Kumiko Konishi SAG-AFTRA

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Kumiko Konishi SAG-AFTRA TELEVISION Chambers Recurring Guest Star Netflix Madam Secretary Recurring Guest Star CBS The Following Recurring FOX Tin Man (pilot) Co-Star NBC/DJ Caruso Dir. Henry Recurring Guest Star Align Productions/Alain Alfaro Dir. FILM Hyde Park on Hundson Principal HBO Films/Roger Michell Dir. Dismas Lead Nice Life Films/David Theisen Dir. Julia Supporting Farraj Factory/Matthew A. Brown Dir. Alien Uprising Supporting Pandora Machine/Andrew Bellware Dir. Breathe Principal Wayfinder Films/Richard Newey Dir. THEATER Our Town Mrs. Webb Greenwood Historic Society The Empress of Sex Chorus – Stage Reading The Hive Theatre TRAINING Scene Study Deborah Hedwall Deborah Hedwall Studios 2-Year Meisner Conservatory Maggie Flanigan Maggie Flanigan Studio On-Camera Auditioning Bob Krakower / One on One Productions Andrew Stewart-Jones Voice and Speech Shane-Ann Younts Director of Voice – NYU Tisch Improv Ari Voukydis Upright Citizenss Brigade SPECIAL SKILLS Language: Advanced Conversational Japanese (spoken and written), Introductory Spanish (can read Spanish) Accents: Standard American (Native Speaker), Southern (Appalachian/Georgian), Midwestern, New York, New England, British RP, Cockney, Parisian French, East Indian, Middle Eastern (i.e. Iranian), Russian, Italian Dance: Native American traditional dances (Jingle Dress, Fancy, Women’s Traditional), Hip Hop (Club, House, Breakdancing), Latin (Merengue, Salsa, Bachata), Waltz Sports: Swimming (all strokes), Running (distance and sprinting), Tae Kwon Do, Soccer, Football, Jump Rope, Weight Training, Racquetball Management – The Cooper Company (212) 904-1000 .

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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.
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Chapter 4 Creolized Dance Music Text: Robin Moore Instructor’S Manual: Sarah J
Chapter 4 Creolized Dance Music Text: Robin Moore Instructor’s Manual: Sarah J. Bartolome All activities are keyed as follows: AA = All ages E = Elementary (particularly grades 3–6) S = Secondary (middle school and high school, grades 7–12) C/U = College and university Chapter 4 Vocabulary merengue, merengue típico, güira, marímbula, tambora, paseo, cuerpo, jaleo, apambichao, son, verso, canto, montuno, tres, tresero, martillo, bongsero, timbales, socialism, Cold War, plena, panderetas, panderos, seguidor, segunda, requinto, soneos, salsa, salsa dura, cáscara, salsa romántica, salsa monga, timba Exploring Traditional and Commercial Merengue (AA) Compare a traditional merengue with a commercially recorded merengue. 1. Watch the video of La India Canela performing merengue típico, available at http://www.folkways.si.edu/explore_folkways/video_caribbean.aspx. 2. Have students identify the instruments they see and hear. 3. Have students also watch the video of Johnny Ventura performing “Merenguero Hasta la Tambora,” available on YouTube at http://www.youtube.com/watch?v=7XzINu2ee4A. 4. Compare the two merengues. Draw students’ attention to differences in instrumentation and the commercialization of the latter performance. Exploring Merengue through Dance (AA) Learn the simple merengue dance movement. 1. Search on YouTube for an instructive video if you are not familiar with the basic step-together movement associated with merengue. One such video is available at http://www.youtube.com/watch?v=on4V1KN_Iuw. 2. Either teach the students yourself or learn with them as you watch the video. 3. Dance along to a recording of merengue, either in lines or in pairs as students are comfortable. Exploring Merengue: Form (A) 1.
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Samba, Rumba, Cha-Cha, Salsa, Merengue, Cumbia, Flamenco, Tango, Bolero
SAMBA, RUMBA, CHA-CHA, SALSA, MERENGUE, CUMBIA, FLAMENCO, TANGO, BOLERO PROMOTIONAL MATERIAL DAVID GIARDINA Guitarist / Manager 860.568.1172 [email protected] www.gozaband.com ABOUT GOZA We are pleased to present to you GOZA - an engaging Latin/Latin Jazz musical ensemble comprised of Connecticut’s most seasoned and versatile musicians. GOZA (Spanish for Joy) performs exciting music and dance rhythms from Latin America, Brazil and Spain with guitar, violin, horns, Latin percussion and beautiful, romantic vocals. Goza rhythms include: samba, rumba cha-cha, salsa, cumbia, flamenco, tango, and bolero and num- bers by Jobim, Tito Puente, Gipsy Kings, Buena Vista, Rollins and Dizzy. We also have many originals and arrangements of Beatles, Santana, Stevie Wonder, Van Morrison, Guns & Roses and Rodrigo y Gabriela. Click here for repertoire. Goza has performed multiple times at the Mohegan Sun Wolfden, Hartford Wadsworth Atheneum, Elizabeth Park in West Hartford, River Camelot Cruises, festivals, colleges, libraries and clubs throughout New England. They are listed with many top agencies including James Daniels, Soloman, East West, Landerman, Pyramid, Cutting Edge and have played hundreds of weddings and similar functions. Regular performances in the Hartford area include venues such as: Casona, Chango Rosa, La Tavola Ristorante, Arthur Murray Dance Studio and Elizabeth Park. For more information about GOZA and for our performance schedule, please visit our website at www.gozaband.com or call David Giardina at 860.568-1172. We look forward
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Introduction to Latin Dance
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Course Code 3722 Course Title Introduction to Latin Dance Department Physical Education Short Title Intro Latin Dance Course Length 2 Semesters Grade 11-12 Credits/Semester 5 Required for Graduation No Meets H.S. Grad Requirement Elective Credit Yes Meets UC “a-g” No Meets NCAA Requirement No Requirement Prerequisites 2 years physical education COURSE DESCRIPTION: This course is designed to teach students the basic elements of Latin Dance. Students will analyze dance’s role in improving and maintaining one’s health related fitness and then incorporate dance activities into their personal fitness program/plan. Students will learn basic steps as well as complex combinations in Merengue, Salsa, Bachata, and the Cha Cha. For each dance, the students will learn the historical and geographical roots, the music and the instruments associated with each one. This course will help students learn the skills of dance while improving their technique, poise, self-confidence and creative ability as well as deepening their understanding of and appreciation for the rich and colorful heritage that each dance represents. As a course involving couples’ dances, it will allow students to develop an understanding of the social etiquette involved in couples dancing. GOALS: Students need to: • Demonstrate knowledge and skills related to performance of the following dances: Merengue, Salsa, Bachata and Cha Cha. • Assess and maintain a level of physical fitness to improve health and performance. • Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance in dance. • Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of Latin dance.
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Negotiating the Self Through Flamenco Dance
Georgia State University ScholarWorks @ Georgia State University Anthropology Theses Department of Anthropology 12-2009 Embodied Identities: Negotiating the Self through Flamenco Dance Pamela Ann Caltabiano Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/anthro_theses Part of the Anthropology Commons Recommended Citation Caltabiano, Pamela Ann, "Embodied Identities: Negotiating the Self through Flamenco Dance." Thesis, Georgia State University, 2009. https://scholarworks.gsu.edu/anthro_theses/33 This Thesis is brought to you for free and open access by the Department of Anthropology at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Anthropology Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. EMBODIED IDENTITIES: NEGOTIATING THE SELF THROUGH FLAMENCO DANCE by PAMELA ANN CALTABIANO Under the Direction of Emanuela Guano ABSTRACT Drawing on ethnographic research conducted in Atlanta, this study analyzes how transnational practices of, and discourse about, flamenco dance contribute to the performance and embodiment of gender, ethnic, and national identities. It argues that, in the context of the flamenco studio, women dancers renegotiate authenticity and hybridity against the backdrop of an embodied “exot- ic” passion. INDEX WORDS: Gender, Dance, Flamenco, Identity, Exoticism, Embodiment, Performance EMBODIED IDENTITIES: NEGOTIATING THE SELF THROUGH FLAMENCO DANCE by PAMELA ANN
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Bera Ballroom Dance Club Library
BERA BALLROOM DANCE CLUB LIBRARY Video Instruction DANCE TITLE ARTIST Style LEVEL 1 American Style Exhibition Choreography Cha Cha Powers & Gorchakova VHS Cha Cha 2 American Style Beginning Rumba & Cha Cha Montez VHS Rumba & Cha Beg 3 American Style Intermediate Cha Cha Montez VHS Cha Cha Int 4 American Style Advanced I Cha Cha Montez VHS Cha Cha Adv 5 American Style Advanced II Cha Cha Montez VHS Cha Cha Adv 6 International Style Cha Cha Ballas VHS Cha Cha 10 American Style Beginning Tango Maranto VHS Tango Beg 11 American Style Intermediate Tango Maranto VHS Tango Int 12 American Style Advanced I Tango Ballas VHS Tango Adv 13 American Style Advanced II Tango Maranto VHS American Tango Adv 14 Advanced Tango American Style Techniques & Principles Kloss VHS American Tango Adv 21 Waltz Vol I International Style Technique & Principles Puttock VHS Int Waltz 22 Waltz International Style Standard Technique Veyrasset &Smith VHS Int Waltz 23 American Style Beginning Waltz Maranto VHS Waltz Beg 24 American Style Intermediate Waltz Maranto VHS Waltz Int 25 American Style Advanced I Waltz Maranto VHS Waltz Adv 26 American Style Advanced II Waltz Maranto VHS Waltz Adv 27 Waltz Vol 1 – Beginner Austin VHS Waltz Beg 30 American Style Beginners Viennese Waltz Maranto VHS Viennese Waltz Beg 31 American Style Intermediate Viennese Waltz Maranto VHS Viennese Waltz Int 32 International Style Advanced I Viennese Waltz Veyrasset &Smith VHS Viennese Waltz Adv 33 Viennese Waltz International Style Standard Technique Veyrasset &Smith VHS Int Viennese 40 International
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International Dance Conservatory – Ballroom Program
INTERNATIONAL DANCE CONSERVATORY – BALLROOM PROGRAM YEAR FALL SPRING Year 1 Latin Ballroom School Figures Latin Ballroom School Figures (Bronze level) (Silver & Gold levels) Standard Ballroom School Figures Standard Ballroom School Figures (Bronze level) (Silver & Gold levels) Year 2 Latin Technique 1 Latin Technique 2 Latin Ballroom 1 Latin Ballroom 2 Standard Technique 1 Standard Technique 2 Standard Choreography 1 Standard Choreography 2 Year 3 American Smooth 1 American Smooth 2 Student Choreography 1 Student Choreography 2 Advanced Ballroom Technique 1 Advanced Ballroom Technique 2 Year 4 Business of Ballroom Intro to Ballroom Instruction Advanced Choreography 1 Advanced Choreography 2 INTERNATIONAL DANCE CONSERVATORY – BALLROOM PROGRAM Advanced Ballroom Technique 1 & 2 This is an advanced class that focuses on the body mechanics, timing, footwork, partnering, style, expression, and emotion of many Ballroom & Latin dances. Students will continue to develop a deeper understanding of the techniques and stylings of each dance. Students will apply this training in the demonstration of their Latin, Ballroom, and Smooth competition routines. Advanced Choreography 1 & 2 This is an advanced class that focuses on learning open choreography in many Ballroom and Latin Dances. Students will experience this creative process first hand and apply their technique to this choreography. Students will perform these open routines with attention to technical proficiency and embodying the character of each dance. American Smooth 1 & 2 This is an advanced class that focuses on learning open choreography in all four American Smooth Ballroom Dances - Waltz, Tango, Foxtrot, & Viennese Waltz. Students will be prepared to compete in all four dances at the Open Amateur Level.
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Roundalab Abbreviations for Cue Sheets Compiled by Annette Woodruff
Roundalab Abbreviations for Cue Sheets Compiled by Annette Woodruff For use by choreographers when creating cue sheets. Also for use by dancers when trying to “decipher” cue sheets. 1-9 one through nine, etc. dr door outsd outside strll stroll 1/2 half DRC Diagonal Reverse Line of ovr over swch switch 1/4 quarter Dance and Center of Hall PD Paso Doble swd sideward 2x, 3x.... twice, 3 times, etc. drg drag Ph I...Ph VI Phase I...Phase 6 swhrt sweetheart abt about DRW Diagonal Reverse Line of plc place swvl swivel ack acknowledge Dance and Wall pos position sync syncopation/syncopated acrs across dwn down prep prepare/preparation TAMP Tamara [Position] adj adjust elev elevation prog progressive tch touch adv advance, advanced ESCP Escort [Position] PROM Promenade [Position] tele telemark amer American falwy fallaway prom promenade TG Tango approx approximately fc face prtzl pretzel thru through apt apart FCG Facing [Position] pt point thrwy throwaway arg Argentine fig figure ptr partner tim time arnd around fin finish PU Pickup [Position] tog together awy away flk flick pu pickup trans transition bal balance flr flare pvt pivot trav traveling bas basic fnc fence Q quick [as used in timing] trl trail bball basketball frnt front qk quick [not used in timing] trn turn bdy body fshtl fishtail QS Quickstep trpl triple BFLY Butterfly [Position] FT Foxtrot qtr quarter TS Two Step bhd behind ft foot R right twd toward BJO Banjo [Position] fthr feather R/D Round Dance/Dancing twkl twinkle bk back fwd forward RAL ROUNDALAB twrl twirl BL Bolero [Position]
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Hispanic Heritage Month Girl Scouts Fun Patch Activities
Girl Scouts Hispanic Heritage Month Fun Patch Activities Hispanic Heritage Month Celebration “¡Yo soy una Girl Scout!” Fun Patch During Hispanic Heritage Month (September 15–October 15), we celebrate the countless contributions that Hispanic people and Latinos have made and continue to make in the United States. We honor the cultural richness of all people in the U.S. whose ancestors came from Spain, Mexico, the Caribbean, and Central and South America. Girls and leaders have plenty of activities to choose from to earn this Fun Patch. And regardless of their specific ethnic heritage, they’re sure to learn interesting new things. Number of activities required to get the patch: Daisy (3) • Brownie (4) • Junior (6) • Cadette (8) • Senior (10) • Ambassador (12) Theme Activities 1. Learn a Hispanic or Latin dance (try salsa, merengue, flamenco, or tango!) then teach it to your friends or family. 2. Make a music playlist featuring 10 different artists from 10 different Hispanic countries. Share the list (and some info about the artists) around! 3. Choose three styles of Hispanic music (mariachi, salsa, bolero, etc.), and identify the countries of origin and other interesting details. Art 4. Make maracas—percussion instruments that are native to Cuba, Puerto Rico, and Venezuela. Decorate paper bags with paint, fill them with dried rice, and fasten with a rubber band. Then, shake away! 5. Virtually visit the Smithsonian Latino Center. 6. Draw or paint three flags from the 21 countries generally included in Hispanic Heritage Month celebrations. 7. Learn about a Hispanic artist and find an image of an art piece of their creation that speaks to you in some way.
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ROUNDALAB STANDARD Abbreviations I. INTRODUCTION
ROUNDALAB STANDARD Abbreviations I. INTRODUCTION & CHANGES INTRODUCTION: Purpose of Abbreviations: To reduce the size of words, without confusing the reader, and to conserve space within the body of the cue sheet. The following guidelines apply to the usage of abbreviations and punctuation. The format of the title reflects the status of the descriptions or definitions that follow: Approved Standard - Boldface Type Tentative Standard - Underlined and preceded by a single asterisk [*]. On ROUNDALAB Teaching Videos [RTVs] - Preceded by a number sign [#]. Copies of the following additional manuals, booklets, ROUNDALAB Teaching Videos [RTVs], Digital Video Discs [DVDs], and Figure Video Software [FVS] may be purchased from: ROUNDALAB PO Box 1928 Auburn, ME 04211 PHONE: 877 Y I DANCE [877-943-2623] US/CANADA 207-904-0220 all other countries WEBSITE: www.roundalab.org E-MAIL: [email protected] • Phase Booklets – Phases I through VI • Glossary • Abbreviations Booklet • Index for Glossary & Phase Booklets • Listing of Phase Rated Actions, Movements and Figures by Rhythm Booklet • Listing of Phase Rated Actions, Movements and Figures by Phase Booklet • Cueing Guidelines • Cue Sheet Writing Guidelines • New Round Dance Leaders Manual - Phase I / II • Teaching Manuals for Phase III and IV • Preliminary Foot Movements & Positions/Dance Positions/Walks in all Rhythms Booklet • Callers Manual for Using Rounds in the Square Dance Program • ROUNDALAB Teaching Videos [RTVs] • Instructional Digital Video Discs [DVDs] [Phase I through Phase VI and Addendum] • Figure Video Software [FVS] Because of changes over time as well as differences of interpretation, inconsistencies may appear between the ROUNDALAB Teaching Videos [RTVs], Digital Video Discs [DVDs], Figure Video Software [FVS] and the ROUNDALAB Phase Booklets.
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Merengue Clinic Notes
P A G E 4 Merengue Clinic Notes There are two stories about the origination of merengue. The most popular ver- sion relates to a great hero of the revolution, General Maringie, who had been crippled in one leg during the war. It is said that he loved to dance, but after the injury, when he danced he could only step with one leg and drag the other. Not wishing to offend the great hero, the other dancers did the same thing. Wherever the name comes from, it remains an energetic and exciting dance rhythm. Merengue is probably the easiest dance to learn because of its timing. Merengue is written in 4/4 time (4 beats to a bar of music, and four dance steps to a bar of mu- sic). The main characteristic of the basic step is described as stepping side and dragging the other leg to close. It is also known as a "lame duck" motion. Walking Peg & John Kincaid steps and side steps make up the basic components of Merengue. The main focus is in the legs, keeping the upper body erect and as still as possible. There is no inten- tional hip movement in any of the Latin dances, and Merengue is no different. The hip action comes from changing weight from one foot to the other. In Latin dancing whenever one leg is straight, the other should be bent. Walking backwards is a good demonstration of this action. The foot action in Merengue is described as a "foot roil". It is accomplished by stepping onto the inside ball of the foot where the “0erengue is big toe is and rolling the foot over to the little toe, and then lowering the heel as if probably the you were squashing a grape.
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Ask About Our Kids' Group Class
Arthur Murray Dance Center December 2019 604 S. Frederick Ave., Ste.100, Sun Mon Tue Wed Thu Fri Sat Gaithersburg, MD 20877 1 2 3 4 5 6 7 Phone: 301.590.0387 8 9 10 11 12 13 14 Email: [email protected] 15 16 17 18 19 20 21 Website: dancegaithersburg.com 22 23 24 25 26 27 28 Hours: M-F 1p-10p, Sat 10a-2p 29 30 31 Sun Mon Tue Wed Thu Fri Sat UPCOMING EVENTS 1 2 5:30P Arthur’s Kids 11:00A 3/18—3/22 12/12-12/15 3/13—3/14 7:00P Newcomer Group Variety Dance Rumba/Salsa Foxy World Dance-O-Rama 7:45P Newcomer Party Gaylord Dance O Rama Spring Freestyles 8:30P Bronze 1 Saturday Night Dance (in New Orleans) Triple Swing 8-10:30 PM—$10pp AN 4 5 6 7 8 9 7:45P 8:30P 5:30P Arthur’s Kids 11:00A Bronze 1 7:00P Newcomer Group 8:30P–10:00P Variety Dance Newcomer Group 7:00P Newcomer Group Paso Doble Samba Merengue/ Rumba/ CLUB DANCE Salsa/Bachata/Merengue Fox Trot/Single Swing Waltz 7:45P Newcomer Party 12:15-2p 7:45PM Newcomer 9:15P 8:30P Welcome Disney Villain 8:30P Bronze 1 How To: Showcase Make to Bronze!!! Party Newcomer Party Night Salsa up class 10 11 12 13 14 15 16 7:45P 7:00P 8:30P 8:30P–10:00P 5:30P Arthur’s Kids 11:00A Ask Bronze 1 Newcomer Group Newcomer Group CLUB DANCE Tango Waltz/Club Swing Club Swing/ Single *7:00P* Variety Dance *7:45P Swing/ Fox Trot *Bronze 1 Rumba* Country 2- Step about Newcomer Party 9:15P 7:30P Saturday Night Dance Newcomer Party GUEST OPEN HOUSE 8-10:30 PM—$10pp our Classic Disney 8:30P Practice Party 17 18 19 20 21 22 23 kids’ 8:3P 5:30P Arthur’s Kids 7:00P 8:30P–10:00P 7:45P Newcomer Group Newcomer Group CLUB DANCE
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