Untitled document
The student will:
1. Describe the knowledge of anthropological origins of dance and
different functions of dance in primitive society.
2. Describe the chronology of dance from ancient times through the
20 century.
3. Identify and analyze the elements of style in the dance forms of the
Renaissance, Baroque, and Romantic periods.
4. Identify and analyze the dance forms taught today.
5. Compare the techniques of historical, classical and contemporary dance
forms.
6. Relate the development of dance to the development of art, music, and
literature in each major historical period.
7. Distinguish the costumes of each major period and describe the effect
on the dance movement.
8. Identify, locate and interpret written sources for the study of
dance history.
Untitled document
A. Anthropological basis of dance
1) Dance as the earliest human expression of religion/art.
2) Function of dance in both ritual and recreational settings.
a) religion, kinship, tribal identity, age identity, hunting,
social interaction.
B. Dance in ancient and traditional cultures
1) Emphasis on relationship of myth, ritual, social organization, and
folk customs.
2) Evolution of specific forms of dance as they relate to ritual and
ancient classical drama.
C. Dance of Western Europe
1) Religious and social dances of Medieval Europe.
2) Renaissance and Baroque court dance as reflections of culture.
3) Elements of style in music, art, architecture, and literature
in Renaissance, Baroque, and Romantic periods of Western Europe.
4. Dance as a theatre art: its origins in court dance and its
evolution to the stage.
5. Study of the development of ballet through 19th century Romantic
era to the beginning of the 20th century.
6. The rise of the Russian Ballet and its influence on ballet world
wide.
7. Early modern dance in America and its influence on the dance of
Europe and Russia.
8. The era of collaboration: art, music, and dance in the early 20th
century.
9. Modern Dance in America and its comparison to the classical forms.
D. Contemporary dance forms: jazz, tap, folk, ballroom, and their origins
in older forms.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
20 - 40% |
| Written homework, Term papers, CRITIQUE TAPED PERFORMANCES | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
40 - 60% |
| Multiple choice, True/false, Completion | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
20 - 40% |
| ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSION. | |
Untitled document
BALLET AND MODERN DANCE, A CONCISE HISTORY, by Jack Anderson, 1992
DANCE AS A THEATER ART, by Selma Jean Cohen, 1974
THE DANCE MAKER, by Elinor Rogosin, 1980
ORCHESOGROPHY, by Thoinot Arbeau, 1986