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Home , Acro dance, Blues dance, Boogaloo (funk dance), Cabbage Patch (dance), Cakewalk, Carolina Shag

Interactive Game Name:______

Interactive: interacting with a human user, often in a conversational way, to obtain data or commands and to give immediate results or updated information.

Dance: to move one's feet or body, or both, rhythmically in a pattern of steps, especially to the accompaniment of .

STEP ONE: RESEARCH at least 3 Dance Styles/Moves by looking at the attached “Dance Styles Categories” sheet and then ANSWER the attached sheet “ Researching Dance Styles & Moves.”

STEP TWO: DRAW 3 conceptual designs of possible character designs for your one dance figure.

STEP THREE: SCAN your character design into the computer and/or create digitally in Adobe Photoshop or directly in Macromedia Flash.

Character Design Graphic Names STEP FOUR: BREAK UP the pieces of your digital character design like the above Character Design Graphic Names . If creating in Adobe Photoshop ensure you save each piece of your digital character with a TRANSPARENT BACKGROUND and save each separately as PSD files .

STEP FIVE: IMPORT your character design (approved by teacher) into the program Macromedia Flash – piece by piece by OPENING Macromedia Flash then SELECT from the top of menu -> WINDOW -> SHOW LIBRARY ->

STEP SIX: DOUBLE CLICK on the specific Character Design Graphic piece you want to IMPORT (SEE the above photo for specific names of body parts i.e. right arm upper graphic)

STEP SEVEN: DELETE the template graphic part and PASTE or choose FILE IMPORT in the one you designed on paper or Adobe Photoshop . (head etc..)

STEP EIGHT: RESIZE specific Character Design graphic pieces by RIGHT MOUSE CLICKing on the graphic and choose FREE TRANFORM to scale up or down.

STEP NINE: REPEAT ABOVE STEPS SIX TO EIGHT until all specific Character Design Graphic piece have replaced the template graphics.

STEP TEN: NEXT IS ANIMATION!

In the LIBRARY -> DOUBLE CLICK on the Figure – Start Body Movie Clip file.

STEP ELEVEN: MOTION TWEEN the individual specific Character Design Graphic piece you want to animate on the figure.

PRESS ENTER to preview your Movie Clip animation.

NOTE: The animation will play as a Movie Clip graphic and will continuously loop. As a result you only need to create the dance move animation once. It will be triggered by the interactivity of the user choosing and clicking on the chosen DANCE MOVE BUTTON(s) (1-5).

HOW TO MOTION TWEEN A GRAPHIC:

RIGHT CLICK on the TIMELINE the Black dot which represents the graphic piece. (in this case chest graphic)

CHOOSE COPY FRAMES.

RIGHT CLICK on of the TIMELINE where you want the animation to end and SELECT PASTE.

(You should now have copied the Black dot which represents the chest graphic to another part of the TIMELINE .)

Next SELECT the first Black dot again and then hold SHIFT on the keyboard and at the same time

and

SELECT the other Black dot (keep holding SHIFT )

and

then RIGHT MOUSE CLICK and SELECT CREATE MOTION TWEEN.

(There should be a little arrow connecting the first Black dot with the other Black dot on the TIMELINE .)

MOVE the individual graphic piece (in this case chest graphic) somewhere else on the STAGE.

PRESS ENTER to preview your Movie Clip animation and MOTION TWEEN.

STEP TWELVE: CREATE the 5 dance move animations by DOUBLE CLICKING on the following Movie Clip files in the LIBRARY:

Figure – Dance Moves 1, Figure – Dance Moves 2, Figure – Dance Moves 3, Figure – Dance Moves 4, Figure – Dance Moves 5.

STEP THIRTEEN: CREATE the following graphics as well in either Adobe Photoshop or Macromedia Flash and replace the template graphics:

STEP FOURTEEN: LISTEN to the following sound wav files on the school network:

K://Mr. Arnett/ASM 4M/Unit 3/Interactive Dance Game Folder/Music Sounds

STEP FIFTEEN: CREATE/EDIT the sound files for your various Dance Moves in either Adobe Premiere or Audacity and then IMPORT them into the LIBRARY in your Interactive Interpretive Dance.fla file in Macromedia Flash in your Digital Portfolio.

STEP SIXTEEN: REFLECT by answering and submitting the following questions:

1) What aspect of your finished work do find most successful and why? 2) What aspect of your finished work do find least successful and why? 3) If you had to do this project again, what would you do differently and why?

Dance Styles Categories

Traditional / Black Bottom, -woogie, , , , African-American stepping, Detroit Ballroom, Drunken Sailor, Hand Dance / vernacular dance Bop, , , Monkey, , , , Texas Swingout, Texas Tommy

Afro-Caribbean Calypso, dance, , Salsaton dance, Soca dance, vernacular dance Bernie dance

Dancehall dance Experimental / Boogie, Jump Up, Raving Freestyle Hip-hop & dance Breaking, Boppin', Bounce, (C-Walk), Clown Walk, Detroit Jit, , Electric , Floating, Memphis Jookin', Bboying, , Litefeet, , dance, , Liquiding, Waving, Tutting, Snap dance, Street Jazz, Strobing,

House dance , , , Lofting, , Tecktonik

Punk dance Hardcore,

Rave dance Candy Walk, Hardcore, , , Kandi Stomping, , Shuffle, , X-Outing

Historical dance Perafic dance Folk dance Ballroom dance, International standard, South African Sokkie, , , , , , American Smooth, Waltz, Tango, Slow Foxtrot, Viennese Waltz, (Formerly: Peabody) Latin dance Latin dance, American , , Rumba, Bolero, , International Latin, Rumba, (ballroom dance), , Reggaeton, Salsa, Rueda, Danza, Samba (Brazilian dance), , , Cumbia, , Capoeira, Maculelê, , Quebradita, Duranguense, Cumbia Texana, Corridos, Tejano Swing dance , Leroc, Lindy Hop, dance, Balboa, Deneme, Jitterbug, Jitting (evolved from Jitterbug), Jive (dance), East Coast Swing, , , , Hand Jive, Charleston, Western dance Traditional dance Liturgical dance Participative dance Contact improvisation, aka Freestyle Dance aka improvisation Barefoot Improvisational Dance Miscellaneous dance, Novelty and fad , Flying Men dance, Pom dance, , dance dance / , , , Greek Classical, Concert performance dance dance, , , Performance dance, Tap dance Historical dance, , Renaissance dance, , English , Baroque dance, Regency dance, Vintage dance

K/U: Researching Dance Styles & Moves /18 Name:______

1. What does Interactive mean? (1)

2. What does Interpretive mean? (1)

3. What does Dance mean? (1)

4. What is the name of the first Dance Style and move(s) you are researching? (1)

5. Who created the first Dance Style and move(s) you are researching and/or where did it originate? (2)

6. What makes the first Dance Style and move(s) you are researching unique or different from other Dance Style(s) and move(s)? (1)

7. What kind of mood/feeling is created from the first researched Dance Style and move(s)? (1)

/8

8. What is the name of the second Dance Style and move(s) you are researching? (1)

9. Who created the second Dance Style and move(s) you are researching and/or where did it originate? (2)

10. What makes the Dance Style and move(s) move you are researching unique or different from other Dance Style(s) and move(s)? (1)

11. What kind of mood/feeling is created from the second researched Dance Style and move(s)? (1)

12. What is the name of the third Dance Style and move(s) you are researching? (1)

13. Who created the third Dance Style and move(s) you are researching and/or where did it originate? (2)

14. What makes the third Dance Style and move(s) you are researching unique or different from other Dance Style(s) and move(s)? (1)

15. What kind of mood/feeling is created from the third researched Dance Style and move(s)? (1)

/10

Interactive Interpretive Dance Rubric Name:______

Achievement Level 0 Level 1 Level 2 Level 3 Level 4 Criteria Thinking/Inquiry Concept is unclear Concept is slightly Concept is clear and Concept is clear and Concept & Meaning: Incomplete. and/or weak. unclear and/or valid. Meaning or strong. Meaning or Conceptual Design 1 Meaning or ideas weak. Meaning or ideas conveyed are ideas conveyed are 0 conveyed are not on ideas conveyed are on par with student’s above expectations par with student’s below expectations grade level. for student’s grade grade level. for student’s grade 0.50 - 0.75 level. /1 0.25 level. 1 0.25 – 0.50

Conceptual Design 2 Incomplete. Concept is unclear Concept is slightly Concept is clear and Concept is clear and and/or weak. unclear and/or valid. Meaning or strong. Meaning or 0 Meaning or ideas weak. Meaning or ideas conveyed are ideas conveyed are /1 conveyed are not on ideas conveyed are on par with student’s above expectations par with student’s below expectations grade level. for student’s grade grade level. for student’s grade 0.50 - 0.75 level. 0.25 level. 1 0.25 – 0.50

Conceptual Design 3 Incomplete. Concept is unclear Concept is slightly Concept is clear and Concept is clear and /1 and/or weak. unclear and/or valid. Meaning or strong. Meaning or 0 Meaning or ideas weak. Meaning or ideas conveyed are ideas conveyed are conveyed are not on ideas conveyed are on par with student’s above expectations par with student’s below expectations grade level. for student’s grade grade level. for student’s grade 0.50 - 0.75 level. 0.25 level. 1 0.25 – 0.50 Knowledge/ Incomplete. Poor/limited Some research & Good research & Superior research & /5 Understanding 0 research & analysis; analysis; analysis; analysis; Investigative 1 2 3-4 5 Research Questions:

Dance Styles Categories Research Questions Limited Some Considerable Superior Design Process: Incomplete. demonstration of demonstration of demonstration of demonstration of /5 0 understanding the understanding the understanding the understanding the Develop and apply a variety of design process. design process. design process. design process. 1 2 3-4 5 approaches to communicate ideas and solve problems Limited Some Considerable Superior demonstration of demonstration of demonstration of demonstration of Elements & Incomplete. understanding the understanding the understanding the understanding the /2 Principles of Design 0 elements & elements & elements & elements & principles principles of design principles of design principles of design of design while while composing while composing while composing composing works. works. works. works.

0.25-0.50 0.5-1 1.0-1.75 2

Project Questions: Poor, yes/no Somewhat coherent Clear and Superior and Reflective answers/limited and somewhat substantial answers. insightful answers. /2 Incomplete. incomplete. complete. 0 0.25-0.50 0.5-1 1.0-1.75 2 Application/ Work does Limited Some Considerable Superior Creation not meet demonstration of the demonstration of the demonstration of the demonstration of the Demonstration of assignment design and creation design and creation design and creation design and creation Design and Creation expectation processes and processes and processes and processes and s for this following following following following procedures; Processes and category of procedures; procedures; procedures; Transfers concepts, following procedures: assessmen Transfers concepts, Transfers concepts, Transfers concepts, skills, and procedures /10 3 Conceptual t. skills, and skills, and skills, and to Character Designs, Character Incomplete. procedures to procedures to procedures to design(s) and 5 Design(s), Final 5 0 Character design(s) Character design(s) Character design(s) Dance Moves with a Dance Moves and 5 Dance Moves and 5 Dance Moves and 5 Dance Moves high degree of with limited with moderate with considerable effectiveness. effectiveness. effectiveness. effectiveness. 5 8-10 6-6.5 7-7.5

Communication Work does Work Work demonstrates Work demonstrates Work demonstrates a Clarity: not meet demonstrates a some degree of considerable degree high degree of clarity Interactive Character assignment limited degree of clarity in concept(s). of clarity in in concept(s). Design(s), 5 Dance expectation clarity in concept(s). concept(s). /1 s for this Moves category of assessmen t. 1 Incomplete. 0.25 0.25 – 0.50 0 0.50 - 0.75 /2 8 A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively; A1.1 use a variety of strategies (e.g., brainstorming, concept webs, mind maps, advisory/production team discussions, research using a variety of sources) to investigate increasingly complex creative challenges and to generate and organize innovative ideas, individually and/or collaboratively, for addressing these challenges A1.2 develop detailed plans, individually and/or collaboratively, that address a variety of creative challenges, including increasingly complex challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches to help develop their plans; and assess and refine their plans on the basis of feedback and reflection A1.3 produce and refine media art works, including increasingly complex art works, using research, exploration, input, and reflection A1.4 exhibit or perform media art works, including increasingly complex works, independently and/or collaboratively, using the most appropriate methods for the work

A1.5 create a detailed record of their use of the creative process in the production and presentation of a media art work, using a tracking tool compatible with the medium/media used in that work (e.g., a sketchbook showing modifications to the design), and use this record to determine, through reflection, how effectively they applied the creative process A2. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts); A2.1 investigate and analyse how media artists use the principle of hybridization, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes. A3.1 explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques, and use them to produce highly effective media art works A3.2 create and present media art works that are highly appropriate for a variety of specific audiences and venues B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works; B1.2 use the critical analysis process, including the process of deconstruction, to analyse and evaluate different types of media art works B1.3 analyse how their interpretation and evaluation of a media art work evolved through each stage of the critical analysis process, and communicate their findings in a creative way B1.4 use the appropriate components of the critical analysis process throughout the creative process to assess the effectiveness of their decisions, to determine their next steps, and to analyse audience responses to their mediaart work B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values; B2.2 analyse, on the basis of investigation, the ability of media art works to express and promote cultural identities C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts; C1.1 explain the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works C2. Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts; C2.1 analyse in detail the connections between a contemporary media art work and related historical art works C2.2 investigate and explain in detail the history and development of a range of media arts technologies C3. Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works. C3.4 identify a broad range of positive character traits associated with media arts production, and exhibit these traits consistently in both their independent work and their interactions with others (e.g., show initiative at the outset of creative production processes; demonstrate cooperation and responsible leadership in a team environment; show respect for their tools and work environment and for the opinions of others)