Leading-Following Tips Copy
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
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 -
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. -
Grades Prek - 12
For Teaching and Learning in Grades PreK - 12 New York City Department of Education New York City Department of Education • Joel I. Klein, Chancellor • Marcia V. Lyles, Deputy Chancellor for Teaching and Learning • Sharon Dunn, Senior Instructional Manager for Arts Education Dance Curriculum Development Contributing Writers Dance Organization Representatives and Reviewers Planning Co-Chairs Consultants New York City Department of Education All of the contributing writers, plus: Ann Biddle, Stories in Motion Joan Finkelstein, Director of Dance Programs, Andrew Buck, Arts Supervisor, Region 8 Leslee Asch, National Dance Institute Office of the Arts and Special Projects, Tina Curran, Language of Dance Center New York City Department of Education Eileen Goldblatt, Arts Supervisor, Region 9 Mary Barnett, Consultant Martha Hart Eddy, Center for Kinesthetic Education Mary Lisa Burns, Merce Cunningham Dance Company Jody Gottfried Arnhold, Founding Director, Kyle S. Haver, Instructional Specialist in Literacy and Humanities Mark DeGarmo, Mark DeGarmo and Dancers Dance Education Laboratory of the 92nd Street Y Barbara Gurr, Director of Visual Arts, New York City Paul King, Director of Theater Programs Daniel Gwirtzman, Daniel Gwirtzman Dance Company Department of Education Tina Ramirez, Artistic Director, Ballet Hispanico Eva Pataki, Arts Supervisor, Region 3 Joanne Robinson Hill, The Joyce Theater Laura Hymers, Trisha Brown Dance Company Leslie Hunt, Center for Arts Education Arlene Jordan, New York City Center New York City Department of Education -
28Th November – 1St December 2018 Dance Course in Dresden - Ballroom Dances of the 19Th Century
update 20.01.2018 28th November – 1st December 2018 Dance Course in Dresden - Ballroom dances of the 19th century This year’s focus will be on couple dances in quadrilles, choreographed dances, lead and follow in free dances Dances to be taught Quadrille „Sleigh Bell Polka“ (Philadelphia, 1866) This polka-quadrille fits well the winter season. It consist 5 figures with beautiful quadrille figures in polka tempo and the polka waltz. It was published by Professor C. Brooks in Philadelphia in 1866 and became one oft he favorite dances at balls in North America and Europe. Quadrille „Strauss Quadrille“ Quadrille with polka, varsovienne, schottisch, mazurka, galop, waltz The favourite dances of the 19th century have been incorporated in this quadrille, containing 6 figures. Its enjoyment is further enhanced by the melodies composed by the members of the Strauss family. The figures are: La Bohémienne (dance: polka, music: „Fashion Polka“ by Josef Strauss), La Varsovienne (dance: varsovienne, music: „La Varsoviana“ by Johann Strauss the father), La Rhénane (dance: schottisch /Rheinländer polka, music: „Frühlingsluft Rheinländer“ by Josef Strauss), La Parisienne (dance: mazurka waltz and redowa, music: „Frauenherz“ by Josef Strauss), La Britannique (dance: galop, music: „Wien über alles“ by Eduard Strauss) and La Viennoise (dance: waltz, music: „Viennese Blood“ by Johann Strauss the son). They will be taught in accordance with the research into the original sources on step technique and figure set-up. Valse Russe „La Czarine“ (Paris 1857/ New York 1860) La Czarine is a Russian waltz, choreographed by Société Académique des Professeurs de Danse in Paris in 1857. Originating from the French ballroom, the dance records show several variations of this Russian waltz between 1860 and 1883. -
A Folk Dance Program for Fourth, Fifth, and Sixth Grades
Central Washington University ScholarWorks@CWU All Master's Theses Master's Theses 1959 A Folk Dance Program for Fourth, Fifth, and Sixth Grades Alene Johnson Wesselius Central Washington University Follow this and additional works at: https://digitalcommons.cwu.edu/etd Part of the Educational Methods Commons, and the Elementary Education and Teaching Commons Recommended Citation Wesselius, Alene Johnson, "A Folk Dance Program for Fourth, Fifth, and Sixth Grades" (1959). All Master's Theses. 234. https://digitalcommons.cwu.edu/etd/234 This Thesis is brought to you for free and open access by the Master's Theses at ScholarWorks@CWU. It has been accepted for inclusion in All Master's Theses by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. A FOLK DANCE PROGRAM FOR FOURTH, FIFTH, AND SIXTH GRADES A Thesis Presented to the Graduate Faculty Central Washington College of Education In Partial Fulfillment of the Requirements for the Degree Master of Education by Alene Johnson Wesselius August 1959 ;-' .l.._)'"'' ws15f SPECIAL I (COLLECTION c APPROVED FOR THE GRADUATE FACULTY Everett A. Irish, COMMITTEE CHAIRMAN Albert H. Poffenroth Donald J. Murphy ACKNOWLEDGMENTS Grateful acknowledgment is extended to Associate Pro fessor Dr. Everett A. Irish for his advice, friendly criticisms, and encouragement. The writer also wishes to recognize the assistance of Dr. Donald J. Murphy and Mr. A. H. Poffenroth. My appreciation goes, also, to the sixty-nine teachers who graciously accepted the responsibility of answering the questionnaire for this study. To Mr. Claude Brannan, Health, Safety, and Physical Education Consultant, Yakima Public Schools, Mr. -
Transmissions and Traces: Rendering Dance
INAUGURAL CONFERENCE Transmissions and Traces: Rendering Dance Oct. 19-22, 2017 HOSTED BY THE DEPARTMENT OF DANCE Sel Fou! (2016) by Bebe Miller i MAKE YOUR MOVE GET YOUR MFA IN DANCE AT THE UNIVERSITY OF MICHIGAN We encourage deep engagement through the transformative experiences of dancing and dance making. Hone your creative voice and benefit from an extraordinary breadth of resources at a leading research university. Two-year MFA includes full tuition coverage, health insurance, and stipend. smtd.umich.edu/dance CORD program 2017.indd 1 ii 7/27/17 1:33 PM DEPARTMENT OF DANCE dance.osu.edu | (614) 292-7977 | NASD Accredited Congratulations CORD+SDHS on the merger into DSA PhD in Dance Studies MFA in Dance Emerging scholars motivated to Dance artists eager to commit to a study critical theory, history, and rigorous three-year program literature in dance THINKING BODIES / AGILE MINDS PhD, MFA, BFA, Minor Faculty Movement Practice, Performance, Improvisation Susan Hadley, Chair • Harmony Bench • Ann Sofie Choreography, Dance Film, Creative Technologies Clemmensen • Dave Covey • Melanye White Dixon Pedagogy, Movement Analysis Karen Eliot • Hannah Kosstrin • Crystal Michelle History, Theory, Literature Perkins • Susan Van Pelt Petry • Daniel Roberts Music, Production, Lighting Mitchell Rose • Eddie Taketa • Valarie Williams Norah Zuniga Shaw Application Deadline: November 15, 2017 iii DANCE STUDIES ASSOCIATION Thank You Dance Studies Association (DSA) We thank Hughes, Hubbard & Reed LLP would like to thank Volunteer for the professional and generous legal Lawyers for the Arts (NY) for the support they contributed to the merger of important services they provide to the Congress on Research in Dance and the artists and arts organizations. -
Music Formation Dance Frame Leading and Following Basic
Waltz Frame Basic In closed (ballroom) position, shoulders are nearly Waltz in place, starting on first foot. Do not travel The Contra Waltz (Freeform Waltz), included in parallel to each other, feet are slightly offset (your forward. Think of this as a 6-beat move, so that most contra dance evenings, uses both open and right foot is between partner’s feet). Lead’s right when you initiate something new it will be on beat 1. closed positions, and incorporates moves from other hand is flat on follower’s back at shoulder blade, This is your emergency “we’re crowded” move. dances such as swing, tango, and salsa. The dancers Follow’s left hand is ALSO on the lead’s right Waltz (traveling on each beat) in line of direction, progress around the dance floor with a waltz step, shoulder blade supporting herself. Lead’s right arm lead facing forward. Start on first foot. Stay on balls but with no constraints on what moves they can use. and follow’s left arm are touching and connected of feet. Step on each beat in even time with the along their length. Lead’s left hand & follower’s music. For step distance, think long-short-short, right hand are connected (not a grip) for balance and long-short-short. This as a 6-beat move. You will There is no goal. Dancing is better when you feel signal. Goal is to match & balance the weight initiate a new move on your first foot. connected with your partner and the music, when between the 2 partners. -
Group Class Descriptions
Group Class Descriptions Social Foundation – Mr. Daniel Skyler A great way to refocus on your lead and follow and brush up on a few patterns you may have forgotten or are just being introduced to! Merenguito - Mr. Sergio Sanchez Learn exciting approaches and techniques along with fun new material to implement into your Merengue. And get an awesome cardio workout while you do it!! Other dances featured include: Salsa and Bachata. Salsa Shine Patterns – Mr. Brandon Romero Salsa Shine patterns are designed to be danced by yourself as a presentation of individual dance skill outside of the partner dance interaction. The focus of the dancer is on themself by using a combination of turns, syncopations, and body rhythms. Rhythm Techniques – Ms. Rachel Sayotovich Come and explore different techniques we use in dancing the American Rhythm style- including turns, rotations, Cuban motion, body action, footwork, and more! All levels of dancing are welcome! Latin – Mr. Oleksandr Kozhukhar Come and experience an introduction to the basic fundamentals and characteristics of the five Latin dances - Cha Cha, Samba, Rumba, Paso Doble, and Jive. We will cover basic characteristics of the dances, footwork, body actions, timing, and more! No Latin experience required. Line Dance Party Prep – Mr. Alexander Zarek This group class will go over some of the line dances that will appear at our Thursday night virtual parties so that you will have a head start on the material! The line dances and music selections will change from week to week. Social Club Dances for All Levels - Mr. Dana James You know those moves - the ones that teacher seem to lead at the parties but don’t always (or never) get to on lessons? That is because there is no box to check off once it has been taught. -
Tango Argentino Faqs
Survival Tango FAQs Tango Argentino Vocabulary! What is the difference between Argentine tango and ballroom tango? - Argentine tango refers to the style of social dance that is done in the tango clubs of Buenos Aires and now around the world. Fundamental to Argentine social tango is the improvisational basis of the dance. The dance is intended to abrazo embrace, hug express the music, so a desire to hear and respond rhythmically is essential. adorno adornment Rather than memorizing a prescribed group of steps, as is done in ballroom, amague a feint the students are encouraged to learn how to lead and follow with each step being an invitation to further exploration. Class rotation of partners and an arrastre drag emphasis upon learning the dance as an individual rather than a couple, allows barrida sweep students to master the language of tango as a universal communication so when traveling, they can easily dance with strangers in Moscow or San boleo a rebounding leg action Francisco. The connection between the two bodies is famously described by cabeseo nod Juan Carlos Copes, “One heart and four legs”. cadena chain http://tangonova.com/odfaq/index.php?cat=1 calesita carousel - Argentine Tango is THE TANGO danced at milongas around the world. caminada walk American and International Tango (or together, Ballroom Tango) are competi- tion sports that people study and practice for ballroom dance competitions. corrida a run The movements are loosely based on Argentine Tango (some say parodies of), cruzada, cruze crossed position but are very stiff and uncomfortable, and you will rarely find people dancing enrosque twisting movement these other Tangos socially. -
History of Social Dancing at Oregon State University
History of Social Dancing at Oregon State University by Davis Weymann A PROJECT submitted to Oregon State University University Honors College in partial fulfillment of the requirements for the degree of Honors Baccalaureate of Science in Chemical Engineering (Honors Scholar) Presented May 8th, 2015 Commencement June 2015 AN ABSTRACT OF THE THESIS OF Davis Weymann for the degree of Honors Baccalaureate of Science in Chemical Engineering presented on May 8th, 2015. Title: History of Social Dancing at Oregon State University. Abstract approved: ______________________________________________________ Catherine Dark This paper presents a brief history of social dance at Oregon State University (OSU) and discusses its key elements and context. Social dance has been part of campus life at OSU since the university was founded. Initially, dance was a social activity and means to interact with others, but as social practices change it became an end in itself for communities focused on the enjoyment of dancing. The popularity of different styles, prominence in daily student life, and the social roles of social dance have all changed throughout OSU’s history. Social dance has been shaped by changes within society and popular culture, but instruction and organization by students and faculty have been the most important influences within OSU. The goal of this paper is to provide historical context that will allow for greater understanding and appreciation of social dance by OSU students, faculty, and alumni. Key Words: Social Dance, Oregon State University,