St Ninian’s High School

NPA Dance

Name……………………………………………

Teacher…………………………………………

Contents

Standards and Expectations p3

Course Timeline p4

Contemporary p7

Vocabulary and Terms p8

Technical skills – Self-Evaluation p11

Sequencing -- Peer-Evaluation p12

Performance Assessment p13

Written Assessment p14

Jazz p17

Vocabulary and Terms p18

Technical skills- Peer- Evaluation p19

Sequencing - Self-Evaluation p20

Performance Assessment p21

Written Assessment p22

Choreography p25

Dance actions p26

Log books p27

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THE COURSE NPA Dance consists of 3 units; Contemporary, Jazz and Choreography. Within these units you will be

asked to develop technique in both Contemporary and Jazz dance before applying research skills to

develop your knowledge about these genres and how they have come to be the way they are today

and the choreographers involved. Within these units you will also be asked to perform a teacher

choreographed piece demonstrating your ability in the genre and will be filmed throughout the year

showing specific techniques to allow assessment to be done. Within the choreography unit dancers

will develop their ability to create unique choreography in line with a theme of your choice. They will

go through workshops to help with this process which will also be assessed. This unit will culminate

in the creation of a piece of choreography by each dancer.

Written work and presentation also plays a huge part in this course with dancers analysing the work

of different choreographers and reflect on their own performance throughout the course – this may

be done through presentation or in essay format.

REQUIREMENTS You will be expected to;

Be on time and prepared for every class Complete all homework to the best of your ability on time. Risk making mistakes and learn from them. Work hard to make yourself a more confident and skilful dancer. Manage your time appropriately. Work on your own to complete personal work tasks. Work in pairs or in small groups to complete tasks. Give and receive feedback.

WHAT TO WEAR Black leotard/Fitted Vest Top Black Leggings/Footless Tights/Shorts Jazz shoes/Bare Feet Hair must always be tied back and out your face at all times.

I will try my utmost to adhere the rules stated and put in 100% effort to achieve as much as possible from NPA Dance.

Signed ............................................................... Date ............................

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Course TimelineWeek beginning Focus20/8 Standards & Expectations

Warm-upIntroduction to Contemporary Dance – Posture and alignment, Roll down exercises

27/8 Floor exercisesSwing sequencesPlies

3/9 Tendu & GlissePreparation for Jumps, Swing to standTravelling through space

10/9 Assessment of technical skills

17/9 Begin teaching Tutor choreographed Contemporary DanceIssue homework 1

24/9 Continue teaching Contemporary DanceIssue homework 2

1/10 Continue teaching Contemporary DanceFeedback from homework 1 and 2

8/10 Contemporary Assessment and Outcome 4 write up

22/10 Introduction to JazzReaches and Roll downsIsolationsTendue, Glissee and Kicks

29/10 TravellingHopsLeaps

5/11 Pirouettes

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TurnsPas De Bouree

12/11 Assessment of technical skills

19/11 Begin teaching Tutor choreographed Jazz DanceIssue homework 3

26/11 Continue teaching Jazz DanceIssue homework 4

3/12 Continue teaching Jazz DanceFeedback from homework 3 and 4

10/12 Jazz Assessment and Outcome 4 write up

17/12 Social Dance

7/1 Choreography- six dance actionsComplete logbook

14/1 Continue exploring six dance actions and introduce devicesComplete logbookAssessment on-going

21/1 Introduce the use of stimulus (visual, written, audio)Complete logbookAssessment on-going

28/1 Pupils create individual motif using stimulus to last up to 1 minute (include at least 3 dance actions)Complete logbookAssessment on final period of the week

4/2 Pupils create paired motif using stimulus to last up to 1 minute (include at least 3 dance actions)Complete logbook

18/2 Pupils teach paired motifs to chosen dancersComplete logbook

25/2 Assessment of paired choreography

4/3Show work

11/3

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18/3

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Contemporary

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CONTEMPORARY

VOCABULARY AND TERMS

Within this unit you will be using professional vocabulary used within the contemporary dance

community. It is expected that you understand what is being asked of you and you use the correct

terminology when choreographing yourself.

The following terms are the basics of contemporary dance and words and meanings you should

become familiar with.

1st Parallel: Narrow parallel position of the legs. Knees are in line with arches of feet and directly under hip joint, 'train tracks'.

2nd Parallel: Wide parallel position of the legs.

Accent: A stress or emphasis on a specific beat or movement.

Alignment: The ability to efficiently organize the body in relationship to dancing.

Arabesque: A position in which one leg is raised behind the standing leg.

Arch: The extension up and back of the upper body and head.

Attitude: A position in which weight is supported on one leg with the other leg bent & lifted either in front, side or back.

Bridge: Also called a back bend.

Brush: Gliding the foot along the floor.

Chainés: Consecutive half turns travelling and rotating in a single direction.

Chest lift: With back on the floor, chest lifts off the floor.

Contraction: Tightening the abdominals, tucking the pelvis, and forming a "C" with the torso so that the shoulders are over the pelvis. [Graham technique].

Coupé: Position where the toe of one leg touches the ankle of the standing leg (either front or back).

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Curve: Rounding of the upper back (thoracic curve).

Extension: Extension of a joint is generally to straighten it.

Flat back: Position in which the legs are in parallel, the back is kept flat, parallel to the floor, with

the torso hinged at the hips. [Horton technique].

Flexed: Feet and toes are retracted back and heels are pressed forward.

Fondu-Literally "melted". Abbreviation for a battement fondu, a lowering of the body that is made by bending the knee of the supporting leg. Saint-Léon wrote, "Fondu is on one leg what a plié is on two."

Grand jeté: A jump from one foot to the other foot with a large opening of the legs in the air (split).

Intention: Choices concerning weight, flow, space, time and purpose by the performer, in conjunction with the dancemaker, that give meaning to the movement.

Isolations: Moving one part of the body, such as the head, shoulder, ribs, or hips, while the rest are immobile.

Lunge: A large, open position in which one knee is bent (usually the front), and the other is straight.

Pas de bourrée-It consists of three quick steps. A demi plié with extension of the first leg, closing the first leg to the second as the second rises to demi pointe or pointe, extending the second leg to an open position while both legs remain on demi or full pointe, and closing the first leg to the second in a demi plié. If the pas de bourrée is very quick or is the final step of an enchainment, the concluding demi plié may be omitted and the step will end with stretched knees. It means 'Step of Bourrée', Bourrée being an Auvergne dance. The name also translates as "stuffing step" with the initiating foot "stuffing" itself into the space occupied by the other foot and thereby forcing the other foot to move away.

Phrase/Combination/Sequence/Pattern: Terms used to describe two or more movements linked together.

Pirouette: In ballet, a spin or turn of the body performed on one leg. Pirouettes may be performed en dehors (turning away from the supporting leg) or en dedans (turning toward the supporting leg).

Plié: Bent or bending; coordinated flexion at the hip and knee joints and dorsiflexion at the ankle joint.

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Release: Name given to a training method developed and used by contemporary dancers since the second half of the XXth century. Its main characteristic is described by its name: the dancer emphasizes on releasing the muscular tension, in order to achieve a most efficient expense of energy. This is complemented with a postural organization composed of 'proper alignment, placement of breath and carrying of weight' which intend to give the dancer the ability to use gravity while moving instead of muscular force.

Relevé: A lift onto half toe.

Retiré or Passé: Position in which the toe of one leg touches the inside of the knee of the standing leg.

Skip: A combination of a step and hop in an uneven rhythm.

Split: Legs straight and at right angles to the body, one in front and the other behind, or one at each side

Spotting: Focussing on one spot while turning to prevent dizziness.

Standing leg: The weight bearing leg.

Stance: It can be used to refer to the dancer's posture, positioning or placement. Depending on the technique within which the word is used, it might include bodily, physiological, anatomical, mental or general attitude issues about how the dancer organizes and projects her/him self. Read the definition for 'body placement' above to expand.

Tendu- Literally, "stretched"; a common abbreviation for battement tendu. The working leg is extended to either the front, side or back, gradually along the floor until only the tip of the toe remains touching the floor (tendu a terre) or even further stretched so that the tip of the toe comes up off the floor a few inches (en l'air). A tendu can also be used in preparation for other more complex steps, such as pirouettes, or leaps.

Triplet: Three steps usually done in a down (plié) up (relevé), up (relevé) sequence.

Turnout: a position of the legs in which the feet are pointing outwards. It is an external rotation of the limb that is executed with the whole leg, including the hip. The turnout, also called the 'en dehors' in French, has been used and developed within the ballet technique mostly, but is also used by many other dancing genres.

Turn in: rotation of a limb away from the front of the body.

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Outcome 1- Skills and Techniques

SELF-EVALUATION

Record yourself performing each section. Take time to watch the video and highlight areas of strength and development.

Consider the following;

What are you doing well? What could you improve on? Think about the elements of the category and what it looks like in a model performance and what you look like in comparison.

DEMONSTRATE POSTURE AND ALIGNMENT

Needs more Work Doing Well CompletedPlacement of Spine

Use of Core Muscles

DEMONSTRATE USE OF PARALLEL AND TURNOUT

Needs More Work Doing Well CompletedPlies

Tendus

Battements

DEMONSTRATE FLOOR WORK

Needs More Work Doing Well CompletedRolls

Swings

Transitions to floor from standing

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Outcome 2- Sequences

PEER EVALUATION

While performing each section, your partner should use the comment boxes to note TWO Areas for Strength and ONE next step for development. Observers should add as much detail as possible.

Observers should construct useful comments to aid the performer’s progress.

DEMONSTRATE SWING SEQUENCES

Area of Strength Area of Strength Next StepsSki Swings

Figure of Eight

DEMONSTRATE TRAVELLING SEQUENCES

Area of Strength Area of Strength Next StepsRuns

Triplets

Skips

Leaps

Change of Direction/ Floor Patterns

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Outcome 3- Solo Performance

This performance will be recorded and marked by your teacher.

Learner’s Name Date

Yes (✓ ) Date CommentsOutcome 3 – Apply basic skills and techniques to the performance of a jazz dance

(a) Learn and recreate a dance.

Accurate dance steps and movements

Control and co-ordination of the body

Posture and alignment of the body

Stamina

(b) Demonstrate use of space.

Spatial awareness Direction Floor patterns Entrances and exits

(c) Demonstrate performance qualities and musicality.

Timing and musicality Sense of performance/

expression Dynamics/quality of

movement Focus and concentration

Assessor’s Signature Date

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Outcome 4- Research Project

Outcome 4- Research Project

What to include;

Which style of contemporary dance is your investigation about? Describe, briefly, what this chosen style looks like. Including

specific movements. What makes it different from other contemporary dance

styles? Who is a famous choreographer?

Name a piece of dance you have seen by this choreographer. Did the piece have a theme? If so what is it? If not what do you think this was? What music was used in the dance? Describe it and how it might have influenced the movement Describe the lighting used and how it helped portray the dance.

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(a) Identify and describe a contemporary dance style and choreographer.

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(b) Describe a contemporary dance performance

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Jazz

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JAZZ

VOCABLARY AND TERMS

Jazz dance is often credited as an American creation, however in actuality it originates from African American vernacular dance that came about during the late 1800s. The first official American "jazz dancer" was Joe Frisco around the year 1910, who performed in

vaudeville, however its roots trace much further back than this, with many moves being created by the slaves as a much needed physical and emotional outlet. Slave traders often allowed them to dance during their journey over to America, as an attempt to keep them physically fit. Not only did it work, but it formed an impressive series of dance techniques

and steps that made history.

The original steps were exemplified out in the plantations, and jazz dance itself came about as a crossbreed of American culture, European jigs and the music and movement tradition

of the African slaves. Jazz music obviously inspired some of the first documented jazz dance choreography, and this further adds to the rich and diverse history of jazz dance. Europe

lent elegance to the technique, Africa gave it its movement and rhythm, and America allowed it to have the exposure and growing popularity that has sustained it as a cherished

dance style today.

VOCABULARY AND TERMSIn the table below, research different terms and vocabulary which is used in Jazz and define the term in the bigger box. Think about the movements and how they are performed and

choose a variety of terms to describe

TERM DESCRIPTION

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Outcome 1- Skills and Techniques

PEER EVALUATION

While performing each section, your partner should tick which box they feel is relevant to the skill.

Performers should then look to work on areas of development highlighted on the table.

DEMONSTRATE POSTURE AND ALIGNMENTNeeds more Work Doing Well Completed

Placement of Spine

Use of Core Muscles

DEMONSTRATE THE USE OF PARALLEL AND TURN OUTNeeds more Work Doing Well Completed

Pliés

Tendus

Kicks

DEMONSTRATE ISOLATIONSNeeds more Work Doing Well Completed

Head

Shoulders

Ribs

Hips

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Outcome 2- Sequences

SELF-EVAULATION

Record yourself performing each section. Take time to watch the video and highlight areas of strength and development. Tick the RED box if you need to focus on improving this skill, AMBER if you need more practice are or GREEN if you can perform the skill like a model performer.

Consider the following; What are you doing well? What could you improve on? Think about the elements of the category and what it looks like in a model performance and what you look like in comparison.

DEMONSTRATE TRAVELLING SEQUENCES

Pencil Turns

Open Turns

Jazz Turns

DEMONSTRATE TRAVELLING SEQUENCES

Jazz Walks

Runs

Pas de Bouree

Skips

Leaps

Change of direction/ Floor Patterns

Outcome 3- Solo Performance

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This performance will be recorded and marked by your teacher.

Learner’s Name Date

Yes (✓ ) Date CommentsOutcome 3 – Apply basic skills and techniques to the performance of a jazz dance

(d) Learn and recreate a dance.

Accurate dance steps and movements

Control and co-ordination of the body

Posture and alignment of the body

Stamina

(e) Demonstrate use of space.

Spatial awareness Direction Floor patterns Entrances and exits

(f) Demonstrate performance qualities and musicality.

Timing and musicality Sense of performance/

expression Dynamics/quality of

movement Focus and concentration

Assessor’s Signature Date

Outcome 4- Research Project

Within the assignment you must answer the following questions:

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The tasks that you complete will allow you to consider the following questions.

Describe the origins and development of jazz dance

Describe where jazz dance came from and any factors which may have influenced its development.

Describe the characteristics of the style What are the main characteristics of jazz dance?

Describe the background and influences on the work of a choreographer A brief biography of an influential jazz dance choreographer. The influences on the choreographer’s work, for example other dance

styles/choreographers. The characteristics of the choreographer’s style, giving examples from works they

created.

Analyse a dance piece With reference to one dance work choreographed by your chosen choreographer,

briefly analyse the following elements:

Theme/narrativeMovementTheatre Arts (Music, Costumes, Props)DancersQualities

(a) Identify and describe a jazz dance style and choreographer.

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(b) Describe a jazz dance performance.

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CHOREOGRAPHY

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Dance Actions

Note examples of each of the following dance actions.

Travelling

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Elevation

Turning

Gesture

Stillness

Falling

Logbook 1

DateTask of Starting Point (Stimulus)

Dance Action used26

Choreography Devices

What were you trying to convey to the audience?

How do you think your use of actions and devices did this?

Reflect upon how effective you were.

What would you do now to develop the movement further?

Logbook 2

DateTask of Starting Point (Stimulus)

Dance Action used

27

Choreography Devices

What were you trying to convey to the audience?

How do you think your use of actions and devices did this?

Reflect upon how effective you were.

What would you do now to develop the movement further?

Logbook 3

DateTask of Starting Point (Stimulus)

Dance Action used

28

Choreography Devices

What were you trying to convey to the audience?

How do you think your use of actions and devices did this?

Reflect upon how effective you were.

What would you do now to develop the movement further?

Logbook 4

DateTask of Starting Point (Stimulus)

Dance Action used

29

Choreography Devices

What were you trying to convey to the audience?

How do you think your use of actions and devices did this?

Reflect upon how effective you were.

What would you do now to develop the movement further?

Logbook 5

DateTask of Starting Point (Stimulus)

Dance Action used

30

Choreography Devices

What were you trying to convey to the audience?

How do you think your use of actions and devices did this?

Reflect upon how effective you were.

What would you do now to develop the movement further?

Logbook 6

DateTask of Starting Point (Stimulus)

Dance Action used

31

Choreography Devices

What were you trying to convey to the audience?

How do you think your use of actions and devices did this?

Reflect upon how effective you were.

What would you do now to develop the movement further?

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