Patterns of Collective Behaviour in Ballroom Dance
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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. -
Redalyc.Mambo on 2: the Birth of a New Form of Dance in New York City
Centro Journal ISSN: 1538-6279 [email protected] The City University of New York Estados Unidos Hutchinson, Sydney Mambo On 2: The Birth of a New Form of Dance in New York City Centro Journal, vol. XVI, núm. 2, fall, 2004, pp. 108-137 The City University of New York New York, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=37716209 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Hutchinson(v10).qxd 3/1/05 7:27 AM Page 108 CENTRO Journal Volume7 xv1 Number 2 fall 2004 Mambo On 2: The Birth of a New Form of Dance in New York City SYDNEY HUTCHINSON ABSTRACT As Nuyorican musicians were laboring to develop the unique sounds of New York mambo and salsa, Nuyorican dancers were working just as hard to create a new form of dance. This dance, now known as “on 2” mambo, or salsa, for its relationship to the clave, is the first uniquely North American form of vernacular Latino dance on the East Coast. This paper traces the New York mambo’s develop- ment from its beginnings at the Palladium Ballroom through the salsa and hustle years and up to the present time. The current period is characterized by increasing growth, commercialization, codification, and a blending with other modern, urban dance genres such as hip-hop. [Key words: salsa, mambo, hustle, New York, Palladium, music, dance] [ 109 ] Hutchinson(v10).qxd 3/1/05 7:27 AM Page 110 While stepping on count one, two, or three may seem at first glance to be an unimportant detail, to New York dancers it makes a world of difference. -
The Night Vigil of Shen Zhou
Glossator: Practice and Theory of the Commentary 3 (2010) THE NIGHT VIGIL OF SHEN ZHOU J. H. Prynne On a cold night sleep is very sweet. I woke in the middle of the night, my mind clear and untroubled, and as I was unable to go to sleep again, I put on my clothes and sat facing my flickering lamp. On the table were a few folders of books. I chose a volume at random and began to read, but tiring I put down the book and sat calmly doing nothing [shushou weizuo]. A long rain had newly cleared, and a pale moon was shining through the window. All around was silence. Then after a long time absorbing the fresh brightness, I gradually became aware of sounds. Listening to the rustling of the wind stirring the bamboo gave one the feeling of going bravely and unwaveringly onward. Hearing the harsh snarling of dogs gave feelings of barring out evil, of opposing marauders. Hearing the sound of drums, large and small—the small ones thin, and the far ones clear and deep and uninterrupted—stirred restless thoughts that were lonely and sad. The official drum was very close, from three beats, to four and then five, gradually faster, hastening the dawn. Suddenly in the northeast the sound of a bell, a bell pure and clean through rain-cleared air, and hearing it came thoughts of waiting for the dawn, rising and doing. It was inevitable. My nature is such as to enjoy sitting in the night [yezuo]. So I often spread a book under the lamp going back and forth over it, usually stopping at the second watch. -
A New World Tragedy $13.95
... - Joumey to Nowhere A NEW WORLD TRAGEDY $13.95 Rarely does a book come along which so transcends its apparent subject that the reader is ultimately given something larger, richer, and more revealing than he might initially have imagined. Already published in Eng land to overwhelming acclaim (see back of jacket), Shiva Naipaul’s Journey to Nowhere is such a book — a “power ful, lucid, and beautifully written book” (The Spectator) that is destined to be one of the most controversial works of 1981. In it, this major writer takes us far beyond the events and surface details surrounding the tragedy of Jones town and the People’s Temple —and gives us his remark able, unique perspective on the deadly drama of ideas, environments, and unholy alliances that shaped those events both in Guyana and, even more significantly, in America. Journey to Nowhere is, on one level, a “brilliantly edgy safari” (New Statesman) inside the Third World itself—a place of increasing importance in our lives—and on another, a book about America, about the corrupt and corrupting ideologies and chi-chi politics of the past twenty years that enabled the Reverend Jim Jones and the Temple to flourish and grow powerful in California and Guyana. Drawing on interviews —with former members of the Temple, various officials, and such people as Buckmin ster Fuller, Huey Newton, Clark Kerr, and others —on documents, and most importantly, on his own strong, clear reactions to what he observed, Naipaul examines the Guyana of Forbes Bumham, the CIA stooge turned Third World socialist leader, whose stated ideals of socialism, racial brotherhood, and cooperative agricul tural enterprise coincided so neatly, we learn for the first time, with those of the People’s Temple — ideals that led all too easily to violence and death. -
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. -
30Th November 2019 Dance Course in Dresden – Ballroom Dance of the 19Th Century
update 29.08.2019 27th November – 30th November 2019 Dance Course in Dresden – Ballroom dance of the 19th century This year’s focus will be on exclusive quadrilles, original couple dances of the 19th century & the Russian March - in memory of Russia Dances to be taught Bohemian Polka Quadrilles (from "The Welcome Guest", New York, 1863) The original Polka Quadrille will be danced with French and Bohemian Polka steps to the beautiful Bohemian polka music. It consists of the five quadrille figures "Serious Family Polka", "Baden Polka", "Zingara Polka", "Bohemian Polka" and "Little Jeanette Polka" with funny quadrille tours and the polka waltz. This quadrille dance - in the arrangement of 4 couples “en carré” - is a new reconstruction by Sylvia from the year 2019 and will be revived for the first time in Dresden. The original polka melodies were recorded in the usual way by our pianist Stephan Müller. Polacca Waltz Quadrille "White Dove" - symbol of peace (Arrangement by Sylvia Hartung based on original sources from 1866-1896) The framing polacca part of the quadrille consists of alternating polonaise figures according to original Polish sources from the Institute of Music and Dance, Poland and a constant glide waltz step sequence according to the step descriptions of Margitta Roséri (Leipzig 1896) and Harvey (New York, 1889). In order to let the dancer feel the difference between the glide waltz and the popular 6-step waltz, a varying waltz figure with subsequent 6-step waltz round dance (valse à trois temps) was incorporated throughout the waltz section. This created a constantly recurring system for the four quadrille figures. -
Jazz Drums Thelonious Monk Institute of Jazz Online Jazz Handbook
Jazz Drums Thelonious Monk Institute of Jazz Online Jazz Handbook welcome to the drums chapter of the Thelonious Monk Institute of Jazz’s Online Jazz Handbook! When learning jazz, there is no substitute for listening to the classic recordings and understanding the lineage. Please refer often to the albums listed at the end of this chapter for great examples of the material listed below. Don’t forget to practice with a metronome: This is important for drummers at all levels when learning new styles and ideas! Introduction: The drums can be heard in almost every style of music, and just like every instrument, the style helps dictate the specific roll of the instrument. For example, in traditional Afro-Cuban ensembles, the many drummers and percussionists create the main body of music that the bass, guitar, vocals, and other instruments float above. On the opposite side of that, you might hear an orchestra in which the only job of the percussionists is to create interesting sounds and colors on top of a the string section. In jazz, the drummer plays both a crucial part in creating a strong foundation, and helping add color and shape to the music. The first step is creating that strong foundation with the ride cymbal! Getting Started with the Ride Cymbal: Since the 1930’s and the beginning of the be-bop era, the main focal point on a jazz drum kit has been the ride cymbal. The phrasing of the ride cymbal is based around the quarter note, however instead of thinking in eighth notes (like most rock music on the radio today), we want to think in eighth note triplets. -
Grade Dance Unit
10TH GRADE DANCE UNIT TANGO The tango is a slow, sexy dance that originated in the slums of Buenos Aires in the mid-1800s. It’s become a universal symbol of sexual tension in the movies, but most commonly, is a popular dance in ballrooms and nightclubs around the world. Although many variations of the tango exist, the most famous is still the original Argentine Tango. History of the Tango Like so many of history’s most popular and enduring dance styles, the tango’s legacy stretches back from its current cachet as a sensuous, exotic ballroom dance to its origins in the immigrant African slums of Argentina. No one knows for certain where the tango really came from, but it’s generally accepted that the word itself likely has African origins, and that it evolved from the free mixing of cultures and ethnicities in working class Buenos Aires in the mid-19th century. There, poor immigrants from Spain, Portugal, Italy, Poland, and Russia mixed and mingled with African slaves and shared their dance traditions with each other. Cuban and African musical styles and instruments were introduced, and an early style of the tango was born. Later, wealthy members of the Argentinian elite who weren’t above slumming among society’s poor introduced the dance to their own circles and eventually brought the steps and music with them to Paris, where many had moved for education and leisure travel. Unlike conservative Buenos Aires society, Parisians loved and embraced the coarse, sexual nature of the new dance. The tango craze spread throughout Europe and soon landed in London and New York. -
Michael Wollny & Vincent Peirani
Michael Wollny & Vincent Peirani Tandem ACT 98 25-2 German release date: 30.09.2016 Impromptu meetings can have far-reaching consequences. These two much-lauded, and exceedingly busy musicians German pianist Michael Wollny and French accordionist Vincent finally found some time together during which they could let Peirani quite literally got to know each other on stage during the their musical paths coincide. In “Tandem” they are to be heard ACT20 Jubilee Night at the “New Morning” club in Paris in 2012. exploring and expoiting all the sound possibilities of their instruments. Before performing together that night, they had exchanged little more “I hear Vincent's playing less and less as an accordion, and more as than a peremptory handshake. However, those who heard their first an orchestra with thousands of possibilities,” says Wollny. And Peirani spontaneous jam as a duo certainly won’t have forgotten the sheer loves the impressive freedom this duo provides. With a gleam in his excitement, and it has certainly stayed in the minds of both of the eyes he says: “Michael can text on his mobile and play the piano at the musicians. “It was like we used to play for decades together! No need same time. Everything is possible with him. The sky is the limit for to talk, no need to look at each other, we just breathed together…” Michael!” Wollny is also full of praise for his colleague: “With Vincent you can roam freely across a whole gamut of styles and moods, and nothing For their rehearsal time at Schloss Elmau , both of them had gets in the way. -
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.