The Social Poetics of the Red River Jig in Alberta and Beyond Meaningful Heritage and Emerging Performance Sarah Quick
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Dance Brigham Young University-Idaho 2006-2007 Department of Dance
Dance Brigham Young University-Idaho 2006-2007 Department of Dance Jennifer O’ Farrell, Department Chair Wendy Bone, Shawn Fisher, Jennifer O’Farrell, Charles West Donna Checketts, Secretary (208) 436-2073 http://www.byui.edu/Dance/ The Department of Dance offers a minor in Dance. This degree is designed to allow a student to transfer to a four year program, operate a dance studio, as well as prepare to be a dance specialist in a professional, community, and church setting. The Mission of the Department of Dance is: 1. Provide opportunities for the student to develop spiritually, artisti- cally, intellectually and physically. This is accomplished through dis- cipline, the art of dance, and our desire to emphasize gospel princi- ples, personal integrity, individual enrichment and sensitivity to mul- tiple perspectives. 2. Graduates in dance will have a solid foundation preparing them to transfer to a four year program, as well as for careers in performance, choreography, teaching and service. 3. Students will learn through dance that they can become better individuals by living the restored gospel of Jesus Christ, enhancing their roles as creative and artistic individuals, church members, citi- zens and parents. 4. Our goal is to challenge students to be individual thinkers, serve the community and make artistic efforts that reflect a richly complex and diverse global perspective. 1 Dance Brigham Young University-Idaho 2006-2007 Minor In Dance- 183 MINOR REQUIREMENTS 9 credits - take all courses sem/yr plan Course # Credits Course Title -
Types of Dance Styles
Types of Dance Styles International Standard Ballroom Dances Ballroom Dance: Ballroom dancing is one of the most entertaining and elite styles of dancing. In the earlier days, ballroom dancewas only for the privileged class of people, the socialites if you must. This style of dancing with a partner, originated in Germany, but is now a popular act followed in varied dance styles. Today, the popularity of ballroom dance is evident, given the innumerable shows and competitions worldwide that revere dance, in all its form. This dance includes many other styles sub-categorized under this. There are many dance techniques that have been developed especially in America. The International Standard recognizes around 10 styles that belong to the category of ballroom dancing, whereas the American style has few forms that are different from those included under the International Standard. Tango: It definitely does take two to tango and this dance also belongs to the American Style category. Like all ballroom dancers, the male has to lead the female partner. The choreography of this dance is what sets it apart from other styles, varying between the International Standard, and that which is American. Waltz: The waltz is danced to melodic, slow music and is an equally beautiful dance form. The waltz is a graceful form of dance, that requires fluidity and delicate movement. When danced by the International Standard norms, this dance is performed more closely towards each other as compared to the American Style. Foxtrot: Foxtrot, as a dance style, gives a dancer flexibility to combine slow and fast dance steps together. -
SOCIAL DANCE STUDY GUIDE.Pdf
SOCIAL DANCE STUDY GUIDE ELEMENTS OF DANCE 1. Walking- heel first 2. Chasse- step-together-step (ball of foot hits first, then close) 3. Box- combines walking and chasse 4. Rock- transfer weight to one foot, then replace weight to other foot 5. 5th Position Rock Step- As you step back for the rock step, turn the back toe out. This gives you more hip action (rumba, swing) 6. Triple Step- 3 steps to the side (step-together-step) Key: M = man W = woman R = right L = left CCW = counter clock wise FWD = forward BWK = backward Q = quick S = slow DANCE POSITIONS 1. Closed- (foxtrot, waltz, tango) Partners are very close, with the women’s L arm resting on the men’s R, the lead hand is held chin height. 2. Closed- (rumba, cha cha) less arm bend than #1, partners are about 1 foot apart. (swing) lower the lead hand to side 3. One Hand Hold- This is the open position. Hold on same side, M L in W R. 4. R Open- M R side is open and partners are side by side (his L beside her R) 5. L Open- opposite of #4. 6. Promenade- 45-degree angle, both are facing the same direction and are in side- by-side position. 7. Practice- 2-hand hold which allows you to be farther apart. CHA CHA CHA Style- International Latin Meter- 4/4 Tempo- 128 bpm Rhythm- S,S,Q,Q,Q Style- Medium tempo Latin Description- A fun, sexy, flirtatious dance. This is a spot dance using the Cuban motion, which is characteristic of bending and straightening the knees. -
Dance Dance Brigham Young University-Idaho 2007-2008 Brigham Young University-Idaho 2007-2008 Department of Department of Dance Dance
Dance Dance Brigham Young University-Idaho 2007-2008 Brigham Young University-Idaho 2007-2008 Department of Department of Dance Dance Jennifer O’ Farrell, Department Chair Jennifer O’ Farrell, Department Chair Wendy Bone, Shawn Fisher, Jennifer O’Farrell, Charles West Wendy Bone, Shawn Fisher, Jennifer O’Farrell, Charles West Donna Checketts, Secretary (208) 496-2073 Donna Checketts, Secretary (208) 496-2073 http://www.byui.edu/Dance/ http://www.byui.edu/Dance/ The Department of Dance offers a minor in Dance. This The Department of Dance offers a minor in Dance. This degree is designed to allow a student to transfer to a four degree is designed to allow a student to transfer to a four year program, operate a dance studio, as well as prepare to year program, operate a dance studio, as well as prepare to be a dance specialist in a professional, community, and be a dance specialist in a professional, community, and church setting. church setting. The Mission of the Department of Dance is: The Mission of the Department of Dance is: 1. Provide opportunities for the student to develop spiritually, artisti- 1. Provide opportunities for the student to develop spiritually, artisti- cally, intellectually and physically. This is accomplished through dis- cally, intellectually and physically. This is accomplished through dis- cipline, the art of dance, and our desire to emphasize gospel princi- cipline, the art of dance, and our desire to emphasize gospel princi- ples, personal integrity, individual enrichment and sensitivity to mul- ples, personal integrity, individual enrichment and sensitivity to mul- tiple perspectives. tiple perspectives. 2. Graduates in dance will have a solid foundation preparing them to 2. -
The History of Square Dance
The History of Square Dance Swing your partner and do-si-do—November 29 is Square Dance Day in the United States. Didn’t know this folksy form of entertainment had a holiday all its own? Then it’s probably time you learned a few things about square dancing, a tradition that blossomed in the United States but has roots that stretch back to 15th-century Europe. Square dance aficionados trace the activity back to several European ancestors. In England around 1600, teams of six trained performers—all male, for propriety’s sake, and wearing bells for extra oomph—began presenting choreographed sequences known as the morris dance. This fad is thought to have inspired English country dance, in which couples lined up on village greens to practice weaving, circling and swinging moves reminiscent of modern-day square dancing. Over on the continent, meanwhile, 18th- century French couples were arranging themselves in squares for social dances such as the quadrille and the cotillion. Folk dances in Scotland, Scandinavia and Spain are also thought to have influenced square dancing. When Europeans began settling England’s 13 North American colonies, they brought both folk and popular dance traditions with them. French dancing styles in particular came into favor in the years following the American Revolution, when many former colonists snubbed all things British. A number of the terms used in modern square dancing come from France, including “promenade,” “allemande” and the indispensable “do-si-do”—a corruption of “dos-à-dos,” meaning “back-to-back.” As the United States grew and diversified, new generations stopped practicing the social dances their grandparents had enjoyed across the Atlantic. -
Be Square Caller’S Handbook
TAble of Contents Introduction p. 3 Caller’s Workshops and Weekends p. 4 Resources: Articles, Videos, etc p. 5 Bill Martin’s Teaching Tips p. 6 How to Start a Scene p. 8 American Set Dance Timeline of Trends p. 10 What to Call It p. 12 Where People Dance(d) p. 12 A Way to Begin an Evening p. 13 How to Choreograph an Evening (Programming) p. 14 Politics of Square Dance p. 15 Non-White Past, Present, Future p. 17 Squeer Danz p. 19 Patriarchy p. 20 Debby’s Downers p. 21 City Dance p. 22 Traveling, Money, & Venues p. 23 Old Time Music and Working with Bands p. 25 Square Dance Types and Terminology p. 26 Small Sets p. 27 Break Figures p. 42 Introduction Welcome to the Dare To Be Square Caller’s handbook. You may be curious about starting or resuscitating social music and dance culture in your area. Read this to gain some context about different types of square dancing, bits of history, and some ideas for it’s future. The main purpose of the book is to show basic figures, calling techniques, and dance event organizing tips to begin or further your journey as a caller. You may not be particularly interested in calling, you might just want to play dance music or dance more regularly. The hard truth is that if you want trad squares in your area, with few ex- ceptions, someone will have to learn to call. There are few active callers and even fewer surviving or revival square dances out there. -
New Square Dance Vol. 24, No. 11
THE EDITORS' PAGE 41 A recent letter challenged us to re- quest that minority groups be sought out and especially included when pro- moting new classes. We're going to re- neg on this, and here's why — Most of us are pretty proud of our square dance reputations — the trouble free, nuisance free atmosphere of our conventions and festivals, the neatness and color or our costumes, the smooth- ness and beauty of our dances, and the phrase of the music and move rhyth- friendliness and warmth of our dan- mically to and fro where it leads us? cers. We'd just like to hope and believe Why do we shout in triumph when we that dancers everywhere would main- emerge from a series of smooth, intri- tain this pride in their dancing and ex- cate figures to catch our corners for an tend a welcome to every individual allemande? who comes tb participate in the joy Because, oh readers, we are doing and happiness of dancing. Why must our "thing", a thing that man has been we seek to involve a single ethnic or doing since he stretched skins and racial group for special attention? We made the first tomtom -- DANCING! want more people who love dancing, "A rhythmic stepping in time to the whether their eyes are slanted, their beat of the music" used by mankind skins dark, their eyes blue, their ac- as a form of self-expression. We are cents Latin, their hair white or their not usually very introspective about ages in the teens. our hobby. -
Dancing Dancers
Single Copy $1.00 Annual 58.00 "THE BOSS" by elegraft Choice of Dedicated Professional Dance Leaders Fred Staeben, an avid user of Clinton Sound Equipment Fred Staeben of Dozier, Alabama, has been a square dance caller and has been teaching square dance classes without a break since 1955. While stationed in Europe with the USAF (1955-58) he called dances in several of the European countries. Fred and his wife Ruth were a part of the nucleus of dancers, callers and square dance leaders who first organized the European Association of American Square Dance Clubs. He was also one of those who were in- strumental in the organization of the European Callers and Teachers Association. Fred is past president of the Denver Area Square Dance Callers Association and past president of the Colorado Springs Square Dance Callers Association. He was publisher and editor of a square dance newsletter (Colorado), Square Talk, from 1966 to 1971. Fred has also been a caller lab member since 1974. Join the long list of successful Clinton-equipped profes- sionals. Please write or call for full details concerning this superb sound system. Say you saw it in ASD (Credit Burdick) CLINTON INSTRUMENT COMPANY, PO Box 505, Clinton CT 06413 Tel: 203-669-7548 2 AMERICAN M VOLUME 35, No. 11 NOVEMBER, 1980 SQUARE DANCE THE NATIONAL MAGAZINE WITH THE SWINGING LINES ~35tbtr AnniversaryK 4 Co-Editorial 5 By-Line 6 Grand Zip 7 Meanderings 11 Are You Civilized? 13 Squares and Rounds Publishers and Editors 15 The Belles of the Balls Stan & Cathie Burdick 19 Perspective Workshop -
DANCING TIMES a Publication of the Minnesota Chapter 2011 of USA Dance October 2013
MINNESOTA DANCING TIMES A publication of the Minnesota Chapter 2011 of USA Dance October 2013 Photo from the U of M’s Fall into Dance event by Kevin Viratyosin INSIDE THIS ISSUE: STUDIO OPENINGS AND CLOSINGS, U OF M BALLROOM DANCE CLUB, DANCING TO FIGHT MS, & MORE! Join us for USA Dance MN's DANCERS' NIGHT OUT Upcoming Dances Want to dance? Dancers’ Night Out lists social dance events in Minnesota. Want to see your dance listed here? Email the details to [email protected]. BECOME A USA DANCE MN MEMBER Wed 10/2 - West Coast Swing Dance Party; Thu 10/17 - Variety Dance; Dancers Studio, AT OUR DANCE AND GET IN FREE! Dancers Studio, 415 Pascal St. 415 Pascal St. N, St. Paul; 9-10; 651 Email: [email protected] N, St. Paul; 9-10; 651 641 0777 or 641 0777 or www.dancersstudio. Web: www.usadance-mn.org www.dancersstudio.com com Thu 10/3 - Variety Dance; Dancers Studio, Fri 10/18 - Grand Opening Party; 415 Pascal St. N, St. Paul; 9-10; 651 DanceLife Ballroom, 6015 Lyndale 641 0777 or www.dancersstudio. Ave S, Mpls; Free general dancing, October com lesson, and performances for Sun 10/6 - FREE Beginner American DanceLife Ballroom's grand Saturday, October 19th Cha Cha Class; Balance opening 7-8 pm Viennese Waltz Lesson Pointe Studios, 508 W 36th St, Sat 10/19 - USA Dance; ERV Dance Instructor: Eliecer Ramirez Vargas Minneapolis; 2:00-3:30; instructor Studios, 816 Mainstreet, Hopkins; Jeff Nehrbass; 952 922 8612 Viennese waltz lesson at 7, dance 8-11 pm Variety Dance Sun 10/6 - Ballroom Dance Party; Tapestry 8-11; $10, $7 USA Dance members Music DJ: Eliecer Ramirez Vargas Folkdance Center, 3748 Minnehaha Sun 10/20 - FREE Beginner American Ave, Mpls; Cha cha lesson with Cha Cha Class; Balance $7 USA Dance members Shinya McHenry at 6, variety Pointe Studios, 508 W 36th St, $10 Non-members dance 7-10; $10, $8 Tapestry Minneapolis; 2:00-3:30; instructor members; 612 722 2914 or www. -
December 1952 Editor's Mail B
DECEMBER 1952 THE MAGAZINE OF FOLK AND SQUARE DANCING 25c EDITOR'S MAIL B A G - SEE PAGE 7 SQUARE DANCE FOLK DANCE DRESSES, GRACE FERRYMAN'S BLOUSES, SKIRTS, SLIPPERS PLEASANT PEASANT DANCING WE MAKE COSTUMES TO ORDER CHRISTMAS CARDS BEGINNERS—Fridays, 7-9 p.m. Moll Mart Smart Shop 625 Polk St., California Hall, San Francisco 7 Different Motifs—4 colors 5438 Geary Boulevard San Francisco INTERMEDIATES—Thursdays, 8-10:30 p.m. lOc and 20c each Mollie Shiman, Prop. EVergreen 6-0470 Beresford Park School, 28th Ave., San Mateo DON'T DELAY! MAIL YOUR ORDER WITH CHECK OR MONEY ORDER Second Annual Order one or 100 Write "Fiddle and Squares" DANCE INSTITUTE 291 I-A No. 5th St. Milwaukee 12, Wis. FOLK, SQUARE, ROUND, AND CONTRA DANCING SAN FRANCISCO STATE COLLEGE (Urmte New Campus—19th Avenue at Holloway, San Francisco 451 Kearney St., San Francisco Opportunities to learn and review dances, and do practice-teaching if desired. CLASSES College Credit May Be Earned Fee: $7.50 Monday 7 to 8:30 P.M. Friday, Dec. 26, through Tuesday, Dec. 30, 1952 Scottish Country Dances Co-Directors: Tuesday, 7 to 8:30 Eleanor Wakefield, San Francisco State College Spanish and Mexican Dances (Castanets, Latin American Dances, Ed Kremers, Past President, Folk Dance Federation of California Rumba, Tango, Samba, Mambo) Information may be obtained from Leo Cain, Dean of Educational Services, San Private Lessons $2 per half hour Francisco State College, 124 Buchanan, San Francisco 2, or from Co-Directors By appointment, day or evening- SUtter 1-2203 SPEND THE HOLIDAYS DANCING! a double feature in SEPARATES FOLK DANCING OR DAYTIME-EVENING WEAR EXQUISITE HAND LOOMED IMPORTED FABRICS of finest light weight wool FOR SKIRTS AND MATCHING STOLES AUTHENTIC BAVARIAN BORDER DESIGNS in contrasting colors AGAINST BACKGROUND COLORS OF: RED LIGHT GRAY ROYAL BLUE GREEN BLACK DARK GRAY BROWN WHITE It's Easy! It's Fun! MAKE YOUR OWN COSTUME CAPER OR SOCIAL WHIRLER 2 YARDS MAKE LOVELY DAYTIME OR EVENING SKIRT 3 YARDS MAKE LOVELY DANCE SKIRT 38" WIDE . -
The Contribution of Folk Dancing Experiences to the Growth and Development of Junior High School Youth
Central Washington University ScholarWorks@CWU Graduate Student Projects Archival Content 1954 The Contribution of Folk Dancing Experiences to the Growth and Development of Junior High School Youth Raymond William Hall Central Washington University Follow this and additional works at: https://digitalcommons.cwu.edu/thesis_projects Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Recommended Citation Hall, Raymond William, "The Contribution of Folk Dancing Experiences to the Growth and Development of Junior High School Youth" (1954). Graduate Student Projects. 8. https://digitalcommons.cwu.edu/thesis_projects/8 This Graduate Project is brought to you for free and open access by the Archival Content at ScholarWorks@CWU. It has been accepted for inclusion in Graduate Student Projects by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. (:;(~; TO THE GRMH AND DE' ~"!'' <"~,; f{{;: OF JUNIOR HIGH SCHOOL Yoti'fH A Research Paper Presented to the Faculty of Central Washington College of :Education In Partial Fulfillment of the Requirements for the Degree Master of F.d.ucation by Raymond William Hall June, 1954 TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION • • • . • • • • . 1 The problem • . 1 Statement of the problem . 1 Limitation of the problem • • • • . 2 The purpose • • • • • • . • • • 2 Definition of terms used . • • • • • • • 2 Core curriculum • . • • • • • • • • • • • • 2 Folk dancing . 3 Junior high school • • • • • • • • • • • • • • 3 Unified studies • • • • • • • • • • • • • • • • 3 II. THE ROLE OF THE FOLK DANCE IN THE JUNIOR HIGH SCHOOL • 4 Developnent of folk dancing • • • • • • • • • • • • 4 Potentialities of the folk dance in education • . 5 Contrirution of the folk dance to growth and development • • • • • • . -
Ceroc® New Zealand Competition Rules, Categories and Judging Criteria
Version: April 2018 Ceroc® New Zealand Competition Rules, Categories and Judging Criteria Ceroc® competition events are held in different regions across New Zealand. The rules for the Classic and Cabaret categories as set out in this document will apply across all of these events. Event organisers will provide clear details for all Creative category rules, which may differ between events. Not all categories listed below will necessarily be present at every event. Each event may have their own extra regional Creative categories that will be detailed on the event organiser’s web pages, which can be found via www.cerocevents.co.nz. Contact the event organiser for further details of categories not listed in this document. Contents 1 Responsibilities 1.1 Organiser Responsibilities 1.2 Competitor Responsibilities 2 Points System for Competitor Levels 2.1 How it works 2.2 Points Registry 2.3 Points as they relate to Competitor Level 2.4 Earning Points 2.5 Teachers Points 2.6 International Competitors 3 General Rules 3.1 Ceroc® Style 3.2 Non-Contact Dancing 3.3 Floorcraft 3.4 Aerials 3.5 Newcomer Moves 4 Classic Categories 4.1 Freestyle 4.2 Dance With A Stranger (DWAS) 5 Cabaret Categories 5.1 Showcase 5.2 Newcomer Teams 5.3 Intermediate and Advanced Teams 6 Creative Categories 6.1 to 6.15 7 Judging 7.1 Judging Criteria 7.2 Penalties and Disqualifications Version: April 2018 1 Responsibilities 1.1 Organiser Responsibilities The organiser is responsible for ensuring the event is run professionally and fairly. This is a complex undertaking and more information can be provided by the organiser or Ceroc® Dance New Zealand (Ceroc® NZ) upon request.