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Communication No. 2172 (SINGLE & PAIR SKATING and ICE DANCE )
INTERNATIONAL SKATING UNION Communication No. 2172 SINGLE & PAIR SKATING and ICE DANCE GUIDELINES FOR INTERNATIONAL NOVICE COMPETITIONS (Replaces ISU Communication 2024) Corrected June 25, 2018 A. General 1. Entries Entries to the competitions are made by the ISU Members (for International Competitions) or Sections/Clubs (for Interclub Competitions), which must be a member of the ISU Member, based on the age and the level of the Skaters. 2. Age requirements Rule 108, paragraph 3) c) In International Novice Competitions a Novice is a Skater who has met the following requirements before July 1st preceding the competition: i) Basic Novice - has not reached the age of thirteen (13); ii) Intermediate Novice - has not reached the age of fifteen (15); iii) Advanced Novice - has reached the age of ten (10) and has not reached the age of fifteen (15) for girls (Singles/Pairs Skating/Ice Dance) and boys (Single Skating) and seventeen (17) for boys (Pair Skating/Ice Dance). 3. Deductions for Interruption(s) in performing the program for ALL Novice categories: For every Interruption of: - more than 10 seconds up to 20 seconds: - 0.5 - more than 20 seconds up to 30 seconds: - 1.0 - more than 30 seconds up to 40 seconds: - 1.5 - more than 40 seconds - 2.0 Interruption of the program with allowance of up to three (3) minutes to resume from the point of interruption: - 2.5 per program As the values of those deductions are not the standard ones provided by Rules 353, paragraph 1.n), the Referee must give specific instructions to the system operator and check the correct input in each instance. -
About U.S. Figure Skating Figure Skating by the Numbers
ABOUT U.S. FIGURE SKATING FIGURE SKATING BY THE NUMBERS U.S. Figure Skating is the national governing body for the sport 5 The ranking of figure skating in terms of the size of its fan of figure skating in the United States. U.S. Figure Skating is base. Figure skating’s No. 5 ranking is behind only college a member of the International Skating Union (ISU), the inter- sports, NFL, MLB and NBA in 2009. (Source: US Census and national federation for figure skating, and the U.S. Olympic ESPN Sports Poll) Committee (USOC). 12 Age of the youngest athlete on the 2011–12 U.S. Team — U.S. Figure Skating is composed of member clubs, collegiate men’s skater Nathan Chen (born May 5, 1999) clubs, school-affiliated clubs, individual members, Friends of Consecutive Olympic Winter Games at which at least one U.S. Figure Skating and Basic Skills programs. 17 figure skater has won a medal, dating back to 1948, when Dick Button won his first Olympic gold The charter member clubs numbered seven in 1921 when the association was formed and first became a member of the ISU. 18 International gold medals won by the United States during the To date, U.S. Figure Skating has more than 680 member clubs. 2010–11 season 44 U.S. qualifying and international competitions available on a subscription basis on icenetwork.com U.S. Figure Skating is one of the strongest 52 World titles won by U.S. skaters all-time and largest governing bodies within the winter Olympic movement with more than 180,000 58 International medals won by U.S. -
Northern Junket, Vol. 6, No. 11
\ \ Title CiNTMS \ rage i Take It Jr Leave It 1 Juvenile Delinquency & Square Hancing 2 From The Mailbox 7 Coming Events at Folk 3ance House - - 11 Irish Dancing -.-_ 12 Bayanihan Dance Group >. 23 Polish State Folk Ballet 24 The P»und Party 25 Contra Dance - Maiden fteel ------ 27 Square Dance - Kitty Corner -------- 28 Folk Dance - Manitou Mixer — 29 Folk Song - If My fid T«p Were A Dancing Man 30 News 32 Book Review - Spiked Boots __- 34 It's Fun To Hunt 35 lasy To Make Decorations ---- — - 43 Holiday Foo4 46 The Town Criei; 5* ******* I :0^vM^... i< k *$ R L E..A. T'B I T The longer I stay in this "business the surer I am of two things to ensure its long life and continued in- terest in it: PROPER PROGRAMMING AMD A YOUTH PROGRAM . The callers who have been active for ten or more years and are still in demand are the ones who program each of their dances so that they give something for the "hot shot" dancer; something for the "newcomer" to square dancing; and a heck of lot for the people in between who outnumber the others maybe ten to one. The dances for the in-betweens will "be a good mixture of old and traditional dances and enough of the neweir ones to keep the floor on its toes. And one thing they never are guilty of: they never deliberately try to "throw the floor". Any idiot can do that; it takes a real good caller to sense the limitations of the group and arrange or re-arrange his material accordingly. -
Europeanfolkdanc006971mbp.Pdf
CZ 107911 EUROPEAN FOLK DANCE EUROPEAN FOLK DANCE .-<:, t "* ,,-SS.fc' HUNGARIAN COSTUME most elaborate costume in Europe EUROPEAN FOLK DANCE ITS NATIONAL AND MUSICAL CHARACTERISTICS By JOAN LAWSON Published under the auspices of The Teachers Imperial Society of of Dancing Incorporated WITH ILLUSTKATIONS BY IRIS BROOKE PITMAN PUBLISHING CORPORATION NEW YORK TORONTO LONDON First published 1953 AHSOOrATKI) SIR ISAAC PITMAN & SONS. I/TT>. London Mblbourne Johannesburg SIR ISAAC PITMAN & SONS (CANADA), LTD. Toronto MADB IN QIUtAT DRTTACN AT TTIK riTMAN PRBSB^ BATH For DAME NZNETH DB VALOIS With Gratitude and Admiration Hoping it will answer in some part Iter a the request for classification of historical and musical foundation of National Dance Preface MrlHE famous Russian writer has said: and warlike Gogol "People living proud lives I that same in their a free life that express pride dances; people living show same unbounded will and of a diniate A poetic self-oblivion; people fiery express in their national dance that same and passion, languor jealousy," There is no such as a national folk dance that a dance thing is, performed solely within the boundaries as are known political they to-day. Folk dances, like all other folk arts, follow it would be to define ethnological boundaries; perhaps possible the limits of a nation from a of the dances the and the arts study people perform they practise. The African native of the Bantu tribe who asks the do great stranger "What you dance?" does so because he that the dance will knows, perhaps instinctively, stranger's him to understand of that man's life. -
Handbook for Technical Panels
Judging System Handbook for Technical Panels Ice Dance 23.07.2018 Summary Basic principles of calling 3 Questions and answers (clarifications) 4 Questions and answers (application cases) 4 Required Elements for Rhythm Dance and Well Balanced Free Dance Program 5 Required Elements for Rhythm Dance and Well Balanced Free Dance Program 5 Pattern Dance Elements 6 Additional definitions, specifications to definitions and notes 6 Levels of Difficulty 6 Additional principles of calling 6 Definitions 6 Questions and answers (clarifications) 9 Dance Spins 13 Additional principles of calling 13 Additional definitions, specifications to definitions and notes 13 Levels of Difficulty 13 Definitions 13 Questions and answers (clarifications) 14 Questions and answers (application cases) 16 Dance Lifts 19 Additional principles of calling 19 Additional definitions, specifications to definitions and notes 19 Levels of Difficulty 19 Definitions 19 Questions and answers (clarifications) 21 Questions and answers (application cases) 23 Sets of Twizzles 29 Additional principles of calling 29 Additional definitions, specifications to definitions and notes 29 Levels of Difficulty 29 Definitions 29 Questions and answers (clarifications) 31 Questions and answers (application cases) 34 Step Sequences 38 Additional principles of calling 38 Additional definitions, specifications to definitions and notes 38 Levels of Difficulty 38 Definitions 38 Questions and answers (clarifications) 42 Choreographic Elements 45 Additional principles of calling 45 Definition of choreographic -
STAR 1-5 Skater's Training Tool
STAR 1-5 Skater’s Training Tool The purpose of this training tool is to help skaters and coaches plan a successful season of skating. By planning the season, a skater can account for events, ice shows, assessments and other major landmarks throughout the season which can definitely impact a skater’s training schedule, as well as goals set for certain times of the season. How to use this tool effectively: First, review the goal setting guidelines. The worksheets that follow may be helpful to set goals for the season. Having the big picture in mind is necessary when setting monthly, weekly and daily goals. If you know where you want to be by the end of the season, it’s much easier to have a plan for each training session, each week, as well as each month. Also included in this guide is a checklist that includes all the elements found on the STAR 1-5 assessments. These can be used as daily tracking sheets to monitor training sessions and keep track of the path towards each skater’s goals. If, by the end of the set time frame, a skater has not achieved a set goal, looking back on the number of times it was practiced as well as any challenges that came up will help to shape the goals moving forward to the next month and show training areas that might need to be modified. All the worksheets are here for everyone to use, but don’t feel it necessary to use them all. Use what works best, and if goals are not being achieved, consider trying some of the other resources. -
Arizona Dance E-Star
Arizona Dance e-Star Arizona Dance e-Star a publication of the Arizona Dance Coalition Volume 2, Issue 10 November 2012 Dear Readers, November promises to be interesting with the elections and !anksgiving. We can only hope that the arts continue be a driving force in Arizona and that we have stronger support for the arts from our communities and elected o#cials. !is will be necessary in order to attract more grant monies from those who can give and believe the arts positively in$uence our economy (jobs), our intelligence (education) and our wellbeing (lifestyle). !e article on page 13 speaks to this topic and is written by Roberto Bedoya, Executive Director of the Tucson Pima Arts Council. November marks Bedoya's 6th year with TPAC. !e Member Spotlight shines on AZDance Group and Kenda Newbury (pg 12). Kenda's contribution to dance and working with children and adults with Table of Contents disabilities is signi"cant. !e Photo of the Month is of the Calendar of Events . .. .. .. .. .. .. .. .. .. .. .. .. .. 2-7 Terpsicore Dance Company—pronounced Terp%si% CORE— to bring attention to a dancer's "core." Master Classes & Workshops. .. .. .. .. .. .. .. .. .. 8 !is November we can be thankful that there are so many Auditions .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 8 events where we can celebrate DANCE. Project Dance ADC Member Announcements .. .. .. .. .. .. .. .. 9 Phoenix (pg 4) is one event where participants will actually Regional News . .. .. .. .. .. .. .. .. .. .. .. .. .. 10-11 discuss feeling blessed to dance. !e month begins with Photo of the Month . .. .. .. .. .. .. .. .. .. .. .. .. .11 leftover Halloween/Vampires performances and ends with Member Spotlight: AZDance Group . .. .. .. .. .12 the beginnings of !e Nutcracker season! Inbetween we Article: Arts Boon or Drain?. -
The Arts, Grades 11 and 12
2010 REVISED The Ontario Curriculum Grades 11 and 12 The Arts CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-First Century . 3 The Importance of the Arts Curriculum . 3 Ideas Underlying the Arts Curriculum . 5 Roles and Responsibilities in the Arts Program . 5 Attitudes in the Arts . 7 THE PROGRAM IN THE ARTS 9 Overview of the Program . 9 Curriculum Expectations . 13 Strands in the Arts Curriculum . 15 The Creative Process . 15 The Critical Analysis Process . 17 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 23 Basic Considerations . 23 The Achievement Chart for the Arts: Grades 9–12 . 26 Information on the Achievement Chart . 28 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN THE ARTS 31 Instructional Approaches . 31 Planning Arts Programs for Students With Special Education Needs . 32 Program Considerations for English Language Learners . 34 Environmental Education and the Arts . 37 Healthy Relationships and the Arts . 38 Equity and Inclusive Education in the Arts Program . 38 Multiple Literacies in the Arts . 40 Literacy, Mathematical Literacy, and Inquiry/Research Skills . 41 Critical Thinking and Critical Literacy in the Arts . 42 The Role of the School Library in the Arts Program . 43 The Role of Information and Communications Technology in the Arts Program . 44 The Ontario Skills Passport and Essential Skills . 45 Career Education . 45 Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario, 11e et 12e année – Éducation artistique, 2010 This publication is available on the Ministry of Education’s website, at http://www.edu.gov.on.ca. Cooperative Education and Other Forms of Experiential Learning . 45 Planning Program Pathways and Programs Leading to a Specialist High Skills Major . -
Focus on Dance Education
FOCUS ON DANCE EDUCATION: Engaging in the Artistic Processes: Creating, Performing, Responding, Connecting In Partnership with the International Guild of Musicians in Dance (IGMID) 17th Annual Conference October 7-11, 2015 Phoenix, Arizona CONFERENCE PROCEEDINGS National Dance Education Organization Kirsten Harvey, MFA Editor Focus on Dance Education: Engaging in the Artistic Processes: Creating Performing, Responding, Connecting Editorial Introduction In October 2015, the National Dance Education Organization met for their annual conference in Phoenix, Arizona to celebrate and honor the legacy, and individuality of the NDEO dance community. The warm spirit of Phoenix resonated with each educator and artist that came together at the beautiful Pointe Hilton Tapatio Cliffs Resort. Over 150 workshops, papers presentations, panels, master classes, social events, and performances were offered including full day pre-conference intensives that preceded the official start of the conference. The range of offerings for dance educators included a variety of experiences to foster inspiration, education, response, dialogue and connection to one another. Contributions to Focus on Dance Education: Engaging in the Artistic Processes: Creating Performing, Responding, Connecting Conference Proceedings include paper presentations, panel discussions, workshops, and movement sessions presented from October 7-11, 2015. The proceedings include 4 abstracts, 9 full papers, 6 movement session summaries, 6 summary of workshop presentations, 2 panel discussion summaries, and 1 special interest group summary. One of the broadest ranges of submissions since I have been editing the proceedings. The NDEO top paper selection committee selected Caroline Clark’s paper titled “We Learned to Perform by Performing: Oral Histories of Ballet Dancers in a Beer Hall” for the Top Paper Citation. -
The 24Th Miami Summer Open
The 24th Miami Summer Open July 29-30, 2005 Hosted By Goggin Ice Arena The Oxford Skating Club Miami University, Oxford, Ohio Sanctioned by the USFSA General Information The Oxford Skating Club invites you to participate in the Music 24th Miami Summer Open to be held at the Goggin Ice Each cassette tape and cd must be clearly labeled Arena located on the beautiful campus of Miami with competitor’s name and event. Cassettes and cds University, Oxford, Ohio. must be of good quality and include only one piece of music. Please rewind all cassettes to the beginning of the Rules appropriate side. Competitors should have a duplicate, This competition is conducted in accordance with the backup tape or cd available at rink side for each event. 2004/2005 USFSA Rule book. After the conclusion of the event, music may be picked up at the registration desk. Eligibility Skaters are eligible to enter as long as they are Awards current (2005) members of the USFSA. Skaters may be The closed system of judging is used in all events. Individual Members or Members of a member club. Medals are awarded for 1st, 2nd and 3rd place in each Skaters are eligible to enter events based on their test event. The 4th through 8th place receive ribbons. level as of June 24, 2005. All entry forms must be Team trophies will be awarded to the three clubs certified by a club officer or test chair. accumulating the most points. Host club will not participate in team point standings. Entries Entrants must indicate their complete birth date Skater’s Opportunity for Individual Evaluations because some events are grouped by age. -
Skate Levels
Skate Levels Tot 1 Pre School Beginner Who Has Never Skated Proper Way To Fall In a standing position, stretch hands and arms higher than eye- level so you can see them. (Not so high that the pupil would tent to fall backwards.) Tuck chin to keep head forward. Bend knees and continue the falling down action as you would sit on a chair. Continue gently until skater falls on one cheek (bottom, that is), keeping the hands in position and off the ice. Proper Way to Get Up Facing the instructor, get in the position of a puppy dog on hands and knees. Put one foot between hands, and then bring second foot between hands, keeping weight balanced on center of both feet. Rise, slowly, looking at the instructor, until skater is in proper standing position. Remain still for five seconds. Repeat falling and getting up two more times. Marching in Standing Position With arms in front as in holding handlebars of a bicycle, lift alternate feet three times, remain still in proper position for five seconds. Repeat for a total of three times. Marching While Moving March, counting 1, 2, 3; and then glide on two feet (feet parallel and comfortably apart but no farther out than hips). Repeat five times. Tot 2 Two-Foot Jump In Place While standing still with hands in handlebar position, bend knees, jump up, land, bend knees to almost teapot position, then stand up straight again. Repeat for a total of three times. Forward Swizzle Standing Still Standing in proper position, put heels together forming a wide "V" position, then move toes together until touching. -
USARS Dance Diagrams
Table of Contents Addendum November 5, 2012 Abbreviations, Definitions, Judging Criteria and Other Useful Information has been inserted after the original Skate Dance Positions page. The following dances have been added, alphabetically. • Association Waltz • Castel March • Crisscross March • Do’blay • Far Away Waltz • 14 Step Plus (located after Fourteen Step CIPA) • Kent Tango • Kleiner Waltz • Luna Blues • Memorial Waltz • Parade March • Paso Doble (CIPA, Women’s Steps) • Princeton Polka (Men’s Step and Team) • Quickstep Boogie • Tango Delanco • Terenzi Waltz • Valse Adante BOSTON BOOGIE Don Homans and David Tassinari Music: Boogie 4/4, Counting 1-2-3-4 Tempo: 100 Beats Per Minute Position: Open “D” Pattern: Set Axis: 45-60 Degrees OPENING The dance starts on count 1 of a measure of music. The first step skated must be step #1. The opening steps must be either 8 or 16 beats of music in duration. DANCE NOTES The takeoff for every step in this dance must be made in the “parallel and” position unless otherwise noted. Steps #2 (XB-RIF), #7 (XB-LIF) and step #12 (XB-RIF) are one beat crossed chassé steps. Step #16 (XB-RIF) is a two-beat crossed chassé step. The takeoffs for all these steps must be crossed-foot, crossed-tracing, close and parallel. Steps #4 (XF-RIF), step #9 (XF-LIF) and step #14 (XF-RIF) are crossed progressive steps. The takeoffs for all these steps must be crossed-foot, crossed-tracing, close and parallel. Step #8 (ROF) begins at the top of the center lobe of the straightaway. During step #5 (LIOF-Swing), the free leg is swung in front on the third count of the step (musical count #1); the change of edge and the backward swing occur on the fifth count of the step (musical count #3).