 3 locomotor and 2 non- locomotor skills. B. Dances includes at least 2 of each element of space, time, and force. C. Dances shows at least contrast or transition. D. Dance is in AB,ABA, or ABC form. E. Dance lasts at least 32 beats F. The theme of the dance is mentioned. A. Dance includes at least 2-3 locomotor and 1-2 non- locomotor skills. B. Dance includes 1-2 of each element of space, time, and force. C. Dance shows at least contrast or transition. D. Dance is in AB,ABA. or ABC. Form E. Dance is beats long. F. The theme may or may not be mentioned. A. Dance includes at least 1-2 locomotor and 1 non- locomotor skill. B. Dance includes 1or 2 elements of space, time, and force. C. Dance shows at least contrast or transition. D. Dance is in AB, ABA, or ABC form. E. Dance is beats long. F. The theme may or may not be mentioned.
“Create a Dance ” Dance Name: ____________________________________ Group Members: Dance Formation: _________________________ If not a circle, how many walls is the dance? _______________ Write your dance parts below in the correct order. Part 1: _________________________________________________________________ _______________________________________________________________________ Part 2:__________________________________________________________________ _______________________________________________________________________ Part 3:__________________________________________________________________ _______________________________________________________________________ Part 4: _________________________________________________________________ _______________________________________________________________________ Part 5:___________________________________________________________ ________________________________________________________________ Part 6:___________________________________________________________ ________________________________________________________________
Choose a multicultural folk dance previously learned in class. Use the questions below to guide your research of the dance. Name of Dance: What Country is the dance from: History of the dance: Origin: Flag: Language: Traditional Costume: Music Selection: Formation: Dance Step Directions: Use a KWL on prior knowledge and what they learned about the countries dance or on the step and sequences involved. Use a Venn Diagram to analyze different ethnic/cultural dances and/or dance steps
Be sure to know the dance you are planning to teach before trying to teach it and be sure you know exactly where it starts in the music and how various parts of the dance fit the music. Demonstrate a short part of the dance for your class, with music, before breaking the entire dance into parts (whole-part-whole). Break the dance into parts and teach using the following progression: Introduce Part 1 and practice until mastered Introduce Part 2 and practice until mastered (can add part one and two) Introduce Part 3 and practice until mastered Practice Part 1, followed by Part 2, followed by Part 3 etc.. Practice the combination of one set of steps or “the move” individually. Name the move with a “catchy title” or a descriptive one. Determine how you will describe your steps and counts.4, 8, or 8 counts to equal 16, 32 Prepare modified versions of difficult steps to include learners who may have a difficult time. Don’t be afraid to include steps that you may not necessarily be able to do perfectly. You can do the modified version and have those who are advanced do the challenging version(s). Strategically place “catch up” steps in a routine. Difficult steps should be followed by easier moves, allowing for those still trying to master the difficult ones to catch-up.
Get them moving and dancing before touching Teach the difference between even and odd music beats, and counts Couple dancing male starts with left foot, female with right foot. Show each move slowly first in parts repeat as necessary before adding on parts and then have whole class join you. Physically move throughout the class and demonstrate in several places so all students have an opportunity to see you or place advanced students in areas to be seen by all students. Place student in windows formation and rotate lines every few minutes… front line goes to back, next row move up to front. Break down difficult moves into two smaller parts. Difficult steps should be presented feet first, then add arms, and then add style. Begin with familiar or easy dance(s) first then progress to more difficult dances. Cues, timing and speed are an important aspect for success for your dance lesson.
Christy Lane Enterprises (Dare to Dance) Wagon Wheel Records Browse Online for various dance websites I tunes Amazon You Tube MTV (TRL) Dance CD’s (target & many other stores) DVD’s (Instructional) Conferences and workshops Colleagues PE central The Fundamentals of Square Dancing by Bob Ruff and Jack Murtha Square Dance Now! By Bob Ruff