Topic outline

  • General

    Dress code for class:

    • Girls: School shirt with leggings or sweatpants. Hair must be secured off face in a ponytail/ bun/ braid, etc. No large jewelry. 
    • Boys: School Dress
    • All: Shoes must be removed at the door; Socks worn during class
    Supplies Needed:

    • A folder 
    • Pen or pencil
    • A positive attitude!
    Grades--Your grade is based on the following criteria:

    • Daily Participation
    • Movement Assignments & Choreography
    • Research Project
    • Quizzes (Vocabulary and Movement)

    • Topic 1

      • Discuss class goals, rules and expectations
      • Review general outline of the course
      • Begin learning "Square One"
      • Walking, running and directional patterns

      • Topic 2

        • Continue learning "Square One," notate the dance, and review with partner(s)
        • Learn positions of the feet (1-6)
        • Build walking, running, directional phrases, focusing on timing and rhythm
        • Learn major muscle groups and relate to dance/ athletic movement or exercises
        • Discuss health and wellness as it pertains to dance and athletics: warming up, stretching, conditioning, injury prevention

        • Topic 3

          • Students will be assessed on "Square One"
          • Review major muscle groups and actions related to those groups
          • Trios: build a 32-count directional pattern dance

          • Topic 4

            • Listening exercise: Bach Cello Suite No.1, Prelude
            • Learn Brain Dance fundamentals 
            • Individual: Develop a 32-count phrase with Brain Dance concepts
            • Peer teaching: divide into small groups and teach each other your Brain Dance.
            • Perform small group Brain Dance, in sequence, for the class.

            • Topic 5

              • Discussion: What is dance? What styles of dance exist? Why is dance important? 
              • Dance genre: Technical and artistic for performance ( Ballet, modern, jazz) vs. dance for ceremony (Cultural/ religious/ celebratory)
              • Technique: building on fundamentals of plié and tendu, add: dégagé, relevé, passé  and battement
              • Work on different types of turns and spotting the head
              • Sauté and jeté across the floor
              • Watch ballet excerpt, Swan Lake, and discuss

              • Topic 6

                • Continue to develop technical foundations 
                • Add: flat backs and lateral sides, drop swings
                • Triplets across the floor
                • Rolls and spins on the floor
                • Sauté and jeté
                • Watch modern excerpt, Revelations, and discuss
                • Quiz: Vocabulary, Styles of dance, Muscle Groups, Brain Dance Patterns, Why is dance important?

                • Topic 7

                  • Continue technical foundations
                  • Add: Jazz square, pivots
                  • Jazz skips, tuck jumps and second position jumps
                  • Watch Jazz excerpt, West Side Story, and discuss

                  • Topic 8

                    • Learn choreography "You Can't Stop the Beat" aka "YCSTB"

                    • Topic 9

                      • Perform "You Can't Stop the Beat" 
                      • Topic 10

                        • Research Project: Dance Through the Decades

                        Guidelines for Research Project:

                        1. Research popular dance styles from your assigned decade.

                        2. Present a power point presentation to the class that discusses the dance style(s). Provide context to the social, political, and economic climate of the era. Also cite examples of popular art, fashion and music to develop the full picture of what defined that decade. Include pictures and a video clip.

                        3. Teach your dance style to the class, using music from that decade. The dance should be approximately 1 minute, able to repeat certain steps and phrases as needed. Students should wear costuming appropriate to that decade.

                        • Topic 11

                          • Learn "Fields of Gold"
                          • Review and expand technical vocabulary, emphasizing precision of movement and increasing complexity of steps

                          • Topic 12

                            • Assessment on "Fields of Gold"
                            • Chance Dance: Students will create a dance based on the Chance Dance Model 

                            Categories Include:

                            - Technical Elements

                            - Pathways

                            - Energy dynamics

                            - Musical Selection

                            • Topic 13

                              • Dance Composition:

                                Choose a poem and create movement inspired by the poem

                                Select music to accompany your dance

                                Perform for the class

                              • Topic 14

                                • End of course Dialogue: What did we learn? How do I feel about dance now compared to the first day? How will dance help me in other aspects of life? What will I take with me?