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Dance As A Fine Art

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Title: Dance As A Fine Art


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 genres 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
  1. Music
  2. Dance
  3. Theatre
  4. Visual Arts

5
The Arts are
  1. A part of life.
  2. A way to make connections.
  3. Deeply embedded in our daily life.
  4. 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-settingskills 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?
  1. Dance is a way of knowing and communicating.
  2. All societies use dance to communicate on both
    personal and cultural levels.
  3. All societies use dance to meet physical and
    spiritual needs.
  4. 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 Help Us 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
Blooms Taxonomy in Dance!
Benjamin Bloom developed a hierarchy of six
levels of complexity of human thinking. Dancers
use all SIX levels in thinking.
  1. Knowledge rote recall of information
  2. Comprehension ability to make sense of
    information
  3. Application ability to use learned information
    in new situations
  4. Analysis ability to break information into
    parts so its organization or structure can be
    understood.
  5. Synthesis ability to put parts of learned
    information together to form new plans, patterns,
    or structures.
  6. Evaluation ability to judge the value of
    information based on specific criteria
  1. Knowledge memorizing and learning dance steps
    and information
  2. Comprehension when students can explain or
    discuss new dance steps and dance information
  3. Application when students can practice and
    apply new dance concepts and steps
  4. 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
  5. Synthesis when students can compose or create a
    dance phrase or dance
  6. Evaluation when students can look at a
    performance and critique it

14
Choreography The Writing Process
  • 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

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
  1. Dive right-in.
  2. Creative.
  3. 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
  1. Recreational/Social
  2. Ceremonial/Religious
  3. 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 1920s
  • Music Ragtime
  • Dance Bunny Hug Grizzly Bear
  • 1920 1930
  • Music
  • Dance Tango, Samba, Cha Cha, Charleston Black
    Bottom
  • 1930 1950s
  • Music Big Band
  • Dance Lindy Hop, Jitterbug, Big Apple, Shag,
    Lambeth
  • 1950 1970s
  • 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
Dance Genres i.e. the evolution of dance
  • Jazz
  • Musical Theater
  • World Dance
  • Social
  • Ballet
  • Modern

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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