CDSS Spring 2018 News
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Prof. M. J. Koncen's Quadrille Call Book and Ball-Room Guide
Library of Congress Prof. M. J. Koncen's quadrille call book and ball-room guide ... PROF. M. J. KONCEN'S QUADRILLE CALL BOOK AND BALL ROOM GUIDE. Prof. M. J. KONCEN'S QUADRILLE CALL BOOK AND Ball Room Guide. TO WHICH IS ADDED A SENSIBLE GUIDE TO ETIQUETTE AND DEPORTMENT. IN THE BALL AND ASSEMBLY ROOM. LADIES TOILET, GENTLEMAN'S, DRESS, ETC. ETC. AND GENERAL INFORMATION FOR DANCERS. 15 9550 Containing all the Latest Novelties, together with old fashioned and Contra Dances, giving plain directions for Calling and Dancing all kinds of Square and Round Dances, including the most Popular Figures of the “GERMAN.” LIBRARY OF CONGRESS COPYRIGHT. 20 1883 No 12047-0 CITY OF WASHINGTON. ST. LOUIS: PRESS OF S. F. BREARLEY & CO., 309 Locust Street. (1883). Entered according to Act of Congress, in the year of 1883, by MATHIAS J. KONCEN. in the Office of the Librarian of Congress, at Washington, D. C CONTENTS. Preface 5–6 Etiquette of the Ball Room 7–10 Prof. M. J. Koncen's quadrille call book and ball-room guide ... http://www.loc.gov/resource/musdi.109 Library of Congress Etiquette of Private Parties 10–12 Etiquette of Introduction 12–13 Ball Room Toilets 13–14 Grand March 15–17 On Calling 17 Explanation of Quadrille Steps 17–20 Formation of Square Dances 21–22 Plain Quadrille 22–23 The Quadrille 23–25 Fancy Quadrille Figures 25–29 Ladies Own Quadrille 29–30 National Guard Quadrille 30–32 Prof. Koncen's New Caledonia Quadrille 32–33 Prairie Queen Quadrille 33–35 Prince Imperial 35–38 Irish Quadrille 39–40 London Polka Quadrille 40–42 Prof. -
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. -
Living Culture Embodied: Constructing Meaning in the Contra Dance Community
University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2011 Living Culture Embodied: Constructing Meaning in the Contra Dance Community Kathryn E. Young University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Anthropology Commons, and the Dance Commons Recommended Citation Young, Kathryn E., "Living Culture Embodied: Constructing Meaning in the Contra Dance Community" (2011). Electronic Theses and Dissertations. 726. https://digitalcommons.du.edu/etd/726 This Thesis is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. LIVING CULTURE EMBODIED: CONSTRUCTING MEANING IN THE CONTRA DANCE COMMUNITY __________ A Thesis Presented to the Faculty of Social Sciences University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Master of Arts __________ by Kathryn E. Young August 2011 Advisor: Dr. Christina F. Kreps ©Copyright by Kathryn E. Young 2011 All Rights Reserved Author: Kathryn E. Young Title: LIVING CULTURE EMBODIED: CONSTRUCTING MEANING IN THE CONTRA DANCE COMMUNITY Advisor: Dr. Christina F. Kreps Degree Date: August 2011 Abstract In light of both the 2003 UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage and the efforts of the Smithsonian Center for Folklife and Cultural Heritage in producing the Smithsonian Folklife Festival, it has become clear that work with intangible cultural heritage in museums necessitates staff to carry out ethnographic fieldwork among heritage communities. -
Spring 2018 Newsletter FINAL
Greater Susquehanna Valley United Way Community Partner Donald Heiter Community Center Spring 018 ewsleer New Programs! The Donald Heiter Community Center is embarking on Modern Day ParenngParenng: The DHCC is collaborang with new programming about civic engagement other community leaders to offer a series of classes and leadership! geared to support families in navigang acve LEAD Youth Leadership Program: child-raising through our modern society. This series (Leadership, Educaon, Acon, & Development) includes exercise and nutrion, effecve communicaon, This Youth Leadership Program is designed to foster civic advocang for your child in the school system, and engagement, volunteerism, and leadership skills for 6th, protecng your child from cyber-bullying, and communi- 7th, and 8th grade students. This 10 week program will ty resource awareness. Future programming will be focus on personal development and how to deal with based on the suggesons and needs of aendees. finances, understanding how government funcons and Dates: MONDAYS, April 9, 2018 through April 30, 2018. the role of cizens, how to find your passion and how to Times: Noon– 1 PM become an acve volunteer. (Bring your lunch & we’ll supply snacks & drinks) Dates: MONDAYS March 5, 2018 through May 14, 2018 Cost: $20 Total/$5 per session (Scholarships available) (no class on April 2) Locaon: Donald Heiter Community Center Times: 3:30 PM– 5 PM Transportation is provided from Lewisburg Middle School to the Government Center. Parents must pick up children by 5:00 PM at the Government Center. Location: Union County Government Center (April 23 Class will be held at DHCC) Cost: $200 per child (Scholarships available) STEM A er School Program: The DHCC has partnered with area professionals to provide a STEM (Science, Raise the Roof with Texan's Rookie and Bucknell Technology, Engineering, and Math) program that will help Alum, Julién Davenport to benefit the elementary school students to learn crical thinking skills, Donald Heiter Community Center. -
Teaching English Through Body Movement a Pa
AMERICAN UNIVERSITY OF ARMENIA College of Humanities and Social Sciences Dancing – Teaching English through Body Movement A paper is submitted in partial fulfillment of the requirements for the degree Master of Arts in Teaching English as a Foreign Language By Ninel Gasparyan Adviser: Raichle Farrelly Reader: Rubina Gasparyan Yerevan, Armenia May 7, 2014 We hereby approve that this design project By Ninel Gasparyan Entitled Dancing – Teaching English through Body Movement Be accepted in partial fulfillment for the requirements of the degree Master of Arts in Teaching English as a Foreign Language Committee on the MA Design Project ………..………………………… Raichle Farrelly ………..………………………… Rubina Gasparyan ………..………………………… Dr. Irshat Madyarov MA TEFL Program Chair Yerevan, Armenia May 7, 2014 ii TABLE OF CONTENTS Abstract ….....….………………………………………..………………………… v Chapter One: Introduction …………...….………………………………………… 1 Chapter Two: Literature Review ……..…………………………………………… 3 2.1. Content-Based Instruction Models ……..……………..……………………… 5 2.1.1. The use of Dance in an EFL Classroom ………...…..……………………… 11 Chapter Three: Proposed Plan and Deliverables…………………..……………… 15 3.1. Course Description ..………………………………………………………….. 15 3.1.1. Needs and Environment Analysis ……………………..…………………… 15 3.1.2. Goals and Objectives ……………………………………………….………. 16 3.1.3. Assessment Plan …………………………………………………….…….... 17 3.1.4. Learning Plan ……..…………………………………………….…..……… 19 3.1.5. Deliverables …………………………………………………………....…… 24 Chapter Four: Reflection and Recommendations ……………………..……...…… 27 4.1. Reflection -
Suggested Basic Criteria for Bands Playing a Contra Dance
SUGGESTED BASIC CRITERIA FOR BANDS PLAYING A CONTRA DANCE What does it take to play a contra or square dance? You can play a contra dance with a set of pots and pans and a harmonica, or you can put together a hot band with fiddle, banjo, flute, pipes, or another melody instrument(s), and an accompanist (e.g., guitar, piano, bass). There are all kinds of musical groups that play dances, but what all contra bands share is a love of playing for dancers, and a rich repertoire of reels, waltzes, jigs, and other forms depending on the dancers and caller. Here are some basic criteria that the Tallahassee Community Friends of Old-time Dance would like bands to consider: 1. Choose appropriate dance tunes and medleys, and make them danceable . • Reels and jigs work just fine. You can play the same tune over and over, or you can put several together in a set. If you play a set of tunes, make sure the transitions are as smooth as you can make them. A lot of bands like to put a brief stop between tunes. • The tune(s) played should match the dance to the greatest extent possible. Contra dances have just a few basic footwork moves, including balance and swing. When there are balances in the dance, it is nice to use a tune with accents when the balance occurs. A general rule is to use bouncy tunes for bouncy dances and smooth tunes for smooth figure dances. • Play two or four strong beats as an intro. -
Cfootmad Community Dances
July/Aug 2018 CFOOTMAD www.cfootmad.org COMMUNITY DANCES 720-722-1170 Colorado Friends of Old Time Music and Dance Boulder Community Contra and Family Dance st rd BASIC CFOOTMAD INFORMATION 1 /3 Fridays CFOOTMAD organizes the events listed below and July 6 “Balance & Swing” caller Carol Fey occasional special events. Prices may vary for special July 20 “Sandra Wong & Jon Sousa” caller Krysten events. Children are welcome at dances if supervised by a Raymond responsible adult. For CFOOTMAD dance information, Aug 3 “Rodney Sauer & Friends” caller Tina Fields call 720-722-1170, Jerry at 303-665-1429 (h) or 303-497- Aug 17 “The Megaband” caller Paul Somlo 1315 (w), or look us up on the web at www.cfootmad.org. Denver Contra Dance - 2nd/4th Fridays CFOOTMAD EVENT DETAILS July 13 “The Offbeats” caller Ed Hall Boulder Community Contra Dance: Avalon Ballroom, July 27 “Prairie Dog Picnic” caller Sam Smith 6185 Arapahoe. Lesson 7:15. Dance 8-11. $10/$8 Aug 10 “Avourneen” caller Peter Johnson members/$5 students. Contact Teri at 720-352-1770. Aug 24 ??? caller Christa Torrens (check cfootmad.org) Zesty Contra Dance – 2nd Saturday Boulder Family Dance (right before the Boulder July 14 ??? caller Tina Fields (check cfootmad.org) Community Dance): First Friday, 6:00, September thru Aug 11 ??? caller Viki Lawrence (check cfootmad.org) May. No lesson needed; all dances taught. $15/$14 family; $5 individual. Contact Teri at 720-352-1770. Westminster Community Dance – 4th Saturday July 28 “Prairie Dog Picnic” caller Helle Hill Denver Contra Dance: Highlands Masonic Center, 3550 Aug 25 “Teri Rasmusson & Julia Hayes” caller ??? N. -
Tango Fundamentals (Year-1) - Course Syllabus
Tango Fundamentals (Year-1) - Course Syllabus The course aims to provide a solid foundation in the key elements of Argentine Tango in an enjoyable sociable environment. The first ten weeks concentrates on how to lead and follow the fundamental steps of Tango to enable you to quickly get dancing. Once completed you will be able to move on to follow the full year-1 syllabus. During the full course you will learn • how to lead or follow this improvised dance (there are no long set sequences) • how to execute turns, pivots, ochos and cross steps • some fun easy ‘foot and leg play’ – paradas (blocks) and barridas (sweeps) • to develop musicality in the dance, and how to adjust the elements of Tango to suit the different musical styles found on a typical Buenos Aires dance floor. We will focus on developing skills so that you can enjoy dancing at a Tango social event (called a milonga) and to be able improvise the dance with any partner – wherein lies the pleasure of dancing Tango. There will be time to practice what you have learnt both in the class and also at optional prácticas (practice sessions) on Sunday evenings at Martlesham Leisure. The first 10 week term What is Argentine Tango? – the nature of dance and the music and the improvisation which makes it so different from other dances. The Connection: how to ‘connect’ with your partner and its importance for leading and following. Walking: Walking in ‘two-track’ with your partner in an open embrace (‘parallel system’) Leading and following side-steps Dancing the pauses in the music More -
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. -
6Th Grade Dance Study Guide
6th Grade Dance Study Guide History • Dance has been used throughout civilization by various cultures and society to communicate concepts such as customs, self-expression and social interaction. Types of Dance • Square Dance: Performed with partners, in groups of eight forming a square. • Contra Dance: A dance in which couples stand in long lines facing each other, and move in opposite directions. Examples: Virginia Reel • Round/Circle Dance: Round dance is a term used as early as the eighteenth century in Europe for dances in which partners perform in a circle and usually move in a counterclockwise direction. Round dances are also called couple or partner dances. Examples: Heel Toe Polka, Jiffy Mixer, the Waltz, the Polka, Five Foot Two • Line Dancing: A dance performed in a line, usually no partners. Examples: Hot Chocolate, Rollercoaster, Electric Slide • Folk Dance: A Dance performed from customs and traditions of people. Dances that come from countries other than the United States. It is “the dance of the people”. Terminology Closed Dance Position – Girl’s right hand in boy’s left, girl’s left hand on boy’s shoulder; boy’s right hand in middle of girl’s back to guide her. Do-Si-Do - Two dancers face and move toward each other passing right shoulders. Each person then moves to his right, passing in back of the other person and without turning, passes left shoulders and moves backward to place. Line or Contra – type of formation; dancers stand side by side facing in the same direction. Line of Direction – Refers to the direction of movement of dancers around a circle, counterclockwise. -
New Hampshire's Traditional Social Dances Concord, NH Contra Dance
Live Free and Dance: New Hampshire’s Traditional Social Dances Concord, NH Contra Dance Researched and written by Elizabeth Faiella, July 2015 Location: East Concord Community Center, 18 Eastman Street, Concord, NH Schedule: 8-11 p.m., third Saturday of each month except July and August Website: http://homepage.nhvt.net/dwh/contra.htm Cost: $7, $5 ages 15-25, free under age 15 Current organizer: David Harris Contact information: (603) 225-4917, [email protected] Dancing at the March 2015 Concord Contra Dance at the East Concord Community Center 1 Live Free and Dance: New Hampshire’s Traditional Social Dances Concord, NH Contra Dance, Elizabeth Faiella, July 2015 David Harris, organizer of the Concord contra dance, took on his role at a difficult time—in September of 2001. In the wake of the events of September 11, he wasn’t sure whether they should hold the first dance of the season. “I got in my rowboat,” he recalls, “and went out and did some thinking, and decided, ‘We have this tradition that goes back a couple of hundred years, and I don’t want anybody to destroy that…. We had the dance and carried on the tradition in spite of what was going on in the rest of the world.” Since Harris began organizing the dance, only one dance has been cancelled. The Concord contra dance began as a monthly series in West Concord, New Hampshire with its first dance on September 24, 1988 at the West Concord Community Center. The hall had a sprung wooden floor and had been built by Scandinavian immigrants who had moved to the area to work in the nearby quarries. -
Contra Dance, Duple Improper
125 CASINO POLKA (Tony Parkes, 1989; based on Herbie Gaudreau’s On to Pittsfield, around 1960)) Contra dance, duple improper (every other couple crossed over) Music used: Chickadees’ Polka, New England Chestnuts (Great Meadow Music) A.1 With neighbor in closed (waltz) position (start with M’s left foot, W’s right): Heel, toe, step-close-step away from center; repeat toward center (8) Repeat all (8) (Cadence call: “Heel, toe, out you go; heel, toe, in you go; Heel, toe, out you go; same people do-si-do”) A.2 Do-si-do (8) and swing neighbor (8) B.1 Two gents turn by the left hand, once and a half (8) Swing partner (8); end facing across B.2 Circle four to left, once and a quarter (12); pass through to a new neighbor (4) THE NEW FLOW (Gene Hubert, 1985) Contra dance, duple improper (every other couple crossed over); double progression Music used: St. Anne’s Reel medley, Step Lively 2 (Marian Rose) A.1 In long lines, forward and back (8) Swing neighbor (8); end facing across A.2 Circle four to the left, once around (8) Same four left-hand star, once around (8) B.1 With the next couple, right-hand star once around (8) (lady follows her partner into the second star) Couple 1 swing partner (8); end facing down B.2 With the couple from the second star, down the hall four in line and turn alone (8) Up the hall four in line; hand cast to long lines (8) (similar to the “gate” figure in English country dancing) SQUAREBACK REEL (Roger Whynot, 1970s) Square dance, partner change (right-hand lady progression) Music used: Ragtime Annie (Sunny Hills 45 rpm) A.1 Head couples forward and back (8) Heads pass through, turn alone (8) A.2 All circle left halfway (8) Sides pass through, separate, go around one person to a line of four at the head (8) B.1 Forward eight and back (8) Swing the person in corner’s position (8) – this is not original corner B.2 Promenade to gent’s place (16) STOCKTON FOLK DANCE CAMP – 2017 – FINAL (7/30/2017) .