Dance Majors-Level 1, 2, and 3




Curriculum Outlook

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


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


1. Keep a positive, focused attitude towards your work in class. 

    Being present is crucial. 

2. Fully attend to the movement material presented, as well as to 

     the explanations and analyses of its specific components; 

3. Listen carefully to and apply all corrections and 

    recommendations for improvement that are provided in class 

    (to the group AND to individuals); 

4. Learn the movement material as quickly as you can through 

    observation and practice; 

5. When executing movement, work towards both technical and 

    qualitative success of the material;

6. Reflect in writing (as assigned) on your progress toward your 

    achievement of the learning goals.


I will assess your progress and achievement through:


1. Daily oral feedback to you and/or others on work done in 

    class; 

2. Mid-term and final evaluations of your achievement using the 

    Dance Technique Feedback sheet (student conferences, 

    written feedback); Scroll Down to View DTFS

3. Oral and/or written feedback on written self-assessments 

     assigned to you during the semester.


Disciplines:

MODERN/POST-MODERN

CONTEMPORARY

HIP HOP

JAZZ  

SOCIAL/CULTURAL DANCE

BALLET

CHOREOGRAPHY 

ANATOMY AND NUTRITION
CAREERS IN DANCE


Text: 

Chamelar, R. D., & Fitt, S. S. (1990). Diet For Dancers: A Complete Guide to Nutrition and Weight Control

       Hightstown, NJ: Princeton Book Company Publishers. 

Green-Haas, J. (2010). Dance Anatomy. Champaign, IL: Human Kinetics.

Harris, J. A., Pittman, A. M., & Waller, M. S. (1994). Dance A While: Handbook of Folk, Square, Contra, & Social                        Dance (7th ed.). New York, NY: Macmillan College Publishing Company.


Lihs, H. (1998). Appreciating Dance: A Guide to the World's Liveliest Art (4th ed.).   Hightstown, NJ: Princeton Book                   Company Publishers.


Nadel, M. H., & Strauss, M. R. (2003). The Dance Experience (2nd ed.). Hightstown, NJ: 

       Princeton Book Company Publishers.


Nelson, A. G., & Kokkonen, J. (2007). Stretching Anatomy. Champaign, IL: Human Kinetics.


Tips for Success:


1. Attend all classes in both body and mind and be fully present 

    and engaged in the class. 

2. 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.

3. 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. 

4. Use each class period as an opportunity to discover more and 

    the process of doing so is an essential part of learning.

5. 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.





______________________________________________________________________________________________________________________

MODERN/POST-MODERN, CONTEMPORARY, HIP HOP, JAZZ, and SOCIAL/CULTURAL DANCE SYLLABUS: 


Description: Development of technical skills in 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.



Evaluation Methods and Guidelines for Assignments:


The fundamental and ongoing assignments in this class are to:

 

1. Attend to movement material presented, as well as to explanations and analyses of its specific components;

 2. Listen carefully to and apply all corrections and recommendations for improvement that I provide in class;

 3. Learn the movement material as quickly as you can through observation and practice;

 4. Perform the movement material as accurately as possible each time you are called upon to do so;

 5. Reflect in writing as assigned on your progress toward and actual achievement of the learning goals;

 6. Observe other dancers and assess their performance as assigned.

 7. Address movement material on an ongoing basis both in and outside of class.

 8. Explore and perform the movement material with the goal of learning and understanding its intended benefit.

    (This means that not everything needs to be executed “perfectly”. Instead your ongoing movement assignment is to test your own physical     boundaries within a given exercise);

9.  Observe others to aid you in your own learning process.

  

I will assess your progress toward and your actual achievement of the learning goals through:

 

 1. Daily oral feedback to you and/or others on work done in class;

 2. Written mid-­‐term and final evaluations of your achievement using the Dance Technique Feedback sheet (see bottom portion of this page);

*Not every student will receive individual feedback during each class, but all students receive individual feedback throughout the semester.


Your achievement in mastering the learning goals to the degree appropriate for this course, and as documented on the DanceTechnique Feedback sheet, will provide the primary basis for calculating your final letter grade.

  

Your attendance record will be additional factors in calculating your final letter grade.


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.


Grading:

Your grasp of the technique, class conduct and your abilities to successfully engage yourself consistently in class will inform the bulk of your grade. This will be assessed through the use of the DTFS (80% of grade) in addition to your contributions to the class assignments/quizzes (20% of your grade). Once calculated, your attendance will factor in as well.


Your achievement in mastering the learning goals to the degree appropriate for this course will provide a reference for calculating a portion of your final letter grade. Your attendance record and your record for turning in any written assignments will be additional factors in calculating your final letter grade. In calculating the achievement component of the final grade, your mastery of the learning goals will be assessed to produce a final score that is aligned with grades as follows:


90-100=A

80-85=B

70-75=C

65=D

64-Below=F



______________________________________________________________________________________________________________________

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.




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.



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 

      1-20 mark distinct areas of skill in dance technique. 


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.



Teaching Strategies: 


To enable student achievement of the learning goals, I will: 


1. Demonstrate, explain, analyze, and lead explorations of movement exercises and combinations designed specifically to develop the skills required 

    for achievement of learning goals 1-20; 

2. Observe your daily work in class and (a) orally assess your achievement of learning goals 1-20, and (b) make recommendations for improvement in 

    achieving learning goals 1-20;* 

3. Provide a written assessment on the Dance Technique Feedback sheet of your achievement at mid-term and again near the end of the semester; 

4. Provide opportunities for individual appointments in which we may discuss your learning efforts; 

5. Provide opportunities for you to assess your own and others progress toward the actual achievement of the learning goals; 

6. Video class, allowing opportunities for you to observe yourself and others from a different perspective. * not every student will receive individual 

    feedback during each class, but all students will receive individual feedback regularly throughout the course of the semester.


Evaluation Methods and Guidelines for Assignments:


The fundamental and ongoing assignments in this class are to: 


1. Attend to movement material presented, as well as to explanations and analyses of its specific components; 

2. Listen carefully to and apply all corrections and recommendations for improvement that I provide in class; 

3. Learn the movement material as quickly as you can through observation and practice; 

4. Perform the movement material as accurately as possible each time you are called upon to do so and with full body/mental engagement; 

5. Reflect in writing as assigned on your progress toward and actual achievement of the learning goals;

6. Contribute to the learning environment by creating/leading a combination in class and participating in other class assignments. 



I will assess your progress toward and your actual achievement of the learning goals by: 


1. Giving daily oral feedback to you and/or others on work done in class; 

2. Ballet terminology quizzes; 

3. Written mid-term and final evaluations of your achievement using the Dance Technique Feedback sheet.



Grading:

Your grasp of the technique, class conduct and your abilities to successfully engage yourself consistently in class will inform the bulk of your grade. This will be assessed through the use of the DTFS (80% of grade) in addition to your contributions to the class assignments/quizzes (20% of your grade). Once calculated, your attendance will factor in as well.


Your achievement in mastering the learning goals to the degree appropriate for this course will provide a reference for calculating a portion of your final letter grade. Your attendance record and your record for turning in any written assignments will be additional factors in calculating your final letter grade. In calculating the achievement component of the final grade, your mastery of the learning goals will be assessed to produce a final score that is aligned with grades as follows:


90-100=A

80-85=B

70-75=C

65=D

64-Below=F



______________________________________________________________________________________________________________________

CHOREOGRAPHY SYLLABUS:


Description: Study of the elements of time, space, and design as they are artistically significant in 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 Outcomes: 


On completion of this course, the student will


1. Realize increased familiarity and comprehension of the rehearsal process from the point of view of a choreographer.

2. Craft dances which demonstrate rhythmic skills and a comprehension of spatial design.

3. Craft dances which demonstrate an understanding of aesthetic concepts such as choreographic structure, dynamics, and development of movement 

   material.

4. Articulate ideas about choreography as art. 


Teaching Strategies:

1. Rehearsing and performing short assignments in movement manipulation, evaluating others’ work, watching videos, discussion with class members 

   and instructor.

2. Choreographing 2 short dances for critique. 

3. Writing 1 reflective paper on the knowledge gained and how it has influenced perception of choreography as an art form. 

4. Viewing and critiquing choreography.


Basis for Evaluation: 


Students will be evaluated on:


1. Successful completion of assignments in rhythmic and spatial design during.


2. 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.


3. Choreography of your first choreographic project. Grading is based on how well your dance demonstrates an understanding of how to use the tools 

    and concepts we have been working with in a finished piece of choreography, as state above in #3.


4. 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)


5. Professionalism in classroom and rehearsal situations, including attendance, promptness, participation in discussions.


Grading:

In calculating the achievement component of the final grade, your mastery of the learning goals will be assessed to produce a final score that is aligned with grades as follows:


90-100=A

80-85=B

70-75=C

65=D

64-Below=F


______________________________________________________________________________________________________________________

ANATOMY and NUTRITION SYLLABUS:


Description: To introduce students to information about dancer's health, technique, and injury prevention. We will covers 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.


Text:
Chamelar, R. D., & Fitt, S. S. (1990). Diet For Dancers: A Complete Guide to Nutrition and Weight Control
         Hightstown, NJ: Princeton Book Company Publishers. 
Green-Haas, J. (2010). Dance Anatomy. Champaign, IL: Human Kinetics.
Nelson, A. G., & Kokkonen, J. (2007). Stretching Anatomy. Champaign, IL: Human Kinetics.

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


Principles of Conditioning 

Overload, Specificity, 

Progression, Reversibility 

Aerobic vs. Anaerobic 

Frequency, Intensity, Time, Type


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 Outcomes:


1. To provide study and activities which expand the dancer's understanding of the human body as the instrument used in creating the art of dance.

2. To 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.

3. To 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. 


Evaluation Methods and Guidelines for Assignments:

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).  

Grading:

In calculating the achievement component of the final grade, your mastery of the learning goals will be assessed to produce a final score that is aligned with grades as follows:


90-100=A

80-85=B

70-75=C

65=D

64-Below=F







_______________________________________________________________________________________________

CAREERS IN DANCE SYLLABUS: 

(BIO, HEAD SHOT, RESUME, VIDEO REEL, AUDITIONS ,ETC.)


Description: 


Outline:


Student Learning Outcomes:


Teaching Strategies:


Evaluation Methods and Guidelines for Assignments:


I will assess your progress toward and your actual achievement of the learning goals by: 


Grading:


______________________________________________________________________________________________________________________

DANCE TECHNIQUE FEEDBACK SHEET




DANCE TECHNIQUE FEEDBACK SHEET (DTFS)


LEVEL: STUDENT NAME:


Scores:

(2) poor (3) less than average (3.5) average (4) good (5) very good/excellent


The Dance Technique Feedback Sheet is tool for assessment and of communication with students. The dance technique feedback sheet is also a tool you used to assist in differentiating instruction for diverse learning levels. When exceptions occur, they will be reviewed by Ms. Pope. The final decision on the appropriate grade will then be communicated to all related parties.


Note: the following competencies determine the "preparedness" of the student for dance technique at the beginning, intermediate, and advanced/pre-professional level. In the beginning, intermediate, advanced/pre-professional class, the student will explore these skills at a beginning, intermediate, advanced/pre-professional level, demonstrating readiness for different styles in dance technique. This score sheet should be used along with the attached material, which defines each skill. 




PART A: items 1-4 Technical competence in all areas of focus at this level, including:


1. Demonstrate dynamic alignment. (see attached alignment statement) ________


2. Prompt grasp of class exercises and combinations.________


3. Refined sense of the body in relation to itself and to the space. ________


4. Refined sense of initiation and articulation of movement ________




PART B: items 5-12 Performance and professional competencies to go beyond just "doing" movements, including: MULTIPLY PART B SCORE X 2


5. Demonstrate rhythmic accuracy and qualitative understanding of musical nuances by moving on the beat and anticipating it when required. ________


6. Deep exploration of the qualitative aspects of movement sequences, without extraneous tension. ________


7. Dynamic phrasing of movement sequences to enhance the variations within movement phrases. ________


8. Projection of energy while dancing, performing with confidence/full engagement. ________


9. Exploration of the range and depth of motion in space and through space, going beyond one's comfort zone.________


10. Performance creativity through spontaneous solutions to improvisational prompts and/or demonstrate creative spontaneity within a given technique. 


      ________


11. Commitment, engagement, and responsibility to course assignments and activities. (movement based, written, or as defined by instructor)________


12.Demonstrate development of professional skills, independent work practices within the class, and responsible preparation before and after class. 

     

      ________




Enter cumulative score from PART A (items 1-4) ______


Enter cumulative score from PART B x 2 (items 5-12) ______



TOTAL (total number of points possible: 100) ______




COMMENTS:




RECOMMENDATIONS:  




______________________________________________________________________________________________________________________

ALIGNMENT


Alignment is not a static concept. In fact, alignment is in constant flux. It is not a "correct" way of lining up body parts but a way of embodying how we live in our bodies. Additionally, effective alignment does not look alike on all bodies. Different techniques, styles, and dance forms often require different bodily alignments.


Often, alignment is fluid and changes overtime. There are many influences on one's alignment including culture, society, previous dance training, prior physical and emotional experiences, as well as structure.


Nevertheless, there are some guidelines that can be used to identify effective alignment in western modem dance; these guidelines may not apply to other movement forms. For example, a plumb line may be dropped directly through the center of the three body weights (head, thorax, and pelvis) to establish effective working alignment. The plumb line should be center in each of the body weights. Additionally, a straight plumb line may be dropped through the following bodily landmarks: outer (shoulder joint), and inner ear. These guidelines for alignment allow the bones to carry much of the weight of the body, resulting in safe and effective movement and body mechanics. When the weight is not carried through the bones, the muscles are forced to hold the body in place, thereby creating excessive stress and work. The main job of the muscles is to help the bones move, not to carry the weight of the body. When an imbalance exists, some muscles are required to work overtime to hold the body up while others become underutilized, thereby opening the dancer to bodily injury and insult. The purpose of alignment work in dance is not to create a straight and "held" posture of the spine; the curves of the spine are necessary for shock absorption during movement. However, the alignment landmarks may be used to keep the weight moving through the bones in a safe and effective manner. It helps to think of alignment as kinetic, whereby small adjustments continually provide a more moving and changing balance.


Common areas of excessive or frozen tension and problems on the body include:


Spine, pelvis, and chest/rib, including inability to release the lower back causing excessive habitual retraction of the pelvis, sticking out or held movement in the chest, and collapse in the chest.


Habitual distortions in the line of the body landmarks (listed above).


Problems of the hip joints, extremities and knees, including pronation of the feet or inward movement of the knees or upper thighs.


Protrusions of the chin.


  

  


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