Free Sample

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Thank you for your purchase from
In the Hands of a Child
Your Premiere Lapbook Provider since 2002!!
Let’s Dance!
A Study of Dance Styles
HOCPP 1231
Published: March, 2008
Updated April, 2013
Authors:
Katie Kubesh
Niki McNeil
Kimm Bellotto
For information about other products available from In the Hands of a Child
Call 1-866-426-3701 or visit our website at www.handsofachild.com.
Entire contents of this Project Pack © 2013
In the Hands of a Child.
3271 Kerlikowske Road
Coloma, MI 49038
Permission is hereby granted to the individual purchaser to reproduce student materials in this
project pack for noncommercial individual or classroom use only. In the Hands of a Child gives
permission for one copy of all written material to be copied and or printed. Classroom teachers
have permission to reproduce one copy for each student in class. Members of co-ops or
workshops have permission to reproduce one copy for up to 10 children per unit. Reproducible
graphics may be reprinted as many times as needed. Permission is not granted for school wide or
system wide reproduction of materials.
Printed in the USA.
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Bringing Laughter and Learning Together
In the Hands of a Child
From the day we first began using and creating Project Packs we fell in love with
them. We knew that this type of hands-on learning experience was just the thing
that was needed to make boring unit studies not only educational but fun and
exciting too!
To help you get started with your Project Pack, we have included some of the
most frequently asked questions we receive about our Project Packs.
What is a Project Pack?
A Project Pack contains both the activities and the lesson plans or research
guide needed to complete the activities. Imagine your child not only learning
about the life cycle of a butterfly, but also creating a cocoon of his or her own.
Students don’t just read the story, Blueberry Sal by Robert McCloskey- they
enjoy a “blue day” complete with a recipe for blueberry pancakes, making a
“blue” collage, and don’t forget painting a “blue” picture!
Why is this a better way to learn? How does this help me?
Student learning improves when lessons incorporate hands-on projects or crafts.
Children learn by doing. Project Packs put learning into their hands! The
possibilities are endless when your student begins a lapbook with a Project Pack
from In the Hands of a Child. There are no age or skill limits and any topic or
subject can be worked into a Project Pack.
When you purchase a Project Pack from In the Hands of a Child, all the work is
done for you-the parent/teacher, but not for the student. In addition, Project
Packs are easy to store, are an instant review tool, scrapbook, and a ready-made
portfolio of all your student’s studies.
How do I make a Project Pack?
A Project Pack is simply a file folder refolded into a shutter-style book. Open a
file folder flat, fold each side into the middle and crease the fold neatly. There
you have it!
What supplies do I need?
You need file folders, paper in different colors and weights*, your student’s
favorite coloring tools, tape, glue, scissors, and a stapler.
*For a more colorful and appealing Project Pack, it is suggested you print some
of the reproducible graphics on colorful, multi-purpose paper. We recommend
24# weight or cardstock.
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I have a Project Pack, NOW what?
We hope you are delighted with your new purchase, we’d like to share a few tips
with you that we’ve found beneficial to other customers.
Here is a brief introduction to our product layout.
Table of Contents
Guide
Core Concepts
Graphics
Folder Instructions
Sample Pictures
Each unit starts with a Table of Contents and is followed by a Research Guide.
The Research Guide contains all of the lessons needed to complete the activities
laid out in a chapter-like format. This format helps to build students’ listening,
reading, and comprehension skills. Included in the Research Guide is a
Bibliography, which also makes a great resource for finding information for any
rabbit trails you may choose to follow during your study. Related books and
websites are included in the Research Guide.
Next, you will find a list of core concepts to be covered during the study, each of
the concepts is represented by a graphic organizer or template. Each graphic
organizer or template helps students take bite-sized pieces of information
learned in the Research Guide and complete a hands-on activity to help retain
that information. If you implement graded assignments in your curriculum the list
of concepts will be essential for you, the parent/teacher, to know what to test the
student on. Under each concept you will find the folding instructions for each of
the graphic organizers or templates. Each one has a corresponding activity
number to make following along easy.
Reproducible graphics for the graphic organizers and templates follow. You may
want to make a copy of each graphic for each student completing the unit. An
instruction sheet for folding file folders and photos of sample lapbooks are
included in the back section of each Project Pack. If you and your students are
visual learners you will find the folder instructions and sample photos quite
helpful.
Project Packs from In the Hands of a Child make great stand-alone unit studies
or can easily be added as a supplement to an existing curriculum. When using as
a stand-alone product we recommend completing 2 - 3 activities per session (30
- 45 minutes). Start out by reading through 2 - 3 sections of the Research Guide
and then complete the corresponding hands-on activities. The hands-on
activities correlate to each section in the Research Guide.
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Vocabulary and Timeline activities do not have to be completed in one day.
Vocabulary words can be learned throughout the entire study. We recommend
that your student learn a few new vocabulary words each day or learn them as
they are written in the Research Guide (all words in bold are vocabulary words).
We also recommend Timeline activities be completed a little each day. Choose
the vocabulary words and time periods you are going to add to your vocabulary
books and timelines as you read them in the Research Guide.
If you are working with young children or a group of children, cut out all of the
graphics a day or two before beginning the lapbook and store them in a zip-top
bag. It is also helpful to have all materials organized before beginning. All of
our early childhood Project Packs include a full supplies list on one of the very
first pages!
Your student’s completed Project Pack does not have to look like the photo
featured at the end of the Pack. The photo is simply a reference to help you
understand the folds and the process of putting the file folder together. If you run
out of room or things do not fit, add another file folder or an extension! Allow
children to take an active role in designing the layout of their project so that it
becomes personal for them. The personalizing of their projects aids in the
reinforcement of the study.
Your students may choose to attach the various activities to their folders as each
one is completed or they may choose to wait until all activities are completed and
then attach them to the file folder. If you choose to do the latter, simply store the
activities in a zip-top bag, expandable file, or folder until you are ready to
assemble them in a file folder.
Should you have any questions as you go about your study please do not
hesitate to contact us, we are here to help you bring laughter and learning
together in the Hands of Your Child!!
Niki, Kimm, and Katie
www.HandsofaChild.com
Niki can be reached at [email protected] or 1-866-HANDS-01
Kimm can be reached at [email protected]
Katie can be reached at [email protected]
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Adapting a Project Pack to Fit the Needs of Your Student
Adapting a Project or Research Pack is key to ensuring that you provide the best
lesson for your student. At first glance, some might just skip over an activity
because they feel it is too easy or too difficult for their student. We want you to
use all the activities we provide…they are easily adaptable!
For example, if you have a PK-3 student the vocabulary activities might be
difficult for him or her to complete. Here are some tips to help you adapt the
activities that require your student to write:
1. Have your student dictate vocabulary words and their meanings as you
write them.
2. Have your child draw a picture instead of writing.
3. You write the word or sentence first so your student can see how it is
written (many of our Project Packs also include activities with dotted lines
for easy copy work).
4. Practice. Practice. Practice. In the car, on a walk, in the shopping cart!
Practice saying the vocabulary words and what they mean. Before you
know it your preschooler will be telling others what those words mean!
5. Contact us. We would be happy to give you ideas for adapting specific
units to a grade level.
On the other hand, some of the activities may seem too easy for your student.
Does your 5th grade level student want to learn about butterflies, but the Project
Pack seems too easy? Try it anyway; just change things up a bit to suit your
student’s grade level and skill. Here are some tips to help you adapt the
activities to make them a little more difficult:
1. In addition to writing down vocabulary words and their meanings, ask your
student to use the word in a sentence; either verbally or written.
2. Give your student one hour (or reasonable time frame) to research the
topic on his or her own either online or at the library. Give your student a
set of questions and see what he or she can find without your guidance.
3. Encourage your student to expand on the topic or choose a related
subject to learn about.
4. Take a look at some of our preschool units…there is a lot of clipart related
to each topic included. Have an older student cut these out and write a
story or play about the pictures.
5. Contact us. We would be happy to give you ideas for adapting specific
units to a grade level.
These are just few ways you can adapt a Project Pack to meet the needs of your
student. Let your student be the judge if something is too easy or too
difficult…you just might be surprised!
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The Website links we have included in our guides are references we found that
contain relevant information. However, the sites are not owned or maintained by
In the Hands of a Child. The content may have changed or become a “dead”
link. If you find the site contains inappropriate material or is no longer a relevant
site, please let us know. Thank you.
Educator Notes:_____________________________________
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Table of Contents
Planning Guide
Page 9
Related Reading
Page 11
Bibliography
Page 11
Activity Instructions
Page 12
Folder Instructions
Page 15
Sample Picture
Page 16
Research Guide
Page 18
Two Kinds of Dance
Page 18
Purpose of Dance
Page 18
Styles in Dance
Page 19
Ballets
Page 19
Careers in Dance
Page 21
Dance Crazes
Page 22
Famous Dancers
Page 26
Vocabulary
Page 27
Reproducibles
Page 28
Answer Key
Page 65
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Day 1
Day 2
Vocabulary
Words
Guide
Reading
Complete
Activities
Continue
Activities
Recreational
A Study of Dance
Two Kinds of Dance
2 – Two Kinds of Dance (2
main categories)
3 – Two Kinds of Dance
(Which do you prefer?)
1 - Vocabulary
Purpose of Dance
4 – Purpose of Dance (Events
where dance has been
present
5 – Purpose of Dance
(included in your life)
1 - Vocabulary
Choreographer
6 – Purpose of Dance (5
examples)
Classical ballet
Styles of Dance
Ballet
Day 4
Romantic ballet
Ballet cont.
Ballroom Dancing
Day 5
Folk dance
Folk
Hip Hop
10 - Styles of Dance (Folk)
11 - Styles of Dance (Hip hop)
1 - Vocabulary
Day 6
Jazz dance
Jazz
Lyrical
12 - Styles of Dance (Jazz)
13 - Styles of Dance (Lyrical
dance)
1 - Vocabulary
Day 7
Pas de deux
Tap
*Careers in Dance
14 - Styles of Dance (Tap
dancing)
15 – Careers in Dance
1 - Vocabulary
Day 3
7 – Sty les of Dance (Makes
ballet different)
8 – Sty les of Dance (3
categories of ballet)
9 – Styles of Dance (Ballroom
dances)
1 - Vocabulary
1 - Vocabulary
Have student complete vocabulary words slotted for each day from activity 1, then read
the sections of the guide slotted for the day and any extra books you have on the topic.
Finish up each day by having them complete the activities scheduled for that day.
NOTE: Items marked with a * are in text-boxed areas in the guide.
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Vocabulary
Words
Guide
Reading
Complete
Activities
Continue
Activities
1 6 – H istory of Dance
(Ancient)
1 - Vocabulary
Day 8
Turn-out
Ancient History Dancing
Middle Ages Dancing
Day 9
Point work
Renaissance Dancing
19th and 20th Centuries
Famous Dancers
18 – History of Dance (Dance
Masters)
19 – Famous Dancers
1 - Vocabulary
Day 10
Scandalous
*Dance Crazes
20 – Dance Crazes
21 – Dance Crazes (5
examples)
1 - Vocabulary
17 - History of Dance (The
Carole)
Have student complete vocabulary words slotted for each day from activity 1, then read
the sections of the guide slotted for the day and any extra books you have on the topic.
Finish up each day by having them complete the activities scheduled for that day.
NOTE: Items marked with a * are in text-boxed areas in the guide.
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Related Books and Websites
A Dancer’
s Manual by Bobby Boling
Ballet: How it All Began by Vivian Werner
Dance! By Elisha Cooper
I Am a Dancer by Jane Feldman
I Want to Be… a Dancer by Stephanie Maze and Catherine O’Neill Grace
Martha Graham: A Dancer’
s Life by Russell Freedman
Martha Graham: Founder of Modern Dance by Gerald Newman and Eleanor
Newman Layfield
Modern Dance by Cheryl Tobey
The Shapes of Change: Images of American Dance by Marcia B. Siegel
Winter Season.A Dancer’
s Journal by Toni Bentley
Bibliography
Ballenberg, Birdie. Looking at Ballet. New York: Marshall Cavendish, 1989.
Castle, Kate. Ballet. New York: Kingfisher, 1996.
Grau, Dr. Andrée. Dance.New York: Dorling Kindersley, 2000.
Van Zandt, Eleanor. Dance. Texas: Steck-Vaughn Company, 1990.
http://www.artsalive.ca/en/dan/dance101/facts.asp
http://womenshistory.about.com/library/bio/blbio_martha_graham.htm
http://www.centralhome.com/ballroomcountry/history.htm
http://en.wikipedia.org/wiki/History_of_dance
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Cr eatingaLapbookBase
BasicLapbookBase
§ Open a file folder and lay it flat.
§ Fold both right and left edges toward the center so they meet and close like a pair of
shutters.
§ Crease firmly.
BasewithSingleor DoubleExtensions
§ Complete the basic lapbook base.
§ Open base and lay flat.
§ Cut another folder in half or use a sheet of cardstock for the extension.
§ Lay the extension in the center of folder at either the top or bottom. (You may add
two extensions if need be; one at the top and one at the bottom).
§ Attach to base with clear packing tape.
Single Extension
Double Extension
DoubleFolder Base
§ Make two base folders.
§ Open them and lay them side by side with outer
flaps pointing straight up, not flat.
§ Where the two flaps meet glue them together.
§ Fold center flap to one side, fold both shutters in
and close folders like a book.
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Let’s Dance!
A Study of Dance Styles
Dance can be a ritual, an art, or just fun and recreation. This
rhythmic and patterned movement to music (and without music)
tells a story, expresses emotions and ideas, serves religious
and social needs, and entertains. It can be done alone, in
couples, or in groups and people all around the world express
themselves through dance. Throughout history, dancing has
played an important part in people’s lives. Dancing has been present at
marriages, births, deaths, naming of children, crop sowing, harvests, as well as
religious and non-religious rituals and celebrations.
Two Kinds of Dance
Dance can be grouped into two categories: participation and presentation.
1. Dance for participation, also called social dance, does not need
spectators. This kind of dancing includes some forms of religious dancing,
work dances, recreational, and social dancing. Throughout history,
dances of participation have been easy to learn with repetitive step
patterns.
2. Dance for presentation needs an audience. Throughout history,
presentational dances were performed in theaters, royal courts, and
temples. A lot of presentational dancers are professionals and many
consider this kind of dancing an art. Dance for presentation requires
specialized training and can be difficult to master. There are many styles
of presentation dance including jazz, tap, ballet, and contemporary.
Purpose of Dance
Even the youngest babies will bounce and
wiggle to their favorite music beat. In fact,
dancing is a natural movement for most people
and almost every culture has some type of
dance. Throughout time, dance has served
different purposes for different cultures including:
·
·
·
·
·
·
G ene K elly ’s dancing in the 1 9 5 2
movie “Singing in the R ain” is a
great ex ample of someone feeling
the urge to dance when happy !
Art form
Entertainment
Physical activity
Profession
Religious worship
Social outlet
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Styles of Dance
There are hundreds of styles and branches of dance. Some of the
more popular styles include ballet, ballroom, folk, hip-hop, jazz,
lyrical, and tap.
B a lle ts
Ballet
Successful ballet dancers are flexible, graceful, elegant,
and lithe. Many are small and slender in order to
perform the precise movements needed to express
specific emotions in their dance steps.
There are two main points that make ballet different from
other dancing:
1. Turnout: In ballet, the leg is turned at the hip so the feet point
sideways.
2. Point work: In ballet, dancers use shoes that have specially
stiffened toes that allow them to stand on the very tips of
their toes.
Ballet began in the 16th and 17th centuries in the European courts
and was performed and watched only by the elite. Louis XIV
founded the first dance school, the Académie Royale de Danse, in
1661. The director of the school, Pierre Beauchamp, recorded the
steps and positions including the five positions of the feet. This is
still the basis of today’s technique.
We can group ballet into three categories: romantic, classical, and
modern.
· Romantic Ballet: The romantic ballet began during the
Industrial Revolution. Romantic ballets, which were light and
airy, were about fairies and spirits. An example of a
Romantic ballet is “La Sylphide.”
· Classical Ballet: In Classical ballet, the steps are more
difficult than they are in Romantic ballet. The style is based
on rules laid down by French, Danish, Russian, and Italian
teachers and schools through the centuries. Stories are told
through set patterns, solos, and pas de deux for two people.
Examples of a Classical ballet are “Swan Lake” and “The
Sleeping Beauty.”
· Modern Ballet: Modern ballet, sometimes called neoclassical ballet, does not always tell a story. Instead, some
modern ballets are about moods and feelings. An example
of a Modern ballet is “Apollo” by George Balanchine.
La Sylphide
1 8 3 6 , Copenhagen
Choreography by August
Bournonville
Music by : H eman von
Lovenskjold
Giselle
1 8 4 1 , Paris
Choreography by : J ean
Coralli and J ules Perrot
Music by : Adolphe Adam
Don Quixote
1 8 6 9 , Moscow
Choreography by : Marius
Petipa
Music by : Ludwig Minkus
Coppélia
1 8 7 0 , Paris
Choreography by : Arthur
Saint-Lé on
Music by : Lé o Delibes
Swan Lake
1 8 7 7 , Moscow
Choreography by : Marius
Petipa (Acts I and III) and
Ivanov (Acts II and IV)
Music by : Py otr Ily ich
Tchaikovsky
The Sleeping Beauty
1 8 9 0 , St. Petersburg
Choreography by : Petipa
Music by : Py tor Ily ich
Tchaikovsky
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A male ballet dancer lifts over 1 .5 tons worth of
ballerinas during a career of performances.
Ballroom Dancing
Ballroom dancing originated in Western
Europe and is still very popular there as
well as in the United States and many Latin
American countries. Actually, many wellknown ballroom dances such as the
Tango, Cha Cha, and Rumba come from
the Latin American countries.
Some ballroom dancing is simple to learn;
however many of the dances include intricate steps and
require beginners to take classes. In fact, thousands of
Americans and Europeans attend ballroom-dancing classes
not only to learn this style of dance, but also to learn how to
compete in ballroom dance competitions.
Ballroom dancers are usually dressed in beautiful costumes.
Women wear gowns that are often embellished with feathers
and jewels, and men usually wear formalwear.
The five "Modern Standard Ballroom" dances for competition
are:
· Viennese Waltz
· Modern Waltz
· Tango
· Slow Foxtrot
· Quickstep
The five most popular recreational ballroom dances are:
· Foxtrot
· Waltz
· Rumba
· Cha Cha
· Swing
The Nutcracker
1 8 9 2 , Moscow
Choreography by : Lev Ivanov
Music by : Py otr Ily ich
Tchaikovsky
The Firebird
1 9 1 0 , Paris
Choreography by : Michel
Fokine
Music by : Igor Stravinsky
Petrushka
1 9 1 1 , Paris
Choreography by : Michel
Fokine
Music by : Igor Stravinsky
Cinderella
1 9 4 8 , London
Choreography by : Frederick
Ashton
Music by : Sergei Prokofiev
La Fille mal Gardée
1 9 6 0 , London
Choreography by : Frederick
Ashton
Music by : Ferdinand H é rold,
arranged by J ohn Lanchbery
Romeo and Juliet
1 9 6 5 , London
Choreography by : MacMillan
Music by : Sergei Prokofiev
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Folk
A dance that belongs to a particular country is called
a folk dance. Folk dances are both social and
cultural. They are not only a part of
everyday life, but are a custom that
has found a place at formal functions
and casual gatherings as well as at
religious ceremonies.
A person who is familiar with folk
dancing can usually tell what country
a dance is from by the features of
that particular dance.
Although some folk dances originated hundreds or
even thousands of years ago, folk dancing didn’t
become a recreational activity in the United States
until the late 1920s. Dominated by tradition and
practiced by common people with little or no
professional dance training folk dances are still a
popular form of recreation and continue to be
performed at social events.
Examples of folk dances include:
· Clogging
· Country dancing
· Irish dancing
· Maypole dancing
· Morris dancing
· Polka dancing
· Square dancing
· Sword dancing
C a re e rs in D a n c e
Artistic Director:
Decides what shows to produce
and casts the roles.
Ballet Mistress (or Master):
Supervises the corps de ballet.
Choreographer: Creates the
dance numbers of a show or
production and helps decide on
set and costumes.
Dance Teacher:
G ives individual coaching and
teaches classes.
G eneral Manager: R esponsible
for general business tasks like
pay ing salaries.
Marketing: In charge of
advertising.
Phy siotherapist: Treats dancers’
injuries.
Stage Crew: R esponsible for
electrics, lighting, special
effects, and props.
Technical Director: Coordinates
lighting staff, orchestra,
dancers, and stage crew.
Wardrobe Mistress (or Master):
Takes care of the dancers’
costumes.
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Hip Hop
Hip Hop dancing is popular
with teenagers and young
adults. It originated from a
genre of music played by
African American and Latin
American New Yorkers at
block parties during the
1970’s. Hip Hop began to
catch on with more and more
youth living in and around the Bronx, New York area
where kids could be seen *breakdancing in the streets.
By the early 1990’s Hip Hop had made a name for itself
on a national, and eventually an international, level. Hip
Hop is unlike traditional dances such as ballet and jazz
because it is not technical and does not require formal
training.
*Breakdancing was one of the earliest forms of Hip Hop style dance.
Jazz
Jazz dancing requires flexibility and grace. It began
around 1917 in the United States and originated from
African dance moves. Many choreographers use jazz
dance in ballets. It is an energetic and fun style of dance
that consists of fancy footwork, quick turns, and big
leaps.
Examples of jazz dancing include:
· Cakewalk
· Black Bottom
· Charleston
· Jitterbug
· Boogie Woogie
· Swing dancing
· Lindy Hop
Dance Crazes
Some dances in history
were once thought of as
shocking to some societies.
For example, when the
waltz was first introduced,
people thought it was
scandalous that men and
women danced so close
together! Some dances
were even outlawed- like
the turkey trot in the early
1900’s. Scandalous or not,
people have kicked up their
feet at the idea of learning
new dance crazes
throughout history.
Waltz
Today, many young people
might think of the waltz as
an old-fashioned style of
dancing, but when it first
originated in Germany in
the 1780’s, it shocked
many! This was the first
time a dance did not
include dance partners
whirling across the floor,
but instead couples held
each other at arm’s lengththis was considered a close
embrace and scandalous
to many!
22 | P a g e
Cancan
Lyrical
A relatively new type of dancing, lyrical dance is a combination of
ballet and jazz techniques. The origins are not known, but this form
of dancing has become popular in contemporary dance shows like
Cirque de Soleil.
A lyrical dancer uses movement to show the meaning of the music.
The choreography is emotional and gripping. Music for lyrical
dancing is usually a song about freedom, overcoming obstacles, or
releasing emotions, especially sad emotions. Lyrical dance music is
drawn from many different genres including Hip Hop, rock, R & B,
and pop.
The cancan features
women dancing in a
line and features
high kicks. This
dance originated in
Paris in the 1830’s
and by the 1880’s it
became a wild dance
that was performed
in music halls like the
Moulin Rouge. Many
people considered
the cancan immoral.
Famous ly rical dancers include Brian Friedman, Mia
Michaels, Blake McG rath, R odney Diverlus, and Dan K araty .
Tap
Tap dancing is a mixture of many dance elements including Irish
step dancing, English clog dancing, and African drum, and dance
movements. Dancers wear special shoes outfitted with metal taps.
They use their feet like drums creating rhythmic patterns and beats.
The term “tap dancing” refers to the tapping sound made from the
metal taps when they touch the hard floor.
There are two categories of tap dancers: tappers and hoofers.
1. Tappers are classical tap dancers. They use their arms and
upper bodies to blend ballet and jazz movements into their
dance routine.
2. Hoofers are tap dancers that focus on their footwork using
very little upper body or arm movements.
Through their movies, dancers like Gene Kelly, Fred Astaire, and
Shirley Temple helped to popularize tap dancing. Movies that
include tap are “All that Jazz,” “Pennies from Heaven,” “The Little
Colonel,” and “Swing Time.”
The most famous tap steps are the:
· Shuffle
· Ball change
· Brush
· Side tap
· Flap
· Cramp roll
Cakewalk
You may have
attended a carnival
or other function and
participated in a
cakewalk. The
cakewalk was a
dance craze that
started in the 1890’s
in the American
South. It originated
on sugarcane
plantations and
plantation owners set
the dance up as a
competition for their
slaves. Slaves who
invented the fanciest
dance steps won a
cake. A struttingstep dance move is
characteristic of the
cakewalk dance of
the 1890’s.
23 | P a g e
Charleston
History of Dance
When did dancing first begin? Historians are not sure when
people first began to dance. It is very possible that people
have been dancing since the beginning of time.
Ancient History Dancing
In ancient cultures, dancing was an
agricultural and religious ritual.
Through demonstration ancient
dances were passed down from one
generation to the next. In some
cultures men and women were
forbidden from dancing with each
other and some were not even
allowed to watch each other dance.
Instances of ancient dancing include:
· References in the Bible as in
the 2nd Book of Samuel 6:14, where it tells us how
King David “danced before the Lord with all his
might.”
· Ancient Egyptian tombs depicting figures dancing at
agricultural and religious festivals.
· Ancient Greek writings telling of religious dances,
especially to honor the Greek god Dionysus, god of
wine.
· Ancient Roman writings describing traveling
entertainers that danced and juggled.
· Native American tribes who have preserved traditional
dances from long ago and perform them both
privately and for the public.
The Charleston began
around the time of World
War I when African
Americans began moving
north to work in the
factories of New York
City. With them, they
brought the Charleston, a
dance that included high
steps and which became
very popular in New York
in the 1920’s, especially
after it was featured in the
musical “Runnin’ Wild” as
well as other AfricanAmerican musicals.
Rock and Roll
Rock ‘
n Roll music and
dancing were all the rage
in the 1950’s when
couples began using the
steps from the Charleston
and the lindy hop. In rock
‘
n roll dancing, the man
always led his partner by
holding her right hand with
his left and swinging her
through the air for
different dance moves.
6,952 Tappers Tapping
May 24, 1998: 6,952 tap dancers gathered at the Stuttgart City
Square in Germany. With a dance choreographed by Ray Lynch,
the tappers danced for 2 minutes and 15 seconds. Organized to
commemorate the birthday of American tap-dance legend Bill
“Bojangles” Robinson, this was the greatest number of tap
dancers ever gathered.
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Middle Ages Dancing
Dance played a big part in the lives of Europeans
during the Middle Ages. From peasants to nobles,
everyone participated in some type of dancing both for
religious and secular reasons. It was during this time
that couple dances began to gain popularity. Dances
were done as part of church ceremonies and rituals,
secular feasts and celebrations, and as pure
entertainment.
Some peasant dances eventually evolved into ballet
and one medieval dance-song, called the Carole, which
consisted of a circle of dancers holding hands and
singing as they danced eventually grew into our
modern day Christmas carol.
Along with the Carole, other popular dances during this
time period were the:
· Reigen
· Branle
· Farandole
Renaissance Dancing
Ballet originated during the Renaissance in the courts
of Italy and France. By the late 17th century, it was a
professional discipline and has continued to evolve
since then.
Twist
In the 1960’s the twist became
a fun dance craze. This was
one of the first times a dance
included the partners letting go
of each other. Partners let go
of each other to wriggle and
shake. Chubby Checker
helped make this dance
popular with his hit single “The
Twist.”
Disco
When the movie “Saturday
Night Fever” was released in
1977, disco became the hot
dance craze. From disco balls
reflecting light all around as
they revolved above the dance
floor to disco shoes that had
battery-operated lights, people
of the 1970’s embraced the
disco dance.
Historians have found manuals from France, England,
and other European countries which describe dance
and show us that dancing was a very important social
activity during the Renaissance. Three important
dance masters of that time, Thoinot Arbeau – a French
Jesuit priest and dance theorist, Cesare Negri – an
Italian dancer and choreographer, and Fabritio Caroso
– an Italian poet, musician and dancer, all wrote
compositions describing the dances of the day. These
writings told not only of the dances, but included the
dance steps and how each dance was to be performed.
It is because of their writings that we know so much
about dancing and dance styles across much of Europe
during this time in history. Dances of this period
included the:
· Bassadance
· Pavane
· Galliard
· Volta
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19th and 20th Centuries
American dancers began to rebel against
traditional ballet during the 19th and 20th centuries.
In addition, Europeans experimented with other
ways of expressing themselves through dance.
Dancers in the early 1900’s began practicing a
freer style of dance; trading their dance shoes and
confining costumes for close-fitting dancewear
and bare feet.
Modern dancers in the United States included
Martha Graham, Isadora Duncan, Ruth St. Denis, Loie Fuller, and
Doris Humphrey. They developed their own styles of dance,
choreography, and teaching.
Famous Dancers
· Anna Pavlova (1881-1931) was a famous Russian
ballerina. She was a very expressive performer famous
for her ability to interpret a story. She toured constantly
and once said that she wanted to “dance for everybody in
the world.” Pavlova danced for fifteen years in America,
Asia, Europe, and South Africa in almost 4,000
performances.
·
Martha Graham (1894-1991) was a pioneer of modern
dance who was best known as a dance teacher and
choreographer.
· Fred Astaire (1899-1987) and Ginger Rogers (1911-1995)
were internationally famous dance partners. Ballroom
dancers, Astaire and Rogers brought romance alive
through their small movements and graceful dancing.
· Mikhail Baryshnikov (1948-) studied at the Kirov Ballet
School. He first danced with the Royal Ballet in 1976.
One of the greatest dancers of the twentieth century, he
worked in theaters and film as well as with many different
choreographers. He directed the American Ballet Theatre
in the 1980’s and went on to direct his own modern dance
company called the White Oak Dance Project.
The Volta, a fast dance for couples during the R enaissance involving a
close hold between a man and a woman, included the women being lifted
into the air during a ¾ turn. Q ueen E liz abeth I of E ngland favored this
dance, however the clergy condemned it. Why would a dance like that be
condemned? It was blamed as the cause of divorce and pregnancy .
Dance Marathons
of the
Depression
Dance marathons were a
popular way for people
during the Depression
era to forget their worries
and troubles.
Dance marathon
participants danced for
hours and sometimes
day s at a time, only
resting for 1 5 minutes
every hour of dancing as
they competed for cash
priz es.
Mike R itof and E dith
Boudreaux hold the
world record for dancing
5 ,1 5 4 hours and 4 8
minutes from August 2 9 ,
1 9 3 0 to April 1 , 1 9 3 1 at
the Merry G arden
Ballroom Dance
Marathon in Chicago,
Illinois. They won
$ 2 ,0 0 0 for their 2 1 4 day s
of dance.
Dance marathons during
the Depression were
eventually banned due to
health risks.
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Vocabulary
Choreographer: person who has the idea for a dance and then arranges the
steps and patterns so they that make a complete dance
Classical ballet: style of dance based on rules laid down over centuries by
French, Danish, Russian, and Italian teachers and schools
Folk dance: a style of dancing that originated among ordinary people (not in the
royal courts) and associated with a particular country, often part of a traditional
celebration
Jazz dance: based on African dance movements and developed along with jazz
music
Pas de deux: dance made for two people in a ballet
Point work: dancing on the tips of the toes, en pointe
Recreational: a pastime, diversion, exercise, or other resource affording
relaxation and enjoyment
Romantic ballet: part of the Romantic Movement of the early 19th century,
usually about fairies
Scandalous: disgraceful; shameful or shocking; improper
Turn-out: the way a dancer’s leg turns out from the hip socket
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Activity 1: Vocabulary
Vocabulary: As you go through this unit learn a few new vocabulary words
each day. It is NOT necessary to learn every word included in this unit.
Pick and choose the words you feel need to be learned.
Answer:
Choreographer: person who has the idea for a dance and then arranges
the steps and patterns so they that make a complete dance
Classical ballet: style of dance based on rules laid down over centuries
by French, Danish, Russian, and Italian teachers and schools
Folk dance: a style of dancing that originated among ordinary people (not
in the royal courts) and associated with a particular country, often part of a
traditional celebration
Jazz dance: based on African dance movements and developed along
with jazz music
Pas de deux: dance made for two people in a ballet
Point work: dancing on the tips of the toes, en pointe
Recreational: a pastime, diversion, exercise, or other resource affording
relaxation and enjoyment
Romantic ballet: part of the Romantic Movement of the early 19th
century, usually about fairies
Scandalous: disgraceful; shameful or shocking; improper
Turn-out: the way a dancer’s leg turns out from the hip socket
Activity 2: Two Kinds of Dance
What are the two main categories of dance? Briefly describe each.
Answer:
1. Dance for participation, also called social dance, does not need
spectators. This kind of dancing includes some forms of religious
dancing, work dances, recreational, and social dancing. Throughout
history, dances of participation have been easy to learn with repetitive
step patterns.
2. Dance for presentation needs an audience. Throughout history,
presentational dances were performed in theaters, royal courts, and
temples. A lot of presentational dancers are professionals and many
consider this kind of dancing an art. Dance for presentation requires
specialized training and can be difficult to master. There are many
styles of presentation dance including jazz, tap, ballet, and
contemporary.
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