Dance: Jazz Dance Styles

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

Elements and Principles
Creating/Performing/Communicating

• create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

• develop the vocabulary for the discipline studied
• identify, describe, analyse, interpret, and make judgements about the basic elements and principles as used in a variety of art works

• create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
• create/perform a work of art that communicates specific beliefs/traditions in response to historical/contemporary issues

• identify, describe, and analyse cultural or historical styles as represented in a variety of art works
• critique a work of art relating its content to the context in which it was created
• describe or demonstrate how a specific work of art supports/challenges specific beliefs/traditions, or responds to historical/contemporary issues

• create/perform a work of art expressing the students' own ideas, thoughts, or feelings
• create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

• identify, describe, analyse, interpret, and make judgements about how ideas, thoughts, feelings, or messages are communicated in a variety of others' art works
• examine the tensions between public acceptance and personal expression in the art discipline being studied

SUGGESTED INSTRUCTIONAL STRATEGIES

• Teach students the general principles of a safe warm-up and lead them through a sample warm-up for the chosen dance style.
• Introduce a framework for movement analysis that students can use to learn about new styles of dance. Show a film or video that features the jazz dance style chosen and have students observe, record, and discuss the characteristics of the style using the framework given.
• Teach part of a movement sequence (e.g., 32 counts). Have students practise the sequence and then perform in groups. Repeat this procedure with the next section of the sequence and then combine both sections.
• Show a film or video that explains the historical and cultural environment of a selected dance style. Have students identify the main influences on the style.
• Discuss with students the basic elements of jazz dance (e.g., isolation, contraction,release, polycentrism, syncopation). Have small groups of students create phrases of 16 -32 counts in jazz dance style, using examples from each category above, as well as travelling steps, changes of level, turns, and so on.
• Use textbooks, bulletin board displays, slides, and so on, to show students examples of a selected dance style. Choose two poses and have students design a travelling sequence to connect them.
• After teaching three or four styles, discuss the similarities and differences among them. Give students a floor pattern diagram or series of directions (e.g., forward, right, left, in place) and have them demonstrate the diagram or directions, using steps and movements in a selected style.
• Have students choose a jazz-related style and create, refine, and perform a sequence.
• Have students keep a record of their dance experiences, daily effort, and works viewed.
• When teaching theatrical styles such as musical theatre, tap, and jazz, have students focus on one audience member (or partner) while performing.
• Show students some examples of word-based dance notation and have them notate their short piece of choreography.
• Invite dancers to perform and discuss their work. Dancers could reflect the cultural mix of the community (e.g., First Nations dances, European folk dance). They need not be jazz styles Ñ in discussion, relate their style to jazz style.
• Adapt some non-jazz style dances observed to jazz dance.

SUGGESTED ASSESSMENT STRATEGIES

• Set objectives and assessment criteria for the course in consultation with students at appropriate stages.
• Have students use response sheets to focus their observations.
• Keep video and anecdotal records of student progress.
• Test students' skills in the dance styles studied, using a checklist or a rating scale.
• Assess students' contributions and commitment to individual and group experiences. The criteria may include whether the student:
  • listens to others' ideas
  • contributes his/her own ideas in a constructive manner
  • accepts the suggestions of others
  • stays on task
• Interview students about their arts experiences. Assessment criteria may include whether students:
  • use appropriate dance vocabulary
  • discuss their own contributions to the class
  • show an awareness of their personal skills and limitations
  • show awareness of jazz-related styles and well-known performers in those styles
• Evaluate students' use of the principles of safe movement in warm-up and class work.
• Have students provide feedback to performances by their peers when working in pairs or small groups.
• Evaluate students' documentation of their personal ideas and reflections. Assessment criteria may include whether the student:
  • recognizes his/her own strengths and weaknesses
  • reflects on the choices made in his/her own dance work
  • reflects on the work of well known performers
  • considers what makes a dance work successful or unsuccessful
  • completes the documentation as assigned
• Test students' knowledge of the cultural and historical influences on the dance styles studied.
• Evaluate students' use (individually or in groups) of the elements of jazz dance in the creation of a short sequence.
• Evaluate students' performance skills. Assessment criteria may include students':
  • dance memory
  • performing energy
  • focus
  • dynamics
  • rhythm

RECOMMENDED LEARNING RESOURCES

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Province of British Columbia
Ministry of Education
Curriculum Branch

© 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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