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High School Dance - Jazz IV New Class Ideas

TEKS StrandExpectations
Foundations – Perception:
The student develops an awareness of the body's movement using sensory information while dancing.
Jazz IV trains the total dancer by integrating students' technique, perception, artistic interpretation, and cultural/historical analysis Students attain greater awareness and control of their bodies, a keener ability to "read" performances, stronger interpretive skills (including dynamic qualities), and the understanding of dance as creative expression in cultural/historical context. This final level of class work challenges students to become leaders, independent thinkers, and role models for younger students.
Creative Expression – Artistic Process:
The student develops knowledge and skills of dance elements, choreographic processes and forms in a variety of dance genres and styles.
Jazz IV students continue intensive, individualized training. Program design should be discussed with the instructor and peers. Jazz IV focuses on developing students' leadership and independent thinking skills. Students take turns leading warm-up, barre, and floor exercises. Preparation for special performance events gives students additional responsibilities in areas such as costume, props, and makeup. Students are expected to be highly proficient in their areas of specialization and competent in related areas. Proficiency includes technical facility, emotional expression, and the communication of ideas to an audience. Students will improvise, construct, and evaluate their own movement studies. They will evaluate the expression of ideas and emotions through movement as well as design compositional forms implementing dance elements for choreographic processes.
Creative Expression – Performance:
The student develops knowledge and execution of technical dance skills and a variety of dance genres and styles through performing.
: Each student develops a personal conditioning program in accordance with the technical requirements of her or his genre and level of training. Students may prepare performance notes for dance presentations by describing a dance, its history, and other relevant information. Students will be able to perform with a refined sense of musicality, expressiveness and spatial awareness as well as evaluate the performance of projection, confidence, and expression.
Historical and Cultural Relevance:
The student demonstrates an understanding of cultural, historical, and artistic diversity.
In independent study, students may research and create projects illustrating the historical/cultural influences on Jazz using technology. Attention may be focused on the description of contributions made by dancers, choreographers, and patrons and on the impact of these contributions on succeeding work. Original thinking based on research is encouraged. The format of presentations may vary and should be pre-approved by the teacher. Students may choose a traditional dance to study and create an original piece representative of its tradition. Students will construct dances in various media and content areas.
Critical Evaluation and Response:
The student makes informed personal judgements about dance and the meaning and role of dance in society
Self-assessment and teacher and peer critique of original and choreographed work aids students in refining performances. The health and physical training of the dancer should be considered and incorporated into assessment. Development of assessment criteria continues to influence how students view their own, their classmates', and professional performances. Students will assemble résumés and portfolios to seek outside performance, training, and study opportunities. The student will create, reconstruct, perform, and evaluate a choreographic student using varied media and environments.
Example

Under the guidance of Mr. Charles, the Jazz IV students continue to demonstrate movement confidence and performance attitude. A choreographic motif is set on the students by Mr. Charles. Using the style concepts of Bob Fosse, each student will manipulate the original movement by contrasting two opposites: grounded vs lifted and inverted vs turned out.

Through exploration and self-direction, each student will create their own composition and provide a demonstration for all students to observe and critique. Each individual performance will be captured in the student's portfolio. This will provide feedback from the performer, observer, choreographer and the instructor.

Differentiation Strategies for Students with Special Needs
 
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2015; Center for Educator Development in Fine Arts all rights reserved.