Artistry. Dynamic Energy. Musicality. Spatial Clarity. Dynamic Alignment. Physical Readiness. Focus

Transcription

1 Artistry Dynamic Energy Musicality Spatial Clarity Dynamic Alignment Physical Readiness Focus

2 BIG GOAL # 1: FOCUS YPAS dancers appreciate the role mental and emotional focus plays in the development of technical proficiency and artistic performance. Dancer demonstrates motivation by continually setting, achieving and thoughtfully reflecting on meaningful personal, physical and technical goals. Dancer demonstrates self-confidence by directing positive and constructive speech, thoughts and actions toward themselves and others. Dancer demonstrates appropriate intensity by practicing professionalism, great etiquette and useful prep. routines in class, rehearsals and performance. Dancer demonstrates concentration by limiting external and internal distractions and engaging mentally in class, rehearsal and performance. A. Self-assess using personal, physical & technique profiles with significant teacher guidance. B. Design & execute a goal contract that includes: 1. Goal statements that are challenging, attainable, specific & measurable. 2. Action plans for reaching goals. C. Reflect, refine and revise goal statements and profiles regularly. A. Self-assess accurately using the personal, physical & technique profiles with moderate teacher guidance. B. Design & execute a goal contract that: 1. Includes goal statements that are challenging, attainable, specific & measurable. 2. Clearly reflects an analysis of personal, physical & technical needs. 3. Includes action plans for reaching goals. By the end of eight semesters a YPAS dance major A. Self-assess accurately using the personal, physical & technique profiles with little teacher guidance. B. Design & execute a goal contract that: 1. Includes goal statements that are challenging, attainable, specific & measurable. 2. Clearly reflects a deep analysis of personal, physical & technical needs. 3. Includes sophisticated action plans for reaching goals. D. Consistently make a weekly journal entry that discusses in class learning, uses constructive language and reflects on progress toward goals. E. Consistently demonstrate professionalism and proper etiquette during technique classes and performances. F. Consistently apply & retain teacher feedback immediately and in subsequent classes. G. Remember and sequence short (8-16cts or equiv.) movement phrases after demonstration 2-3 times. H. Demonstrate from memory short (8-16cts or equiv.) movement phrases immediately and in subsequent classes. C. Reflect, refine and revise goals statements and profiles regularly. D. Consistently make a weekly journal entry that discusses in class learning, uses constructive language and reflects on progress toward goals with increased specificity and depth. E. Consistently demonstrate professionalism and proper etiquette before, during and after technique classes, rehearsals and performances. F. Consistently apply & retain teacher feedback immediately and in subsequent classes. G. Remember and sequence moderate (16-32cts or equiv.) movement phrases after demonstration 2-3 times. H. Demonstrate from memory short (16-32cts or equiv.) movement phrases immediately and in subsequent classes. C. Reflect, refine and revise goals statements and profile regularly. D. Consistently make a weekly journal entry that analyzes in class learning, uses constructive language and reflects on and analyzes progress toward goals. E. Consistently demonstrate professionalism, proper etiquette, and leadership before, during and after technique classes, rehearsals and performances. F. Consistently apply & retain teacher feedback immediately and in subsequent classes. G. Remember and sequence long (32-64cts or equiv.) movement phrases after demonstration 2-3 times. H. Demonstrate from memory long (32-64cts or equiv.) movement phrases immediately and in subsequent classes.

3 BIG GOAL # 2: PHYSICAL READINESS YPAS dancers possess highly conditioned bodies as well as the knowledge and skills to improve their dancing through targeted conditioning activities. Dancer participates regularly in conditioning (in and out of the studio) that reflects analysis of their physical profile and that supports their goal contract. Dancer demonstrates continually improving cardiovascular endurance, flexibility and muscular strength. Dancer demonstrates a basic understanding of human anatomy and kinesiology related to dance technique. Dancer demonstrates a basic understanding of how healthful nutrition promotes successful dance performance. A. Demonstrate/discuss the benefits of stretching, the 3 types of stretches (dynamic, active-static, passivestatic), and safety related to stretching. B. Demonstrate/discuss the benefits of strength training, a variety of strength training exercises, and safety related to strength training. C. Demonstrate/discuss the benefits of cardiovascular training, a variety of cardiovascular activities, how to measure heart rate, and safety in cardio training. D. Design, execute & revise a personal conditioning regiment (in & out of the studio) to improve flexibility, cardiovascular endurance and strength. E. Demonstrate adequate endurance, flexibility and strength for beginning level dance movement. F. In an extended journal entry, describe the limitations of a typical dance class to conditioning & the importance of cross-training to a serious dance student. G. Describe the human body and dance movement using anatomically and kinesthetically correct terminology. H. Complete a nutrition project that analyzes personal eating patterns, benefits of and barriers to healthful eating, and proposes ways to overcome barriers A. Design, execute & revise a personal, refined conditioning regiment (in & out of the studio) to improve flexibility, cardiovascular endurance and strength. B. Demonstrate adequate endurance, flexibility and strength for intermediate level dance movement. C. In an extended journal entry, discuss the uniqueness of their body structure and their movement patterns using anatomically and kinesthetically correct terminology. D. Include healthful eating goals and action plans in their goal contract. By the end of eight semesters a YPAS dance major A. Design, execute & revise a personal, sophisticated conditioning regiment (in & out of the studio) to improve flexibility, cardiovascular endurance and strength. B. Demonstrate adequate endurance, flexibility and strength for advanced level dance movement. C. In an extended journal entry, reflect on the progress of their dancing with regard to past and present conditioning efforts and the unique strengths and limitations of their body using anatomically and kinesthetically correct terminology. D. Include healthful & refined eating goals and action plans in their goal contract.

4 BIG GOAL # 3: DYNAMIC ALIGNMENT YPAS dancers move with a deep intellectually embodied understanding of the dynamic skeletal postures necessary for movement efficiency, avoidance of injury and the established aesthetics of western concert dance. Dancer demonstrates efficient alignment and posture while standing. Dancer demonstrates efficient alignment and postures while moving 3-dimensionally through space. Dancer continually adapts alignment to accommodate various movement situations for efficiency, aesthetics and injury prevention. Dancer demonstrates working knowledge of major skeletal and muscular structures. should be able to accurately and consistently: should be able to accurately and consistently: By the end of eight semesters a YPAS dance major should be able to accurately and consistently: I. Maintain aplomb while performing movement sequences that are primarily standing and stationary involving mostly isolated and basic movement of the arms or feet. (ie. tendu, plie, port de bras) J. Demonstrate efficient and appropriate alignment while moving through space in a simple locomotor pattern (i.e triplet, tombe pas de bouree) and coordinating basic arm movements. K. Demonstrate sequentially rolling down and up through each part of the spine while standing, while seated and while lying on the floor. L. Demonstrate efficient and appropriate alignment in an inversion. M. Demonstrate efficient and appropriate alignment while moving into or out of the floor. N. Demonstrate appropriate and efficient alignment in short balances and basic turns. O. Demonstrate appropriate and efficient alignment while holding various simple body shapes (i.e. Flatback, c-curve, retire, croise tendu devant) A. Maintain appropriate and efficient alignment while performing movement sequences that are primarily standing and stationary involving BOTH: 1. Moderately difficult coordination of arm & leg movements. 2. Basic movements of the spine through the frontal and sagittal planes and around the vertical axis. 3. Maintain appropriate and efficient alignment while performing movement sequences that travel throughout the space combining 2-3 of the following: 1. various locomotor patterns 2. moderately difficult coordination of arm & leg movements 3. movement into and out of the floor 4. moderately difficult balances (i.e. w/ extended arms and legs) 5. inversions 6. multiple turns 7. counterbalances 8. holding and moving through basic body shapes. A. Maintain appropriate and efficient alignment while performing movement sequences that are primarily standing and stationary involving BOTH: 1. complex coordination of multiple body parts including arm, leg, head and torso movements 2. various movements of the spine and limbs around and through all axes and planes. 3. Maintain appropriate and efficient alignment while performing movement sequences that travel throughout the space and combine several or all of the following: 1. various locomotor patterns 2. complex coordination of arm, leg, head and torso movements 3. movement into and out of the floor 4. extended balances in various body shapes 5. inversions 6. multiple turns in various body shapes 7. counterbalances 8. holding and moving through complex body shapes.

5 BIG GOAL #4: SPATIAL CLARITY YPAS dancers move with a deep intellectually embodied understanding of space. Dancer demonstrates spatial intention by making clear the directions or points in space or places on the body that the dancer is identifying or using. (i.e. focal point, initiation and pathway of movement) Dancer demonstrates body shape by making clear 3-dimensional line, design and form. (i.e. straight, curved, big/small, etc ) Dancer demonstrates the ability to move in their own kineshpere with precision. (i.e. inversion, direction change, level change, turning, etc ) Dancer demonstrates the ability to move within the performance space and among other dancers. (i.e. floor pattern, spacing, flocking, etc ) should consistently be able to perform short movement phrases (8-16cts or equiv.) that combine 1-3 of the following skills. A. Demonstrate the reverse 2 nd side of a phrase with teacher assistance. B. Change the beginning facing of a phrase to the back or the side of the studio. C. Demonstrate simple still body shapes with a sense of volume, lines of energy and 3-dimensionality (i.e. croise tendu devant) D. Demonstrate basic proximal and distal initiations of movement and follow the logical resulting movement pathway (i.e. initiating a movement with the head, or pelvis or other major body part) E. Demonstrate basic singular traveling pathways while dancing (i.e. a phrase that travels in a circle) F. Demonstrate awareness of personal and general space between self and others during group unison movement that travels front/back or side to side. G. Demonstrate the use of focal point or gaze with purpose. should consistently be able to perform medium movement phrases (16-32cts or equiv.) that combine 3-5 of the following skills. A. Demonstrate the reverse 2 nd side of a phrase when given a few moments to review before doing it. B. Make facing/direction changes front, back, side and/or on the diagonal 2-3 times within a single phrase. C. Demonstrating moderately difficult body shapes that require balance and/or strength with a clear sense of volume, lines of energy and 3- dimensionality (i.e. flat-back arabesque, plank, or penche) D. Demonstrate moderately difficult proximal and distal initiations of movement and logical resulting movement pathways with clarity(i.e. initiations from the shoulder, elbow or other small body part) E. Demonstrate moderately difficult combination traveling pathways (i.e. straight into zigzags within a single phrase) F. Maintain an awareness of personal and general space between self and others in group unison in all directions and during floor work. G. Demonstrate the use of focal point or gaze with purpose. should consistently be able to perform long movement phrases (32cts-64cts or equiv.) that combine 4-6 of the following skills. A. Demonstrate the reverse 2 nd side of a phrase immediately from the 1 st side without review. B. Make complex facing/direction changes front, back, side and/or on the diagonal 3 or more times within in a single phrase. C. Demonstrate complex body shapes that require balance and/or strength and that grow/ shrink or evolve with a clear sense of volume, lines of energy and 3-dimensionality. D. Demonstrate complex and nuanced proximal and distal initiations of movement and logical resulting movement pathways with clarity (i.e. initiations from the toes, nose, multiple or quick changes of initiation with a single movement or phrase. E. Demonstrate complex traveling pathways & floor patterns (i.e. circle then straight across, then backward, then down the diagonal) F. Maintain an awareness of personal and general space between self and others in all types of unison and disunion movement. G. Demonstrate the use of focal point or gaze with purpose.

6 BIG GOAL #5: MUSICALITY YPAS dancers have a deep intellectually embodied understanding of the relationship between movement and rhythm. Dancer demonstrates clarity in organic rhythm by making clear the timing of movements within or without the use of a defined meter. i.e. Phrasing, Breath, Duration, Stillness. Dancer demonstrates clarity in metric rhythm by making clear the time of movements with the use of a defined meter. i.e. Beat, Syncopation, Accent, Tempo, Time Signature. should consistently be able to perform short movement phrases (8-16cts or equiv.) that combine 1-3 of the following skills. A. Demonstrate convincingly in the body (including the face/eyes) a purposeful stillness and maintain for a set # of beats without anticipating the next movement. B. Demonstrate continual breathing while dancing including during intense concentration. C. Demonstrate clearly the phrasing of of basic time signatures such in the swing feel in 3/4 or the march feel of 2/4 time. D. Demonstrate movement on an even, accented or syncopated beat. E. Demonstrate basic movements at fast tempos without extraneous tension F. Demonstrate basic movements at very slow tempos with control. should consistently be able to perform medium movement phrases (16-32cts or equiv.) that combine 3-4 of the following skills. A. Demonstrate convincingly in the body including the face and eyes purposeful stillnesses and maintain without anticipation for a duration according to a defined phrasing within an organic rhythm B. Use breathing to effectively enhance defined phrasing in movement with and without musical accompaniment C. Demonstrate clearly the phrasing of moderately difficulty time signatures such as 5/4 or 7/4 D. Demonstration clearly movement on a beat and accents, as well as transitional movement between beats E. Demonstrate clearly various tempos while performing moderately difficult movement within a single phrase without extraneous tension or loss of control should consistently be able to perform long movement phrases (32cts-64cts or equiv.) that combine 4-5 of the following skills. A. Create purposeful stillnesses spontaneously within an undefined organic rhythm B. Use breathing to effectively create personal phrasing in movement with and without musical accompaniment C. Demonstrating clearly movement in complex time signatures that change within a single phrase D. Demonstrate personal choices regarding movement on the beat, accents and transition to create personal phrasing E. Demonstrate clearly various tempos while performing complex movements within a single phrase without extraneous tension or loss of control

7 BIG GOAL # 6: DYNAMIC ENERGY YPAS dancers have a deep intellectually embodied understanding of the inter-connectedness of time, space, weight and flow to create movement dynamics. Dancer demonstrates movement efficiency by thoughtfully applying kinesthetic and anatomical concepts to mediate physical exertion in order to meet the demands of choreographic aesthetics. i.e. momentum, gravity, centrifugal force, kinetic & potential energy, alignment, etc... Dancer demonstrates dynamics by clearly articulating various movement qualities and Effort Actions. i.e. swinging, sustaining, percussing, spending, vibrating, collapsing, Flick, Dab, Punch, Float, etc... Dancer demonstrates impulse by clearly articulating the intention for moving including physical and/or emotional. should consistently be able to perform short movement phrases (8-16cts or equiv.) that combine 1-2 of the following skills: should consistently be able to perform medium movement phrases (16-32cts or equiv.) that combine 2-3 of the following skills: should consistently be able to perform long movement phrases (32cts-64cts or equiv.) that combine 2-3 of the following skills: A. Demonstrate the thoughtful use of movement principals (momentum, gravity, centrifugal force, kinetic & potential energy, etc ) to dance efficiently with teacher coaching. B. Demonstrate clearly a distinct movement quality and/or Laban Effort Action (ie. Swinging, sustaining, percussing, flicking, wringing, dabbing, etc ). C. Demonstrate a clear impulse or intention (i.e. moving because or moving as if ) with teacher coaching. A. Demonstrate the thoughtful use of physics and anatomical principals (momentum, gravity, weight, kinetic & potential energy, etc ) to move efficiently and to enhance choreographic intent with teacher prompting. B. Demonstrate two-three distinct or combined movement qualities and/or Laban Effort Actions with clarity within a single phrase. (i.e. swinging then sustaining, percussing while collapsing ) C. Demonstrate clarity of impulse/intent ( moving because or moving as if ) with little teacher prompting A. Able to demonstrate the instinctual use of physics and anatomical principals (momentum, gravity, weight, kinetic & potential energy, etc ) to move efficiently and to enhance choreographic intent without teacher prompting. B. Demonstrating multiple (3+) movement qualities and/or Laban Effort Actions both distinct and nuanced and in combination within a single phrase. (i.e. swinging into a Flick, collapsing subtly in the sternum-only, growing a small vibration into a wild shaking, etc ) C. Sense impulse/intention ( moving because or moving as if ) even without explicit explanation.

8 BIG GOAL # 7: ARTISTRY YPAS dancers have a deep intellectually embodied understanding of the inter-connectedness of the six other technique goals as well as personal intuition to express choreographic intent. Dancer demonstrates clarity in projection by extending lines of energy and use of space beyond the kineshpere. Dancer demonstrates clarity in stage presence by effectively involving their whole self (mind, body, spirit) in the act of performing. Dancer demonstrates clarity in interpretation by adapting movement spatially, musically and dynamically to express choreographic intent without sacrificing technical skill. should consistently be able to perform short movement phrases (8-16cts or equiv.) that combine 1-2 of the following skills: should consistently be able to perform medium movement phrases (16-32cts or equiv.) that combine 2-3 of the following skills: should consistently be able to perform long movement phrases (32cts-64cts or equiv.) that combine 2-3 of the following skills: A. Demonstrate basic movement, lines of energy and use of space that is projected beyond the kineshpere (when appropriate) so that all are effectively perceived by an audience. B. Demonstrate motivation in performance that is effectively perceived by an audience by engaging the whole self (mental, physical, and expressive). C. Demonstrate effective movement decisions about the interplay of body, space, time and energy use in basic movement with significant coaching from the choreographer, so that choreographic intent (expressive or abstract) is effectively perceived by an audience. A. Demonstrate moderately difficult movement, lines of energy and use of space that is projected beyond the kineshpere (when appropriate) so that all are effectively perceived by an audience. B. Demonstrate self-confidence and composure in performance that is effectively perceived by an audience by engaging the whole self (mental, physical, and expressive). C. Demonstrate effective movement decisions about the interplay of body, space, time and energy use in moderately difficult movement with some coaching from the choreographer, so that choreographic intent (expressive or abstract) is effectively perceived by an audience. A. Demonstrate complex movement, lines of energy and use of space that is projected beyond the kineshpere (when appropriate) so that all are effectively perceived by an audience. B. Demonstrate uniqueness and an individual artistic voice in performance that is effectively perceived by an audience by engaging the whole self (mental, physical, and expressive). C. Demonstrate effective movement decisions about the interplay of body, space, time and energy use instinctually, so that choreographic intent (expressive or abstract) is effectively perceived by an audience.

9 YPAS DANCE MID-SEMESTER EVALUATION RUBRIC Student: Class: Teacher: Date: E=Exceeding Standard for level; M=Meeting Standard for level; A=Approaching Standard for level; N=Not Meeting Standard for level STUDENT ASSESSMENT STANDARD TEACHER FOCUS Demonstrates motivation by continually setting, achieving and thoughtfully reflecting on meaningful personal, physical and technical goals. Demonstrates self-confidence by directing positive and constructive speech, thoughts and actions toward themselves and others. Demonstrates appropriate intensity by practicing professionalism, great etiquette and useful prep. routines in class, rehearsals and performance. Demonstrates concentration by limiting external and internal distractions and engaging mentally in class, rehearsal and performance. PHYSICAL READINESS Participates regularly in conditioning (in and out of the studio) that reflects analysis of their physical profile and that supports their goal contract. Demonstrates continually improving cardiovascular endurance, flexibility and muscular strength. Demonstrates a basic understanding of human anatomy and kinesiology related to dance technique. Demonstrates a basic understanding of how healthful nutrition promotes successful dance performance. DYNAMIC ALIGNMENT Demonstrates efficient alignment and posture while standing. Demonstrates efficient alignment and postures while moving 3-dimensionally through space. Continually adapts alignment to accommodate various movement situations for efficiency, aesthetics and injury prevention. Demonstrates working knowledge of the major skeletal and muscular structures involved in alignment. SPATIAL CLARITY Demonstrates spatial intention by making clear the directions or points in space or places on the body that the is identifying or using. (i.e. focal point, initiation and pathway of movement) Demonstrates body shape by making clear three-dimensional design and form. (i.e. straight, curved, big/small, etc ) Demonstrates the ability to move in their own kineshpere with precision. (i.e. inversion, direction change, level change, turning, etc ) Demonstrates the ability to move within the performance space and among others. (i.e. floor pattern, spacing, flocking, etc )

10 STUDENT ASSESSMENT STANDARD TEACHER MUSICALITY Demonstrates clarity in organic rhythm by making clear the timing of movements within or without the use of a defined meter. ( i.e. Phrasing, Breath, Duration, Stillness, Transitions) Demonstrates clarity in metric rhythm by making clear the timing of movements with the use of a defined meter. (i.e. Beat, Syncopation, Accent, Tempo, Time Signature.) DYNAMIC ENERGY Demonstrates movement efficiency by thoughtfully using movement principals to dance efficiently while also meeting the demands of choreographic aesthetics. Demonstrates dynamics by clearly showing distinct movement qualities and/or Laban Effort Actions (ie. Swinging, sustaining, percussing, flicking, wringing, dabbing, etc ). Demonstrates clarity of impulse by clearly articulating the intention for moving including physical and/or emotional. ARTISTRY Demonstrates clarity in projection by extending lines of energy and use of space beyond the kineshpere. Demonstrates clarity in stage presence by effectively involving their whole self (mind, body, spirit) in the act of performing. Demonstrates clarity in interpretation by adapting movement spatially, musically and dynamically to express choreographic intent without sacrificing technical skill. Student Comments: Teacher Comments: