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Dance Altered for use with 11th grade students at Millwood High School, 2010, by S. MacInnes http://hometown.aol.com/tapestrylj/TAPESTRYSITE/Colonial.html
True or False*Dance is always done to music.*You need a partner to dance.*The first ballet dancers were men.*To dance, you need special training and you have to be thin.
Dance is the art of gesture and movement. • It transforms images, ideas, and feelings into movement sequences that are personally and socially significant. • Dance organizes physical energy within time and space and often draws from the power of music, literature, drama and the visual arts. • Dance is a natural means of communication and expression, integrating movement, feeling and intellect.
Dance and Movement • What is the difference between everyday movements and dance? • When does movement become dance? Movement becomes dance when the elements of dance (space, time, and force) are intentionally incorporated. AH-E-2.1.31, AH-M-2.1.33
SPACE • Pathways & focus - curved lines, straight lines, zigzags, circles, figure-eights, and many more • Shape - large, small, rounded, and angular • Level - high, medium, low or on the floor (5 Levels) • Direction / Spatial exposure - forward, backwards, diagonally, sideways AH-E-2.1.31, 1.15, 2.23
TIME • TEMPO - fast, slow, moderate • DURATION - short, long • BEAT / RHYTHM - pulse of the music • With music or without music AH-E-2.1.31, 1.15, 2.23
FORCEthe use of energy while moving • QUALITY – smooth, sharp, round, free, flowing • ENERGY – weak/light or strong • WEIGHT – heavy, light, suspended collapsed Dynamics – energy & flow AH-E-2.1.31, 1.15, 2.23
All dance movements can be labeled as locomotor or nonlocomotor. NON-LOCOMOTOR-movements that do not change location LOCOMOTOR-movements that travel AH-E-2.1.31
Locomotor Movements Dancers using locomotor movements may walk, run, skip, hop, jump, slide, leap, or gallop. These movements may be high (possibly indicating joy), medium, or low (possibly indicating sadness.) AH-E-2.1.31, 1.15, 2.23
Non-locomotor Movements Dancers are using non-locomotor movements when they stay in one place but bend, stretch, twist, or swing their body.
BODY • Shape – the body can contort itself into different shapes (curves, angles, straight) • Parts – the arms, legs, head, toes, fingers can take on different focuses (open, closed, relaxed) • Body percussion – sound created using the body (stamp, pat, clap, snap)
How is a dance created? Dances are created by combining locomotor and nonlocomotor movements. A dance, like a book, has a beginning, a middle, and an end. AH-M-2.1.34
Types of dance • Ethno-cultural: singing games (hokey-pokey), religious or ceremonial (Aboriginal spirit dance), folk (French-Acadian), classical (Chinese ribbon dance) • Social: trend (funk, hip-hop, line dance), ballroom (waltz, tango) • Historical: baroque, renaissance, disco, etc. • Modern: creative, classical (Graham Bausch), post-modern • Theatrical: tap, musical theatre, dance drama, ice dance
ceremonial (religion, celebration, ritual) recreational (folk, social dancing, aerobic dance) artistic (ballet, modern, narrative, tap, lyrical). Dance has 3 main forms AH-E-2.2.32
Culture and Dance • Nearly all cultures incorporate dance in some way. • Dance is a major component of many cultures. • Dance is often used to communicate or celebrate.
Some more about dance & culture • Cultures use dance in ways that are both social and personal. • What are some examples of culture and dance you can think of? How do those cultures use dance? AH-E-2.2.33, A-HI-2.2.31, AH-M-2.2.32
Dance is also representative of time periods What time period do you think of when you hear: *Charleston,*Virginia Reel,*Swing,*Disco,*Break dancing, or*Hip Hop? Something to think about… How are the dances of these time periods related to the politics of the time? AH-H-2.3.31, AH-H-2.3.311
Dance in History • Dance has played an important function in many cultures throughout history. • Dance styles, costumes and music often reflect the political climate of the time. AH-E-2.2.31, 1.15, 2.23, 2.25 Dances such as the “Locomotion”, “Macarena”, and even the “Chicken Dance” all perform a function in our society – they create a “group” of dancers having fun!
Is there anything else I should know? Dance allows the dancer or choreographer to communicate their ideas, thoughts, and feelings through movement. These movements are structured and repeatable, in that they can be taught to others. AH-E-2.1.14, 1.15, 2.22
Improvisation • Improvisation is often used to get the choreographic process moving. • It is movement that is created spontaneously, ranging from loosely structured to tightly limited (based on given genre, particular element of movement, or an understanding of a role) • Improv provides an artist with an opportunity to bring together elements without preplanning and requires focus and concentration.
Choreography • Choreographers use processes when making dances. • They might begin with starting-points such as ideas or feelings, explore the starting-points through movement and then sequence the movements • Throughout this process, they are refining and reflecting on their work – much like a writer edits and re-works his/her work before publishing.
Dance is often used to tell a story Like a story or a book, each dance has a beginning, middle and an end. Dance is made up “movement materials”, connected into “phrases” and put together into a complete dance. AH-M-2.2.31, AH-2.2.32, AH-E.2.1.31
Ideas? • What would be some starting points for dances? What are some possible sources of inspiration?
Movement • Choreographers usually do not use movements which imitate exactly movements seen in every-day life. • Why do you think this is? What would dances be like if the movements were always the same as movements seen in daily life?
Dance 11 Successful dance students: • · Attend class regularly as indicated in the school attendance policy. • · Dress appropriately for the physical demands of dance activities. • · Participate fully in each assignment, task, and activity. • · Cooperate with other group and class members. • · Take risks within the context of each activity. • · Use and share their talents and skills within the context of the dance activities. • · Concentrate and focus in all activities • · Use the school breaks for their intended purposes (snacks, washroom, social) • · Do not chew gum, eat food or drink beverages other than water • · Leave their cell phones turned off in their bag.
Bibliography Resources used for this presentation include: • KET’s DanceSense, • an original Power Point presentation created by Anna W. Martin (sent to JCES staff by HSE Pam Clemons) • Microsoft Office ClipArt files • Dance 11 / Nova Scotia. Department of Education