Our Program

 

 

 

CHAPTER ONE

Activity 1
Activity 2
Activity 3                      

CHAPTER TWO
Activity 1
Activity 2
Activity 3   

CHAPTER THREE
Activity 1
Activity 2
Activity 3 

CHAPTER FOUR
Activity 1
Activity 2
Activity 3 

CHAPTER FIVE
Activity 1
Activity 2
Activity 3 

CHAPTER SIX
Activity 1
Activity 2
Activity 3 

CHAPTER SEVEN
Activity 1
Activity 2
Activity 3 

CHAPTER EIGHT
Activity 1
Activity 2
Activity 3 

CHAPTER NINE
Activity 1
Activity 2
Activity 3 

CHAPTER TEN
Activity 1
Activity 2
Activity 3 

CHAPTER ELEVEN
Activity 1
Activity 2
Activity 3 

CHAPTER 17
Activity 1
Activity 2
Activity 3 

CHAPTER 18
Activity 1
Activity 2
Activity 3 

CHAPTER 19
Activity 1
Activity 2
Activity 3 

CHAPTER 21
Activity 1
Activity 2
Activity 3 

CHAPTER 24
Activity 1
Activity 2
Activity 3  

 

LESSON PLANS
WEEK ONE
WEEK TWO
WEEK THREE
WEEK FOUR
WEEK FIVE
WEEK SIX
WEEK SEVEN
WEEK EIGHT
WEEK NINE
WEEK TEN
WEEK ELEVEN
WEEK TWELVE
WEEK THIRTEEN
WEEK FOURTEEN
WEEK FIFTEEN
WEEK SIXTEEN
WEEK SEVENTEEN
WEEK EIGHTEEN

Fine Arts Survey: CHAPTER FOUR
 
 

 

 

                    RHYTHMS THAT DANCE (Overview)

                                  image from The Bolshoi Ballet's Nutcracker

Dance has been part of the life of every tribe, society, and culture.

It is one way of expressing our essence; who we are and what life is about. In ancient societies, people danced to celebrate a marriage, a birth, a successful hunt, a good crop, or a victory. They danced to ward off evil spirits, to prevent sickness and danger, to bring good fortune, to ask for rain, and to cope with the other mysteries of life. Dance was, and is, a communal form of solidarity. 

Dance is a hugely popular form of human expression both on stage and in social settings. 

 

 

CHAPTER FOUR-DAY ONE

Objective(s): (SWBAT) The students define chapter four terms. The students survey performances of various dance forms.
Bell Ringer: Listening Summary Sheet (handout)

 Anticipatory Set: (Hook)  Scenes from "Center Stage" 
A. Trailer
B. RE: the American Ballet Theater

Direct Instruction/Modeling: (TW/SW)  Ballroom Dancing   

        1. ballet - a style of classical dance that emerged in France during the sixteenth century.

        2. conjunto a dance music created by Texas Americans.

        3. minuet  a rather slow and charming old French dance in triple meter.

        4. reggae a popular musical style mixing African and Caribbean rhythms created by Jamaican musicians. 

        5. samba an Afro-Brazilian dance that is faster and jazzier than the tango.

        6. suite  a set of instrumental pieces each in the character of a dance.        

        7. tango a Latin-American dance performed at a moderately slow walk-like tempo

        8. waltz a dance in triple meter

         1.  The term "ballroom dancing" is derived from the word ball, which in turn originates from the Latin word ballare which means "to dance". In times past, ballroom dancing was "social dancing" for the privileged, leaving "folk dancing" for the lower classes. These boundaries have since become blurred, and it should be noted even in times long gone, many "ballroom" dances were really elevated folk dances.

         2. Listening Summary: PS22 in New York, Ballroom Dancing Competition    

D.


Guided Practice: (TW/SW) Meet the Composer William Grant Still 

William Grant Still has been called the Dean of Afro-American composers. Judith Anne Still, the composer's daughter, talks with Naomi Lewin about her father's life, and the difficulty he faced in the first half of 20th century America as a black man writing classical music.



Independent Practice: Complete two Listening Summary Sheets (handout) 
1)
PS22 in New York, Ballroom Dancing Competition
2)
William Grant Still  


Closure/ Wrap up & Exit Ticket: Turn in both listening summaries for credit.


Checking for Understanding (Possible Questions)/ Lesson Assessment: Why are ballets usually broken up into a series of "scenes"?


Materials: Computer Workstations, Internet Access, Student Desktop Computers, Computer Projector, Promethean ActivBoard, Students' Three-Ring Binders and Pens & Pencils

          

CHAPTER FOUR-DAY TWO 

Revelations

                                     

 

Objective(s): (SWBAT) The students learn about dance by defining and differentiate modern dance and ballet. The students survey the work of modern dance choreography and schools. The students survey the signature work of Alvin Ailey. 


Bell Ringer   Ballet Word Search Puzzle and  Ballet (notes)
              1.  The art of telling a story through music and movement originated in ballet. Because ballet is physically strenuous, dance solos or duets (pas de deux) normally last from two to four minuets. Dancers need constant breaks to catch their breath, so dance stories must be told in many scenes.

 

               2. Video Clip



Anticipatory Set: (Hook) Alvin Ailey American Dance Theatre (video)


Direct Instruction/Modeling: (TW/S) Lecture/Notes: Modern Dance

        Modern dance, developed by American dancers  as an alternative to ballet, is made up of a variety of dance styles unimpeded by the strict traditions of classical ballet. This free expression of a free people was pioneered by Isadora Duncan, Ruth St. Denis, Ted Shawn, Lester Horton, and Martha Graham during the first half of the twentieth century.One outstanding example is Alvin Ailey, who founded the Alvin Ailey American Dance Theatre. Ailey translated African American folk music and jazz into dance forms that capture the soul of his people.


Guided Practice: (TW/SW)   Written Activity

               1. Lester Horton (DVD)

               2. Research Biography

          


 

Independent Practice: Complete a listening summary (sheet) on Lester Horton and Alvin Ailey .  


Closure/ Wrap up & Exit Ticket: Alvin Ailey  

  Born in Texas in 1931, Alvin Ailey was a choreographer who founded the Alvin Ailey American Dance Theater in 1958. It was a hugely popular, multi-racial modern dance ensemble that popularized modern dance around the world thanks to extensive world tours. His most famous dance is Revelations, a celebratory study of religious spirit. Ailey received the Kennedy Center Honors in 1988. A year later, on December 1, 1989, Ailey died of AIDS in New York City.

a. Example One

b. Example Two

                                         

 


 

Checking for Understanding (Possible Questions)/ Lesson Assessment: What style of dance is usually associated with the African-American choreographer Alvin Ailey?


Materials: Computer Workstations, Internet Access, Student Desktop Computers, Computer Projector, Promethean ActivBoard, Students' Three-Ring Binders and Pens & Pencils

  

CHAPTER FOUR-DAY THREE

Objective(s): (SWBAT) The students learn about dance by exploring native American culture and dance. The students show knowledge of the rhythms of a variety of dances and vocabulary for explaining and discussing them.

Bell Ringer Word Search Puzzle: Native American Tribes 
Anticipatory Set: (Hook) Native American Culture



Direct Instruction/Modeling: (TW/SW) Lecture/Notes: Native American Dance and Culture (copy notes)

There are more than 300 different Indian tribes in North America, each with its own culture. Every tribe has its own music and dance, its own purposes for performing, and its own musical styles. To the Native American, music and dance have always been essential parts of life, expressing the mystical elements of religion, love, birth, death, hunting, war, and celebration. Tribal music is functional, ceremonial, and participatory. It is never used as merely passive entertainment. 

     The Lakota are one of many native American tribes that people commonly refer to as the "Sioux". The Lakota people still enjoy a rich heritage of traditional music and dance. The singers and dancers.


Guided Practice: (TW/SW) Lecture/Notes: The Sundance Ceremony
 

 Independent Practice:

 

 

Chapter Four Review Questions

         

 

A. The samba and tango originated in what part of the world?

B. What instrument is most important in the conjunto music of the Tejano people in Texas?

C. How have the Native American (Lakota)  people preserved their traditional music?

        

 

D. Why are ballets usually broken up into a series of "scenes"?

        

 

E. What style of dance is usually associated with the African-American choreographer Alvin Ailey?

        

 

 

 F. What were some of the musical styles borrowed by the composer Louis Moreau Gottschalk for his concert pieces?


Closure/ Wrap up & Exit Ticket: Listening: Teacher Performance: Bach French Suite in G Major:  The Undanced Dance

    

 

 

 

 

I. Lecture: Dances for Listening Only

 

 

        A. The Suite - During the first half of the eighteenth century, Bach and Handel arranged the popular dances of their day -- the allemande, courante, gavotte, sarabande, bouree, loure, gigue, and etc... ---into suites. 

         B.  The Minuet

         C.  The Waltz

    II. Notes -  Latin Dance Rhythms in Classical Works (notes)

       The highly celebrated American pianist and composer  Louis Moreau Gottschalk was among the first to incorporate Creole and African American folk idioms into his compositions. He had heard these rhythms and tunes growing up in New Orleans and thought is natural to include them in his works. 

 


Checking for Understanding (Possible Questions)/ Lesson Assessment: Quizzes

        A. Chapter Four Written Quiz  (page 1, 2)

        B.  Online Quiz


Materials: Computer Workstations, Internet Access, Student Desktop Computers, Computer Projector, Promethean ActivBoard, Students' Three-Ring Binders and Pens & Pencils

 

 

 

 

 

 

 

 

 

CHAPTER FOUR-DAY FOUR        

Objective(s): (SWBAT) The students complete the Chapter Four quiz with at least 88% accuracy.

Bell Ringer: Chapter Four (page 1, 2)
 

Anticipatory Set: (Hook) None

Direct Instruction/Modeling: (TW/SW) None

Guided Practice: (TW/SW) None

Independent Practice: Online Quiz
Closure/ Wrap up & Exit Ticket:  Careers in Dance and the Arts

Checking for Understanding (Possible Questions)/ Lesson Assessment: Chapter Four (page 1, 2) and Online Quiz

Materials: Computer Workstations, Internet Access, Student Desktop Computers, Computer Projector, Promethean ActivBoard, Students' Three-Ring Binders and Pens & Pencils

 

              

 

 

G1, G4

 

 

 

edutopia


Discovering Mexico
Find out basic information on Mexico and Mexican culture.


Discovering Asia
Find out basic information on Asia and Asian Cultures.


Discovering Music
Review music fundamentals concepts.

Education Standards AddressedM-AP-H1

M-AP-H1

Understand and apply advanced music

vocabulary to describe aesthetic

qualities of musical compositions (1, 4)

M-AP-H2

Distinguish unique characteristics of

music as it reflects concepts of beauty

and qualify of life in various cultures (1, 4, 5)

M-AP-H3 Analyze and express the impact of

music on intellect and emotions (1, 4, 5)

M-AP-H4

Compare and contrast traditional and

technological options available for

artistic expression in music (1, 4)

 

 

Students will assess their level of familiarity with music of other cultures.

Students understand how music can allow a person to develop empathy for people of different cultures.

Students begin to associate musical styles with their place of origin in the world.

Students are able to recognize and discuss music from other cultures represented by Americans of African and Chinese descent.

Students will understand how different cultures use music for a variety of purposes.

Objectives: 1) Students will become appreciative of African culture.
2) Students will learn how a culture can express its heritage through its music.
3) Students will be exposed to a sampling of eastern and western African cultures by experiencing a variety of dances and songs, and by seeing various styles of clothing.

To teach the student about the music of Japan.
2) To educate the student about the main instruments used in Japanese music.
3) To illustrate the ways to play the different instruments.