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Lesson Plan [Horton Technique]
Sheet Music
Goal: To learn and demonstrate “Lateral T’s” and “Drop S wings”
Synopsis: This lesson is for high school students in advanced mod ern dance classes. Stude
will begin with roll-down and plies then begin learning drop swing phrases of the Horton technique. They will then learn types t ypes of “T’s” from the Horton technique and demonstrate demonstrate th learned movements in across the floor sequences. All of the new material will be combined the final phrase that travels across the floor and discuss the adjustments they had to make in bodies in order to achieve the Horton “T’s” and Dr op op Swings. Lastly, they will research hist and major players in the Horton Technique.
Essential Questions How did you organize your body in order to execute a drop swing? How did you organize your body in order to execute a Horton “T”?
Learning Outcomes- Students will be able to:
Show learned phrases of drop swings and “T’s” when asked by the instructor. NCCAS: HS Proficient Artistic Process: Responding Anchor Standard: Apply criteria to evaluate artistic work.
A) Apply established evaluative criteria to a chosen genre or style to stud perform. Articulate feedback and critique the dances using dance vocabulary in writing, verbal response, or kinesthetic feedback. Read Free Foron 30this Days Sign up to vote title
Master your semester with Scribd & The New York Times Not useful Demonstrate newly learned movements in across theUseful floor combinations.
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NCCAS: HS Proficient
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TEKS- (3A) Creative Expression/Performance: The student demonstrates knowledge and execution of technical dance skills in a variety of dance g and styles through performing. Assess performance of memorized comple movement sequences with rhythmical accuracy in dance genres and style such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;
Research the history and major players of the Horton Technique through computer search engines and discuss findings in the following class period.
NCCAS: HS Proficient Artistic Process: Connecting Anchor Standard: Relate artistic ideas and works with societal, cult and historical context to deepen understanding.
A) Analyze and discuss dances from selected genres g enres or styles and/or historical time periods, and formulate reasons for th similarities and differences between them in relation to the values and beliefs of the peoples from which the dances originate.
TEKS-(4D) Student is expected to evaluate historical and cultural dan forms using technology
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Center Work: Sheet Music
“Partner up with one other person standing near you.”
Students will learn and execute 36-count 36 -count drop swing combinations.
Learn “Lateral T”
“Notice that these “T’s” we’re learning today are part of an established technique a used to train several dance professionals”
Learn “Table T”
“Make sure that you keep your hands in blades, students, and keep those abs strong!
Traveling Across the Floor: (Lines of Four)
Set battement phase (Front-Side-Back)
“Remember to use your arms dancers!”
Students will apply learned drop swings and “T’s” into one combination.
Add pirouettes to the drop swing and “T” phrase
Cool Down:
“Ok dancers we’ve come to the th e end of another class; let’s form a circle for the cool down. Follow me and while you’re following along we’ll go around the circle and ea person will say one positive word to resonate with you throughout the rest of your of your da “Last thing, for homework, research three more new things (major teachers and/or history) about the Horton Technique and be ready to discuss your findings at the beginning of our next class period.”
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Lesson Plan [Dance History]
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Goal: To learn the history of Martha Graham and have students experience Graham techniq and repertory and her contributions to modern dance.
Synopsis: This lesson is for high school students in advanced modern dance class. The stude will have some prior knowledge of the subject (Martha Graham) from readings. They will w a documentary together in class and discuss how the legacy lives on in dance today. Lastly, students will have the chance to experience Graham technique and they will have the opport to create a dance using ideas, concepts and specific movements from the Graham Technique
Essential Questions:
How do historical dancers and choreographers affect you (students) in the present day dance world? How does it feel to experience Martha Graham’s Technique? What did Martha Graham contribute to American Modern dance?
Learning Outcomes- Students will be able to:
Discuss and analyze contributions Martha Graham made to modern dance.
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Anchor Standard: Relate artistic ideas and works with societal, cultural, and
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Identify Martha Graham’s technical movements in classmates’ choreography. classmates’ choreography. NCCAS: HS Accomplished Artistic Process: Performing Anchor Standard: Develop and refine artistic techniques and work for presentation
A) Accurately replicate and recall choreography in a variety of dance genr and styles. Dance with sensitivity in coordination with a partner or othe dancers, and execute complex spatial details when performing dances.
TEKS-(5A) Evaluate personal dance compositions work and the work of oth
Create a dance using ideas, concepts, and movements from Graham Technique. NCCAS: HS Accomplished Artistic Process: Performing Anchor Standard: Generate and conceptualize artistic ideas and work
B) Apply personal movement preferences and strengths with the movemen vocabulary of several dance styles or genres to choreograph an original dance study or dance that communicates an artistic intent. Compare per choices to those made by well-known choreographers. Material Needed:
Master your semester with Scribd Martha Graham Documentary, dance history book, Television, music, Read Free Foron 30this Days Sign up to vote title & The New York Times Useful Not useful Procedure Special offer for students: Only $4.99/month.
Lecture:
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Warm-up: Sheet Music
“Ok! P ut ut your materials away dancers and let’s begin the fun stuff!”
Students will do the daily roll-down sequence directly followed b y a set plié sequenc
Students will do set tendu and degage combinations.
Center Work:
Dancers will be led by instructor through set Graham technique center floor work. o Contract / Release phrase Z-sit phrase o “You guys should remember these things from your reading and the documentary.”
“When you are learning and dancing this work, I really want you all to try to imagin what it was like for her dancers to be learning this for the first time.”
Create:
Students will take the movements and themes from the center work and make their o dance phases in groups of four. Students will showcase their phrases to fellow classmates and have brief feedback sessions after each group.
“Students as you give feedback make sur e you are pointing out things that looked lik Graham Technique and why you think it was.” “Also make sure we give one positive piece of feedback to your peers.”
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Lesson Plan [Choreography]
Sheet Music
Goal: To create dances using concepts of theme and variation.
Synopsis: This lesson is for high school students in a choreograph y class from levels beginn advanced. Students will begin with a group improvisation. They will be briefed on the subje theme and variation and given examples of what that might look like. Students will separate groups of four and create a dance and discuss as a whole class after they present their works Essential Questions
What did you see as far as a s theme and variation in other classmates work?” What did you experience as far as theme and variation in your groups?”
What choices did you all make to display and or accomplish theme and variation? Was it lev changes, tempo changes….?
Learning Outcomes- Students will be able to:
Create a dance using theme and variation as a tool. NCCAS: HS Advanced Artistic Process: Creating Anchor Standard: Generate and conceptualize artistic ideas and work.
A) Develop and apply strategies for sourcing movement ideas to express an artistic intent in choreographing original dances. Read Free Foron 30this Days Sign up to vote title
Master your semester with Scribd & The New York Times Useful Not useful Discuss their processes with theme and variation in class discussion.
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NCCAS: HS Accomplished
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Warm-Up: (20 minutes) Sheet Music
“Today’s class is all about collaboration in dance dance making guys, so we’ll begin with a group activity to get all of our energies on the same accord.” Students (one group at a time) will be guided through the “One Idea” improvisation score.
“You guys really have to focus on the people you dancing with in order to be in tune with the constant shifts and new ideas occurring.”
Exercise: (15 minutes)
Discuss with the students what components of theme and variation as it relates to choreographing.
“Theme and variation become very important tools when it comes producing comes producing cohesi works and also when you come across times where will need to make works in a sho period of time.”
Guide students through several ways to create new movement with theme and varia
Create: (35 minutes)
“Ladies and gents please find a group of four and let’s begin the work! I’ll be floatin around if you all have any questions and checking on your progress.” Students will have 20 minutes to create a dance phrase with their peers using theme variation.
“If you are stuck remember some things that happened in the “One Idea” score and them to keep your process going.” In the last fifteen minutes of class students will show their pieces.
will havewith a brief feedback session afterwards. Master yourStudents semester Scribd Read Free Foron 30this Days Sign up to vote title “What did you see as far as theme and variation in other classmates work?” & The New York Times Useful Not useful “What did you experience as far as theme and variation in your groups?”
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“What choices did you all make to display and or accomplish theme and variation?
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