Instructor: Anne Ellett
School: Jefferson
School year: 2008-09
Course number: 11011T2
Course title: Dance 1 Tap S2
Subject: Fine and Performing Arts
Grade level(s): 9, 10, 11, 12
Credits: 0.2
Course description:
Course description (forecast guide):Introduction to learning the basic Tap skills for the beginning student. Emphasis is placed on building technique, stamina and terminology
Prerequisites:
NONE
Priority standards:
N/A
Schedule of topics/units covered:
Learning objectives:Because of the vast body of possible knowledge and skill that this art form offers, students will attend to both breadth and depth of these instructional objectives established by continuing teacher choices about content (creation, performance, history, analysis) and levels of engagement by students (deep, simple, complex and casual). · To understand elements, principles and processes in dance, while developing the working knowledge of the movement vocabulary and technique of jazz dance· Increase knowledge and awareness of proper body alignment and body-part articulation · Increase stamina, strength, coordination, agility and flexibility· Develop an awareness of the body as an expressive tool, with attention to individual style· Develop original movement patterns using basic choreographic principles· Identify and demonstrate longer and more complex steps and patterns from two different styles or traditions· Demonstrate rhythmic acuity· Demonstrate projection while performing dance skills· To interpret works from various historical periods, cultures, and peoples analyzing the contexts in which they were created, the characteristics of the works, and the range of possible interpretations· To understand the role dance plays in society and the ways in which dance empowers people to create works that manifest their beliefs, social relationships, values and skills· To recognize the significance of experiences with dance and reflect on the performance and/or creation of an artistic work· To examine how an artistic work affects an audience; relate audience responses to the artist’s/performer’s creative choices· To examine dance performances from functional and structural/formal perspectives, using defensible criteria and communicating effectively through writing, speaking and expressive media· To communicate conceptions of what is artistically valid or valued· To rehearse and publicly perform dance works in a group or as a soloist in the winter and spring recitals
Academic vocabulary:
N/A
District adopted materials:
N/A
Supplemental resources:
References, text book(s), resources:The Souls of Your Feet-Anita Feldman; Inside Tap-Anita Feldman; Tap! –Rusty Frank;Dance Magazine, Dance Sprit Magazine; (articles specifically geared toward Tap dance); Dance Videos pertaining to Tap
Differentiation/accessibility strategies and support (TAG, ELL, SpEd, other):
Differentiation/Accessiblity strategies and support (Tag, ELL, SpEd, Other)Talented and Gifted Learners: Students can create projects that supplement and enhance their classroom requirements via choreography and performance, sharing their self-initiative and creative artistry.English Language Learners: Give special attention to the explanation of classroom assignments, making sure there is a clear understanding of what is expectedSpEd: same as ELL.
Final proficiencies:
· To understand elements, principles and processes in dance, while developing the working knowledge of the movement vocabulary and technique of Tap dance· Increase knowledge and awareness of proper body alignment and body-part articulation · Increase stamina, strength, coordination, agility and flexibility· Develop an awareness of the body as an expressive tool, with attention to individual style· Develop original movement patterns using basic choreographic principles· Identify and demonstrate longer and more complex steps and patterns from two different styles or traditions· Demonstrate rhythmic acuity· Demonstrate projection while performing dance skills· To interpret works from various historical periods, cultures, and peoples analyzing the contexts in which they were created, the characteristics of the works, and the range of possible interpretations· To understand the role dance plays in society and the ways in which dance empowers people to create works that manifest their beliefs, social relationships, values and skills· To recognize the significance of experiences with dance and reflect on the performance and/or creation of an artistic work· To examine how an artistic work affects an audience; relate audience responses to the artist’s/performer’s creative choices· To examine dance performances from functional and structural/formal perspectives, using defensible criteria and communicating effectively through writing, speaking and expressive media· To communicate conceptions of what is artistically valid or valued· To rehearse and publicly perform dance works in a group or as a soloist in the winter and spring recitals
Career-related learning experiences (CRLEs):
  • Field trips
  • Guest speakers
Essential skills to be taught:
  • Read and comprehend
  • Write clearly and accurately
  • Listen actively and speak clearly
  • Apply mathematics
  • Think critically
  • Use technology
Essential skills to be assessed:
  • Read and comprehend
  • Write clearly and accurately
  • Listen actively and speak clearly
  • Apply mathematics
  • Think critically
  • Use technology
Assessment/evaluation/grading policy:
Assessment/evaluation/grading policy:Participation, punctuality and effort = 50% of grade (a letter grade is given to each student daily)Growth of technical skill, improvement of alignment and flexibility = 25%Two basic test: one on knowledge of basic dance vocabulary and steps and the other on knowledge choreographic steps = 15% of gradeDance recital performance = 10% of gradeGrading policy: A=90-100%, B=80-89%, C=70-79%, D=60-69% and F=00-59%The dance department has high standards that must be met. In order to continue your dance training in any upper level courses you must pass all prerequisite courses. Students who wish not to participate in class will have to write a report (see instructor). Extra credit will be given to those students who submit a two page typed critique of a live dance performance (see instructor).
Behavioral expectations:
Behavioral expectations:Tardiness:All dance students have a five-minute dress down time before arriving to class. After five minutes students will be considered tardy. Absences:All students that arrive 15 minutes late will be marked absent. All students have three days to clear an absence. There will be no make up work for unexcused absences. Class room standards:All pagers, cell phones and any other electronic devices must be turned off and stored either in your backpacks or in the lockers that are provided.Absolutely NO food, gum chewing, or beverages with the exception of water in a plastic bottle allowed in the dance studios.*All students are expected to behave in a respectable and professional manner. Inappropriate behavior will not be tolerated. Depending on the severity of the problem the student will receive immediate feedback. Disruptive students will be sent to the Dean’s office followed by a phone call home
Safety issues and requirements:
Safety issues and requirements:I provide an environment that is safe, comfortable and supportive, which will be conducive to the students learning and emotional well-being

Approved by Margaret Calvert on 9/14/2008.