Advanced Jazz Dance History
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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. -
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. -
Danc-Dance (Danc) 1
DANC-DANCE (DANC) 1 DANC 1131. Introduction to Ballroom Dance DANC-DANCE (DANC) 1 Credit (1) Introduction to ballroom dance for non dance majors. Students will learn DANC 1110G. Dance Appreciation basic ballroom technique and partnering work. May be repeated up to 2 3 Credits (3) credits. Restricted to Las Cruces campus only. This course introduces the student to the diverse elements that make up Learning Outcomes the world of dance, including a broad historic overview,roles of the dancer, 1. learn to dance Figures 1-7 in 3 American Style Ballroom dances choreographer and audience, and the evolution of the major genres. 2. develop rhythmic accuracy in movement Students will learn the fundamentals of dance technique, dance history, 3. develop the skills to adapt to a variety of dance partners and a variety of dance aesthetics. Restricted to: Main campus only. Learning Outcomes 4. develop adequate social and recreational dance skills 1. Explain a range of ideas about the place of dance in our society. 5. develop proper carriage, poise, and grace that pertain to Ballroom 2. Identify and apply critical analysis while looking at significant dance dance works in a range of styles. 6. learn to recognize Ballroom music and its application for the 3. Identify dance as an aesthetic and social practice and compare/ appropriate dances contrast dances across a range of historical periods and locations. 7. understand different possibilities for dance variations and their 4. Recognize dance as an embodied historical and cultural artifact, as applications to a variety of Ballroom dances well as a mode of nonverbal expression, within the human experience 8. -
Researching History, Making a Dance Extended Pathway
Colorado Teacher-Authored Instructional Unit Sample Dance High School Unit Title: Researching History, Making a Dance Extended Pathway INSTRUCTIONAL UNIT AUTHORS Colorado Springs School District Marisa Farro-Miro Betsy McClenahan Colorado Dance Education Organization Judi Hofmeister BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Greeley School District Christy O’Connell Black Littleton School District Sandra Minton Peak Academy of Dance Danielle Heller Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Dance samples represent collaboration between Colorado k-12 educators and community partners in Dance. For more information about community partners in your region, refer to the Arts Education Guidebook (http://www.cde.state.co.us/coarts/ArtGuidebook.asp). This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: DECEMBER 30, 2015 Colorado Teacher-Authored Sample Instructional Unit Content Area Dance Grade Level High School Extended Pathway Course Name/Course Code Researching History, Making A Dance Standard Fundamental Pathway Grade Level Expectations (GLE) GLE Code 1. Movement, Technique, 1. Display dance movement skills, synthesizing technical proficiency, kinesthetic body awareness, and artistic DA09-GR.HSEP-S.1-GLE.1 and Performance interpretation 2. Perform advanced movement with expression and artistry DA09-GR.HSEP-S.1-GLE.2 3. Produce a multi-faceted dance performance DA09-GR.HSEP-S.1-GLE.3 2. -
To Get a Job in a Broadway Chorus, Go Into Your Dance:" Education for Careers in Musical Theatre Dance
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Master's Theses Student Research 9-30-2019 "To Get a Job in a Broadway Chorus, Go into Your Dance:" Education for Careers in Musical Theatre Dance Lauran Stanis [email protected] Follow this and additional works at: https://digscholarship.unco.edu/theses Recommended Citation Stanis, Lauran, ""To Get a Job in a Broadway Chorus, Go into Your Dance:" Education for Careers in Musical Theatre Dance" (2019). Master's Theses. 108. https://digscholarship.unco.edu/theses/108 This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Master's Theses by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2019 LAURAN STANIS ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School “TO GET A JOB IN A BROADWAY CHORUS, GO INTO YOUR DANCE:” EDUCATION FOR CAREERS IN MUSICAL THEATRE DANCE A Thesis Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Arts Lauran Stanis College of Performing and Visual Arts School of Theatre Arts and Dance Dance Education December 2019 This Thesis by: Lauran Stanis Entitled: “To Get a Job in a Broadway Chorus, Go into Your Dance:” Education for Careers in Musical Theatre Dance has been approved as meeting the requirement for the Degree of Masters in Arts in the College of Performing and Visual Arts in the School of Theatre and Dance, Program of Dance Education Accepted by the Thesis Committee: _________________________________________________ Sandra L. -
Hip Hop Terms
1 Topic Page Number General Hip Hop Definitions ………………………………………………. 3 Definitions Related to Specific Dance Styles: ♦ Breaking ………………………………………………………………………. 4 ♦ House ………………………………………………………..………………… 6 ♦ Popping / Locking …………………………………………….….……… 7 2 GENERAL • Battle A competition in which dancers, usually in an open circle surrounded by their competitors, dance their routines, whether improvised (freestyle) or planned. Participants vary in numbers, ranging from one on one to battles of opposing breaking crews, or teams. Winners are determined by outside judges, often with prize money. • • Cypher Open forum, mock exhibitions. Similar to battles, but less emphasis on competition. • Freestyle Improvised Old School routine. • Hip Hop A lifestyle that is comprised of 4 elements: Breaking, MCing, DJing, and Graffiti. Footwear and clothing are part of the hip hop style. Much of it is influenced by the original breaking crews in the 1980’s from the Bronx. Sneakers are usually flat soled and may range from Nike, Adidas, Puma, or Converse. Generally caps are worn for spins, often with padding to protect the head. To optimize the fast footwork and floor moves, the baggy pants favored by hip hop rappers are not seen. o Breaking Breakdancing. o MCing Rapping. MC uses rhyming verses, pre‐written or freestyled, to introduce and praise the DJ or excite the crowd. o DJing Art of the disk jockey. o Graffiti Name for images or lettering scratched, scrawled, painted usually on buildings, trains etc. • Hip Hop dance There are two main categories of hip hop dance: Old School and New School. • New School hip hop dance Newer forms of hip hop music or dance (house, krumping, voguing, street jazz) that emerged in the 1990s • Old School hip hop dance Original forms of hip hop music or dance (breaking, popping, and locking) that evolved in the 1970s and 80s. -
Dance History – a Brief Overview
Dance History – a brief overview French Court spectacles of the 16th & 17th centuries existed to glorify the state and the monarchy. They were essentially a mixture of art, politics and entertainment – plays, with musical interludes. Courtiers and noblemen wore heavy ornate costumes and masks and any dancing consisted largely of groups of people moving in intrictae patterns around the space. Women’s roles as such, were invariably played by men. Dancing was considered to be a very social activity and at the end of these evenings in court, the audience joined the noblemen and danced a long dance, often led by a royal or state official. During these centuries, ballet in France gradually progressed from this sort of entertainment for the court noblemen (who had little or no formal training,) into a professional art form. This was definitely helped along by Louis X1V, who started the process of the creation of the ‘Academie Royale de Danse’ in 1661. The purpose of the academie was to train dancers to perform in the King’s opera ballets. (Ballet & opera had not yet evolved into separate art forms.) The 18th century saw the age of the brilliant dancers, technical elements of dancing were inproved by the sheer raise in standard of the dancers. This century saw the rise of the so called ‘ballet d’action,’ in which stories unfolded purely through the dancers’ movements. In 1760, a dancer and choreographer, Jean Georges Noverre published his ‘Letters on dancing and ballets’ – which were very influencial on choreographers right across Europe. Noverre shunned the use of masks. -
Performing Tango on the Double Bass
Performing Tango on the Double Bass: A Performance guide to Andrés Martín’s Tres Tangos para Duo de Contrabajos by Darren Cueva A Research Paper Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts Approved April 2018 by the Graduate Supervisory Committee: Catalin Rotaru, Chair Frank Koonce Rodney Rogers ARIZONA STATE UNIVERSITY May 2018 ! ABSTRACT Tres Tangos para Duo de Contrabajos (Three Tangos for Double Bass Duet) is a three- movement set written by Andrés Martín and commissioned by Darren Cueva specifically for this document and accompanying performance project. This piece blends tango with Western art music in a style often referred to as “nuevo tango” (new tango) which was popularized by Astor Piazzolla. This research paper will serve as a performance aid for those wishing to present tango idioms on the double bass in addition to a more detailed guide to performing Tres Tangos by Martín. To give context to performers, this survey begins with a brief history of the tango and the life and stylistic developments of Astor Piazzolla. Various music and dance styles that contributed to early tango include, milonga, habanera, and tango andalúz. The resulting tango was popularized as a music and dance style in the early twentieth century. Astor Piazzolla brought the tango to the concert hall after studying composition with acclaimed professor Nadia Boulanger. His new tango style merged traditional tango, classical composition, and jazz music, which he was exposed to after his family moved from Argentina to New York. Tres Tangos was modeled after the style of Piazzolla. -
Jazz Dance Fact File
Jazz Dance Fact File What is jazz dance? Who brought jazz dance into the main-stream? Born in America at the beginning of the 20th century, jazz dance evolved Many modern dancers and choreographers - including people like Helen alongside jazz music. The style of jazz dance combines the spirit of Tamiris and Hanya Holm, modern dancers who crossed over into musical improvisation with the discipline of an applied technique in a style that theatre - have influenced how jazz dance evolved. They demanded better constantly redefines and reinvents itself. Jazz dance is seen on stages training for dancers working in these evolving styles. Even ballet and in movies, on streets and in clubs; it is taught in dance studios and choreographers like George Balanchine, who was the co-founder and researched at universities. Its history engages both the past and present. director of New York City Ballet, and Agnes De Mille, started integrating jazz movement material within ballet in Broadway musical work. This Where did it start? can be seen in productions including On Your Toes (1936) by Balanchine Jazz dance originates from the vernacular dances of Africans when they and de Mille’s added extended ballet in Oklahoma!, which actually help were brought over to the Americas on slave ships. Dancing and drums create the musical dance-drama form. This blending of ballet with jazz were banned for African slaves. As a result, they found ways to express movement paved the way for choreographers such as Jerome Robbins, their feelings through dance and music in their daily lives. They used Katherine Dunham and Jack Cole, who in turn influenced the next period stamping and shuffling of bare feet alongside the clapping and patting of the evolution of jazz dance. -
B-Girl Like a B-Boy Marginalization of Women in Hip-Hop Dance a Thesis Submitted to the Graduate Division of the University of H
B-GIRL LIKE A B-BOY MARGINALIZATION OF WOMEN IN HIP-HOP DANCE A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAII AT MANOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN DANCE DECEMBER 2014 By Jenny Sky Fung Thesis Committee: Kara Miller, Chairperson Gregg Lizenbery Judy Van Zile ACKNOWLEDGEMENTS I would like to give a big thanks to Jacquelyn Chappel, Desiree Seguritan, and Jill Dahlman for contributing their time and energy in helping me to edit my thesis. I’d also like to give a big mahalo to my thesis committee: Gregg Lizenbery, Judy Van Zile, and Kara Miller for all their help, support, and patience in pushing me to complete this thesis. TABLE OF CONTENTS Abstract…………………………………………………………………………… 1. Introduction………………………………………………………………………. 1 2. Literature Review………………………………………………………………… 6 3. Methodology……………………………………………………………………… 20 4. 4.1. Background History…………………………………………………………. 24 4.2. Tracing Female Dancers in Literature and Film……………………………... 37 4.3. Some History and Her-story About Hip-Hop Dance “Back in the Day”......... 42 4.4. Tracing Females Dancers in New York City………………………………... 49 4.5. B-Girl Like a B-Boy: What Makes Breaking Masculine and Male Dominant?....................................................................................................... 53 4.6. Generation 2000: The B-Boys, B-Girls, and Urban Street Dancers of Today………………...……………………………………………………… 59 5. Issues Women Experience…………………………………………………….… 66 5.1 The Physical Aspect of Breaking………………………………………….… 66 5.2. Women and the Cipher……………………………………………………… 73 5.3. The Token B-Girl…………………………………………………………… 80 6.1. Tackling Marginalization………………………………………………………… 86 6.2. Acknowledging Discrimination…………………………………………….. 86 6.3. Speaking Out and Establishing Presence…………………………………… 90 6.4. Working Around a Man’s World…………………………………………… 93 6.5. -
FEET FIRST:An Invitation to Dance
QPAC PRESENTS FEET FIRST: an invitation to dance Dance Genres Learn more about each of the genres and presenters on show at Feet First. This culture represents a living heritage left by the African slaves in Brazil, in which context Capoeira and Afro-Brazilian dances constitute a whole. For this reason, the pratice of Capoeira Afro-Brazilian always comes together with Afro-Brazilian dances such as Maculelê, Samba de Roda and Puxada de Rede. Presented by: http://www.xangocapoeira.com.au/ Creative movement and dance for 3-8 year olds. Designed specifi cally for young children, baby ballet introduces the foundations of dance through movement, rhythm, imagination and Baby Ballet creative play. Presented by: http://www.brisbanedancetheatre.com.au/tipoe-dance/ Ballet is a type of performance dance that originated in the Italian Renaissance courts of the 15th century and later developed into a concert dance form in France and Russia. It has since Ballet become a widespread, highly technical form of dance with its own vocabulary. Presented by: http://www.vaganova.com.au/classes/http://www.2ballerinas.com/ Ballroom dance is a set of partner dances, which are enjoyed both socially and competitively around the world. Because of its performance and entertainment aspects, ballroom dance is also widely enjoyed on stage, fi lm, and television. Ballroom dance may refer, at its widest, to almost any type of social dancing as recreation. Ballroom Dance However, with the emergence of dancesport in modern times, the term has become narrower in scope. It usually refers to the International Standard and International Latin style dances.