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Dance As A Fine Art

Dance As A Fine Art. Knowledge Targets. I can list the criteria for a fine art. I can list the four fine arts. I can list the steps for writing a paper and creating a dance. I can define dance. I can list and define the categories of dance. I can list the genre’s of dance; their evolution.

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Dance As A Fine Art

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  1. Dance As A Fine Art

  2. Knowledge Targets • I can list the criteria for a fine art. • I can list the four fine arts. • I can list the steps for writing a paper and creating a dance. • I can define dance. • I can list and define the categories of dance. • I can list the genre’s of dance; their evolution. • I can list the benefits of dance education.

  3. What is Fine Art? • Art produced primarily for beauty rather than utility • 'art' and 'fine art' seem to share a lot in common, but it is vital to keep in mind the chief sense of the word 'fine' which means: • very good of its kind • high quality • created by someone superior in skills or achievement.

  4. The Fine Arts • Music • Dance • Theatre • Visual Arts

  5. The Arts are: • A part of life. • A way to make connections. • Deeply embedded in our daily life. • An inseparable part of the human journey.

  6. Benefit of Art Education Source: Americans for the Arts, 2002 • Stimulates and develops the imagination and critical thinking, and refines cognitive and creative skills. • Has a tremendous impact on the developmental growth of every child and has proven to help level the "learning field" across socio-economic boundaries. • Strengthens problem-solving and critical-thinking skills, adding to overall academic achievement and school success. • Develops a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in the classroom and beyond. • Teaches children life skills such as developing an informed perception; articulating a vision; learning to solve problems and make decisions; building self-confidence and self-discipline; developing the ability to imagine what might be; and accepting responsibility to complete tasks from start to finish. • Nurtures important values, including team-building skills; respecting alternative viewpoints; and appreciating and being aware of different cultures and traditions.

  7. What is YOUR Definition of Dance?

  8. DANCE is an expression of ideas, thoughts, and feelings through movement.

  9. Basis for Dance Dance has existed since the beginning of humankind. Before verbal or written communication existed, humans used movement to communicate and to help them comprehend, shape, and make meaning of their world. Moving rhythmically is innate.

  10. Why Might We Dance? • Dance is a way of knowing and communicating. • All societies use dance to communicate on both personal and cultural levels. • All societies use dance to meet physical and spiritual needs. • People dance for health, pleasure, communion, expression, and profit.

  11. Benefits of Dance Education • Dance provides students with a way of kinesthetically learning and communicating. • Dance education helps students use movement to creatively express meaning. • Dance is designed to teach students fundamentals in dance and choreography. • Dance will help students develop self-discipline and focus. • Through dance, students come to appreciate rich and diverse cultures, beliefs, and societies. • As students examine the role of dance throughout history and in different cultures, they learn to respect diversity. • Dance helps people connect with one another and exists in all cultures and places.

  12. How Can Dance HelpUs in School? Content integration is a natural component of the dance program. Students apply and synthesize knowledge of dance in relation to other content areas. The dance program allows students to use movement as a means for exploring ideas and concepts, which is especially important for bodily/kinesthetic learners.

  13. Knowledge – rote recall of information Comprehension – ability to make sense of information Application – ability to use learned information in new situations Analysis – ability to break information into parts so its organization or structure can be understood. Synthesis – ability to put parts of learned information together to form new plans, patterns, or structures. Evaluation – ability to judge the value of information based on specific criteria Knowledge – memorizing and learning dance steps and information Comprehension – when students can explain or discuss new dance steps and dance information Application – when students can practice and apply new dance concepts and steps Analysis – when students can compare and contrast different dance styles or forms and when they break a new dance into phrases to learn the dance in smaller parts Synthesis – when students can compose or create a dance phrase or dance Evaluation – when students can look at a performance and critique it Blooms Taxonomy in Dance! Benjamin Bloom developed a hierarchy of six levels of complexity of human thinking. Dancers use all SIX levels in thinking.

  14. Choreography Brainstorm ideas Research tryout movement Sequencing into beginning, middle, & end Revising & rehearsing Clean-up/rehearsing Performance Evaluation Writing Process Brainstorm ideas Research tryout words or phrases Sequencing 1st draft Revising Editing Final Draft/Publication Evaluation Choreography & The Writing Process

  15. What is the difference between learning about dance and learning to dance? Learning about dance is the “book stuff” the history, culture, purpose etc. Learning to dance is the actual “doing” of dance.

  16. The Three Ways To Learn Dance: • Dive right-in. • Creative. • Technical.

  17. Dive Right-In • This method is the method in which folk dances and social dances are taught. • Dances usually have limited movement vocabularies or a minimal selection of basic steps.

  18. Creative • The method that celebrates spontaneity, originality, and individuality through structured movement. • Opportunities in which the dancer continuously invents movement according to personal preferences.

  19. Technical • Copycat approach. • A dance technique that has been identified and valued as worthwhile for training. • Celebrates the history and traditions of time-honored training methods; it is not devoted to inventing new movements but to accurately repeating a movement syllabus that has been recognized as a distinct style.

  20. Categories of Dance • Recreational/Social • Ceremonial/Religious • Artistic

  21. Recreational/Social Social dances are recreational, traditional, and functional; often they spring from pleasure. All contribute to a sense of belonging to a society. The dances have historical roots but largely reflect the values and beliefs of those doing the dance. Social dances allow people to explore and express their relationship to a group. Each dance is a bold affirmation that “I choose you.”

  22. Phases of Social Dance: • 1900’ – 1920’s: • Music – Ragtime • Dance – Bunny Hug & Grizzly Bear • 1920 – 1930: • Music – • Dance – Tango, Samba, Cha Cha, Charleston & Black Bottom • 1930 – 1950’s: • Music – Big Band • Dance – Lindy Hop, Jitterbug, Big Apple, Shag, & Lambeth • 1950 – 1970’s: • Music – Rock n’ Roll • Dance – Twist, Hitchhiker, Swim, Monkey, Pony, & the Jerk • Country & Western: • 20th Century: • Music – • Dance – Disco, Break Dance, & Hip Hop

  23. Recreational/Social • Anyone can participate • Primary focus is socializing • Technique rules are non-existent • Taught by other participants • Trendy • Allows people to explore and express their relationship to a group • it is a bold affirmation: “I choose you,” and therein lies its power.

  24. Ceremonial/Ritual Ceremonial/Ritual Dances bring favor to the event. Example: Native American dances illustrate most of the purposes of dance that is of a ritualistic or ceremonial nature: the war dance, expressing prayer for success and thanksgiving for victory; the dance of exorcism or healing, performed by shamans to drive out evil spirits; the dance of invocation, calling on the gods for help in farming, hunting, the fertility of human beings and animals, and other tribal concerns; initiation dances for secret societies; mimetic dances, illustrating events in tribal history, legend, or mythology; dances representing cosmic processes; and, more rarely, the dance of courtship, an invocation for success in love.

  25. Ceremonial/Ritual • Part of celebrations/ceremonial • Can be extremely formalized • May be performed by “special” people

  26. Artistic The art of ballet had its beginnings in the social dances of medieval Europe. As those dances were brought into the courts, they became more and more complicated as their purpose evolved from mere pleasure to include the political and social gain of nobles and royalty.

  27. Artistic • Usually seen on stage/witnessed by spectators • Rules about techniques/correctness • Performed or taught by experts • Specialized/Trained performers • Choreographed & Rehearsed

  28. Social Ballet Modern Jazz Musical Theater World Dance Dance Genre’s:i.e. the evolution of dance

  29. Reasoning Targets: • I can explain the benefit of art education. • I can discuss how the writing process and dance are similar. • I can evaluate if a work of art is fine art or not. • I can discuss how taking a dance class will help me in school.

  30. QUIZ!!!!

  31. Fine Art or Art? A. B.

  32. A. B.

  33. A. B.

  34. B. A.

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