DANCE Overview and Objectives. The objective of the Dance Program is to educate students with a foundation in dance that will allow students to move with confidence and creativity in their chosen fields and everyday lives. The Dance Department values: Dance as a source of artistry, education, and expression. The Dance Program Ballet Program - Upper and Lower School The study of Classical Ballet has long been considered intrinsic to the foundation of quality dance training and education. Ballet’s beauty and grace alone provide an inspiration for study; however, the structural support provided by ballet for all forms of dance make it a vital component to any program. Ballet at the Center for Performing and Fine Arts largely follows the terminology and structure of the Russian Vaganova Syllabus, although similarities and differences to French and Italian schools are presented. Ballet courses include an evaluation of the natural body alignment of each student compared to proper placement for dance training. A conditioning plan is developed for each student based on this evaluation. An emphasis on correct dance and anatomical terminology, as well as principles of kinesiology specific to dance, body, foot, and arm positions is integral to successful Ballet training. Historical perspectives are explored through teacher and student created lessons. Course Offerings - Lower School Ballet I Course Offerings - Upper School Ballet I Tap Program - Upper and Lower School Tap in the Lower School introduces and emphasizes the eight basic movements from which all tap steps are derived. Through teacher prepared combinations and student creation of their own movement patterns, students learn about rhythm, proper use of the foot, weight change, and posture. Tap also promotes great physical conditioning and development of fine motor skills. Tap’s place in dance history and society is explored in all tap courses. Rhythm Tap, originally just called, “Tap” is at the very root of American Tap dance and is offered in the Upper School. Influenced by African-American, Irish Step, and Spanish Flamenco dancers of the early twentieth century, Rhythm Tap is a product of these dancers moving to urban areas and responding to the noise and pace of the city, particularly New York. As a predecessor to Broadway or Show Tap and Flash Tap, it has re-emerged in popularity thanks to artists such as Savion Glover and shows such as Bring in Da Noise, Bring in Da Funk. The emphasis is on the sounds that dancers are making or, what each dancer is saying with his or her feet. Improvisation is integral and an understanding of rhythmic structures develops as a part of studying tap. Course Offerings - Lower School Tap I Course Offerings - Upper School Tap I Dance Technique and Artistry - Lower School Dance Technique and Artistry explores two of the main components of dancing; it is the “how” and “why” of what we do when we are dancing. Dancing requires physical skills that are both similar and different from other physical activities. The technical part of class prepares young bodies for safe dance practices in any dance form. However, there is a certain “something” extra when we dance, a sort of magical component that also needs to be practiced and honed -- artistry. The “why” and “what” we do while dancing. The artistry part of class provides students with opportunities to explore their own artistry as well as artistic study using traditional methods. Studies about space, time, energy, and creative movement prepare the students for a technical unit in Modern dance. Following the Modern dance unit will be a unit of Ballet including storytelling through dance. A small section of jazz dancing in the spring will combine many of the concepts touched upon earlier in the year. Course Offerings - Lower School Dance Technique and Artistry I Technique and Jazz - Upper School Technique and Jazz is a unique course that provides students with an opportunity to develop and strengthen dance technique outside of a classical ballet class. Group and individual instruction is designed based on the students’ specific areas of need. Combined with a jazz class that explores many styles of jazz dancing, novice and experienced dancers enjoy the excitement of jazz dancing while developing their dance technique. Connections are made between the improvisational aspect of jazz music and jazz dancing. Course Offerings - Upper School Technique and Jazz Musical Theatre Program - Upper School Musical theatre training is offered in the Upper School in a course called Broadway and Stage Dance. Broadway and Stage Dance meets the needs of the dance/music/theatre student with a strong interest in dance. Preparing a “triple threat” as musical theatre artist have been called, requires training in all three areas. Students explore theatre dance training in a variety of styles, time periods, and genres, with an emphasis on singing and acting while dancing.
Course Offerings - Upper School Broadway and Stage Dance Modern - Upper School The foundation of modern dance lies within the inspiration and the theory supporting the movement. Movement theories such as, “fall and recovery”, “contract and release”, “folding and unfolding”, as developed by modern dance pioneers such as Doris Humphrey, Martha Graham, and Jose Limon are explored through a modern dance technique class. Specific style or technique of modern may vary each year depending on instructor. Course Offerings - Upper School Modern Dance Program Notes: Students participate in a placement exam at the onset of the school year. Placement in courses with more than one level is determined by experience and ability and is at the sole discretion of the Dance Department Chair. Consistent and sequential training appropriate for each student’s age and ability are of primary concern. It is not unusual for a student to remain in the same level for more than one year; repetition is an important and necessary component of dance training. Elements of improvisation, composition, choreography, and individual expression will be explored in each course. Dress code is mandatory for all students. Dance Department Policies and Procedures Dance Studio The Center for Performing and Fine Arts is equipped with two state of the art dance studios (Studio A- 1,050 sq. ft., Studio B 2,100 sq. ft.), complete with floating subfloors and dance surfaces designed and manufactured by Stage Step Inc. of Philadelphia. This is the same type of floor used by schools and dance companies such as The Pennsylvania Ballet, The Joffrey Ballet, San Francisco Ballet, Alvin Ailey School, University of the Arts, and the University of North Carolina at Greensboro. To protect the integrity and longevity of this floor the following policies regarding the studio apply. Food Absolutely no food of any kind is allowed in the studio at any time. Beverages Only water is permitted in the dance studio. Students may bring a Shoes For the health and safety of our students’ feet and the longevity of the floor, no street shoes of any kind will be worn in the dance studio at any time. Conversely, dance shoes should not be worn outside the dance studio. Mirrors Students should avoid touching the mirrors. Mirrors are a very useful tool in a dance class and benefit the students and teachers with as few smudges and marks as possible. Barres Ballet barres are intended for use as a light support for specific activities in dance. Barres are not designed to take the full weight of any student. Please do not ever hang, climb, or lean on the barres. Audio Students may not use the audio, DVD, or VHS equipment without Studio use Students must ask permission for use of the studio outside of class. Courtesy As a sign of courtesy for the students and instructors, visitors are asked to please avoid entering the studio without knocking on the door. When possible, visitors should wait until the music has stopped or between activities to knock. Dance Department Dress Code Part of the discipline of dance includes appropriate dress. A dress code for dance class is important. Dance clothes are designed to be form fitting to allow for ease of movement as well as to allow teachers to see the line of the body to determine proper alignment. Appearance is also important and students are expected to wear clean dance clothes to class to contribute to the pre-professional atmosphere. Dance clothes/shoes can be costly. Therefore, considerable time and effort has gone into researching and recommending items that are of sound construction yet as affordable as possible. Parents should supply their child with a bag or similar item in which to carry dance shoes and clothing in an attempt to keep them clean, in good condition, and to minimize loss. Names should be placed inside all shoes after the instructor has confirmed the correct right size. Children should not be allowed to wear dance shoes outside. Students with shoes showing evidence of being worn outside may be asked to purchase a new pair. The dress code will be enforced and students who consistently do not follow the dress code will be asked not to participate until such time as the appropriate clothing is worn. Proper Fit of Shoes Dance shoes are designed to closely fit the dancer’s foot. Students should be able to place all 5 toes on the floor while wearing the shoes. Shoes that are too tight or too big will impede the student’s progress in dance. Although tempting, buying shoes that a child can “grow into” is not recommended for dance. Properly fitting shoes and dance clothes are as important as proper instruction. Hair and Accessories Long hair should be worn in a secure pony tail or bun. A scrunchie or clip is not secure enough. Ballet students may be asked to wear their hair in a bun. Hair should never be down over the eyes for boys or girls. Jewelry can be dangerous and distracting in a dance class. For this reason, dangling earrings, necklaces, and bracelets will not be allowed in class. Extras E-Mail: dance@palcs.org |
