10th-12th Grade: LoMA Dance Majors

Although LoMA offers Dance during the academic school day, All Dance Majors are required to attend scheduled rehearsals and performances after school hours. All hours earned will be logged and recorded and can be used as to meet extra-curricular hours needed to graduate. Students are responsible for logging hours. A dance rehearsal log sheet will be provided each marking period and due on the last day of each marking period.Mandatory rehearsals will be factored into the grading policy.


Evaluation Methods and Guidelines for Progress in all Genres:

The fundamental and ongoing expectations for all students in this class are:

  • Attend to movement material presented, as well as to explanations and analyses of its specific components
  • Listen carefully to and apply all corrections and recommendations for improvement that provided in class
  • Learn the movement material as quickly as you can through observation and practice
  • Perform the movement  material as accurately as possible each time you are called upon to do so
  • Reflect in writing as assigned on your progress toward and actual achievement of the learning goals
  • Observe other dancers and assess their performance as assigned.
  • Address movement material on an ongoing basis both in and outside of class
  • Explore and perform the movement material with the goal of learning and understanding its intended benefit.
  • Observe others to aid you in your own learning process.

Methods of Assessment:

  • Teacher Assessment:
    • Daily observation of student work during dance classes, rehearsing, and group projects
    • Review students written assignments.
    •  Oral, written, and performance skills testing.
    • Performance & movement assessments; recording dance tasks and performances.
    • Teacher generated rubrics or checklists.
    • Evaluation of achievement using the Dance Technique Feedback sheet (DTFS)
  • Student Self Assessment thru:
    • Written assignments.
    • Daily assessment of technical skills
    • Teacher-Student Assessment with feedback.
  • Peer to Peer Assessment:
    • Students will observe and discuss each other’s work.
    • Students will assist other students whom may need extra assistance.

Teaching Strategies for all Genres:

  • Rehearsing and performing short assignments in movement manipulation, evaluating others’ work, watching videos, discussion with class members and instructor.
  • Choreographing short motifs for critique
  • Writing 1 reflective paper on the knowledge gained and how it has influenced perception of each genre as an art form. 
  • Viewing and critiquing each genre.
  • Anatomy & Nutrition:
    • Students will complete quizzes and exams. Examinations and quizzes will contain questions regarding information presented in the handouts and reading assignments.  There will be 2 exams consisting of objective questions (multiple choice, short answer, and true/false for example).  

 Disciplines:

  • MODERN & CONTEMPORARY
  • SOCIAL/CULTURAL DANCE
  • BALLET
  • CHOREOGRAPHY thru LMA
  • SOMATICS & BODY CONDITIONING
  • ANATOMY AND NUTRITION
  • CAREERS IN DANCE

Tips for Success:

  • Attend all classes in both body and mind and be fully present and engaged in the class. 
  • Remain open to the exploration of new concepts and material. It may feel strange or even uncomfortable to you at first, but you can learn and grow as a dancer through the study of new techniques and movement concepts.
  • Be present in the classroom at all times through practice, exploration and observation. It is important to note that we can earn a great deal from observing others. 
  • Use each class period as an opportunity to discover more and the process of doing so is an essential part of learning.
  • Please respect the studio, your fellow dancers and the space you are occupying. The classroom is a community of learners and you should feel pride in enhancing the growth of that community through your awareness.

Grading System (Refer to Dance Student Handbook)

All students start the year with 100%. It will be each students responsibility to maintain their average. Grades are earned, not given. All information for grading may be found at www.pupilpath.com. Dance courses are required for graduation. Failure of course will result in attending summer school/

Grading system for all Dance Classes:

  •  A=100-90
  •  B= 89-80
  •  C=79-70
  •  D=69-65
  •  F=55 & under

Participation/Attendance: 70%

  • Unexcused absences will be marked as a 0%. If you are absent, you are not participating. 
  • 3 tardies = 1 absence. (Excessive unexcused absences will resulting in failing the course.)
  • 2 sit outs = 1 absence.
  • Class group work & tasks during class time
  • Dance Attire: is mandatory. Students must still participate if they are present without dance attire. It will result in 50% for daily participation grade.
  • Participation is based on: (Daily point System 1-6)
    • Effort
    • Organization
    • Work Ethic
    • Skills Improvement
    • Group Engagement
    • Attendance

Written Assignments/Journal Entries: 10%

  • Quizzes
  • Reflections
  • Class Notes
  • Journal Entries

Final Project: 20%

  • Group Performance & written component.
  • Dance Technique Feedback Sheet (DTFS) *see attachment below

 

MODERN & CONTEMPORARY, SOCIAL/CULTURAL, DANCE SYLLABUS: 

Description: 

Development of technical skills in Modern & Contemporary, Jazz, Hip Hop and Social/Cultural Dance, including rhythmic perception and spatial awareness, with emphasis on aesthetic and expressive qualities that lead to performance. Students must be physically fit and injury free in order to complete the requirements for this course.

Student Learning Goals: 

To the degree appropriate for the level of dance training, students will learn to:

  1. Maintain basic alignment while standing. 
  2. Maintain basic alignment while in motion. 
  3. Increase and apply strength and stamina. 
  4. Increase and apply flexibility/range of joint motion. 
  5. Grasp and retain the sequence of exercises and combinations.
  6. Grasp and retain the nuances of rhythm/phrasing of exercises and combinations. 
  7. Grasp and retain the qualitative dimensions of exercises/combinations.
  8. Maintain whole-body and body part clarity of spatial orientation in movement. 
  9. Move quickly from learning to performing; apply technique w/sense of “self”. 
  10. Implement technical/artistic corrections consistently & in all applicable contexts. 
  11. Maintain a commitment to instruction and correction by observing carefully, listening actively, practicing on the side, and assessing your own and others’ progress and improvement as assigned. 
  12. Maintain a sense of personal responsibility for learning by completing written assignments on time and with thoroughness and clarity, and learning and using correct terminology.
  13. Gain ideas and appreciation for reading/viewing dance as a performing art.
  14. Use and understand movement and dance as a form of intelligence.
  15. Work independently and in groups to solve movement challenges.
  16. Understand the history and development of dance. 
  17. Explore cultural for connections to learning goals 13-16.

Outline:

Warm-­up exercises and combinations designed to enable your achievement specifically of learning goals1-­4 will remain fairly consistent over the course of the semester. Other exercises and combinations will develop over the course of the semester in length, speed, and in rhythmic and qualitative complexity so as to enable the achievement specifically of learning goals 5-­12 and to provide opportunity to practice the integration of skills inherent to the achievement of learning goals 1--17.

 

BALLET SYLLABUS:

Description: Classical Ballet technique, including rhythmic perception and spatial awareness, with emphasis on aesthetic and expressive qualities that lead to performance. Students must be physically fit and injury free in order to complete the requirements for this course.

Student Learning Goals:

To the degree appropriate for this level of ballet training, students in this course will learn to: 

  1. Move contra-laterally during locomotion (left/right halves in opposition). 
  2. Grasp and retain sequences of simple exercises and combinations.
  3. Breathe appropriately and as needed while moving.
  4. Anticipate the beat when required.
  5. Maintain energy/endurance throughout each combination and a full class. 
  6. Demonstrate commitment/responsibility as appropriate in and out of class. 
  7. Demonstrate awareness and attention to studio/classroom procedures. 
  8. Demonstrate dynamic alignment—as appropriate to exercises/combinations in the class (see attached alignment statement) and involving awareness of center. 
  9. Move on the beat when required.
  10. Confidence/full engagement, and some degree of invention—and/or demonstrate creative spontaneity within a given technique.
  11. Show appropriate use of the legs as called for in an exercise/combination.
  12. Show appropriate use of the feet as called for in an exercise/combination. 
  13. Show command of skills involving initiation of movement. 
  14. Show command of skills involving weight shift.
  15. Avoid extraneous tension in performing simple movements such as walks, skips,
  16. Fulfill the time/counts given for each part of the movement. 
  17. Demonstrate attributes of/qualities in movement as specified. 
  18. Demonstrate clarity of body line in simple movement combinations. 
  19. Demonstrate clarity of spatial direction in simple movement combinations. 
  20. Perform set movement with confidence/full engagement. Respond spontaneously and imaginatively to improvisational prompts, with Learning goals 

Outline:

Warm-­up exercises and combinations designed to enable your achievement specifically of learning goals will remain fairly consistent over the course of the semester. Other exercises and combinations will develop over the course of the semester in length, speed, and  in rhythmic and qualitative complexity so as to enable the achievement specifically of learning goals and to provide opportunity to practice the integration of skills inherent to the achievement of learning goals 1--20. Excellence in dance artistry is a matter of developing a high degree of skill in each area and integrating these skills during the performance of movement. Learning goal 6, 7, 19 and 20 describe efforts/attitudes necessary for progress toward excellence in dance and indicate specific behaviors that demonstrate them.


CHOREOGRAPHY SYLLABUS:

Description

Study of the elements of time, space, and design through Laban Movement Analysis (LMA) vocabulary. These elements are artistically significant in dance, including rhythmic perception and spatial awareness, with emphasis on aesthetic and expressive qualities that lead to performance. 

Student Learning Goals: 

On completion of this course, the student will:

  • Realize increased familiarity and comprehension of the rehearsal process from the point of view of a choreographer.
  • Craft dances which demonstrate rhythmic skills and a comprehension of spatial design.
  • Craft dances which demonstrate an understanding of aesthetic concepts such as choreographic structure, dynamics, and development of movement material.
  • Articulate ideas about choreography as art. 

 Basis for Evaluation: 

 Students will be evaluated on:

  • Successful completion of assignments in rhythmic and spatial design during.
  • Choreography of your final choreographic project. Grading is based on how well your dance integrates the tools, concepts and ideas we have been working with including,  the use of dynamics, an effective beginning-­middle-­end, clarity and effectiveness of spatial design, integration of all choreographic elements, the presence of a through-­line which gives the work an internal coherence, and the level of performance by your dancers.
  • Depth and thoroughness of your final paper (3-4 pages)– List at least two ideas you have encountered with creating choreography and your thoughts about them, and discuss the ways in which your aesthetic preferences, assumptions and values are evolving and how they affected your thinking and creating. Grading is based on the range of your thinking and on the quality of your writing, spelling and grammar. (12 pt. font, double-spaced)
  • Professionalism in classroom and rehearsal situations, including attendance, promptness, participation in discussions.


SOMATIC & BODY CONDITIONING SYLLABUS:

Description:

Outline:

Student Learning Goals:

ANATOMY & NUTRITION SYLLABUS:

Description: 

To introduce students to information about dancer's health, technique, and injury prevention. We will cover the skeleton, specific muscles and their actions, chronic injuries and anatomical abnormalities common to dancers, and methods of assessing posture and fitness, as well as healthy lifestyle choices and professional care options. We will cover the basics of the skeletal and muscular systems and the ankle and foot, we will cover a specific region, possible actions, muscles, bones and connective tissue of the joint(s), as well as individual differences and anomalies common to dancers. Regions covered will be: Ankle and Foot; Knee and Patellofemoral joints; Pelvic Girdle and Hip; Spine; and Shoulder/Scapula.

Suggested Text:

TBA

Outline:

The Skeletal System:

  • Primary tissues of the body
  • Bone composition and structure 
  • Bone development and growth 
  • The human skeleton 
  • Joint architecture 
  • Body orientation terminology 
  • Joint movement terminology 
  • Skeletal components of a movement analysis
  • Common skeletal injuries and prevention

The Muscular System:

  • Skeletal muscle structure and function 
  • Muscle architecture 
  • Types of muscle contraction
  • Muscle names and actions 
  • Muscle attachments to bone 
  • Muscular components of a movement analysis
  • Common muscular injuries and prevention

Nutrition:

  • Establishing good nutritional habits
  • Food requirements for dancers/athletes

 Student Learning Goals:

  • Provide study and activities which expand the dancer's understanding of the human body as the instrument used in creating the art of dance. 
  • Provide study and activities that develop the student's ability assess strengths and weaknesses and anatomical differences, enabling the student to make changes and to adapt his/her technique to accommodate what cannot be changed.
  • Provide information that will enable the dancer lead a healthy lifestyle and to avoid injury in technique class, rehearsal and performance, and when injured, enable the dancer to seek appropriate treatment and work intelligently with medical professionals. 


 

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Kat San,
Sep 8, 2015, 11:28 AM
Ċ
Kat San,
Sep 8, 2015, 10:58 AM
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