Lincoln Dance Center Observation

Kicking off our summer of engagement was a serving learning project, where alumni facilitated a social media training. Students were then matched with a senior resident from West Hollywood Housing Corp. and interviewed them about their life. Shortly after, our students gathered for a BBQ and soccer game at Dockweiler Beach. Midway through summer, students participated in a hip-hop workshop, engaging hands on in lessons that broke down the 5 elements of hip hop. The highlight

Sally Banes is an American writer and dance historian and critic. She is also a professor of theater history and dance studies at the University of Wisconsin-Madison. Banes has written multiple books and contributed to many documentaries and films. The book Moving History / Dancing Cultures, which Banes contributed to, includes the article “Choreographic Methods of the Judson Dance Theater”. This book was published in 2001.

Laura Ruede is the librarian expert in the subject of dance. She works in the TCU Library on the third floor in the Music Media Center, from 7:00 a.m. to 3:00 p.m. Ms. Ruede shared during her presentation the myriad of resources available to students at the library. First off, Ms. Ruede is a wonderful resource for dance majors to consult. She is available for individual appointments and group appointments to help assist in research projects or to help students find resources related to dance.

When: Thursday, the 26th Day of September, 2013, 3:00pm – 4:15pm Where: The same location our class normally meets

The La Costa Canyon High School Winter Dance Recital was a fun and upbeat, communal experience that allowed the opportunity to watch fellow students excel in their own individual strengths. Each dance was creatively choreographed to portray a message whether slow or fast, happy or sad. The overall experience was enjoyable and definitely repeatable.

I attended UWM’s dance program from 2004-2008 where I made friends with Megan Zintek (to me, she’ll always be just Megs). When my daughter was 2 years old, I was looking for dance classes to put her in and discovered Megs had opened her own dance studio, Bella Via in Mequon. Thankfully my daughter inherited my dancer gene and still enjoys taking classes there. I’m so thrilled that a UWM graduate is using her arts degree and started a business that she is passionate about. I’m very proud of Megs.

Miller Street Dance Academy is a dance school that is located in Charlotte, North Carolina. This dance school was established in 1994. Miller Street Dance Academy teaches ballet, tap, jazz, hip hop, lyrical, pointe, tumbling, acro, cheer dance, and more. They are award winning and they provide expert instruction. Miller Street Dance Academy is certified by the Dance Masters of America.

The schedule of classes will be offered for one hour on Saturday afternoons from 1:00 p.m. to 2:00p.m. at the Parma site, Tuesday evenings from 7:00 p.m. to 8:00 p.m. at the May Dugan Center, and Thursday evenings from 7:00 p.m. to 8:00 p.m. at the Westlake location. The Program Director will be based out of the May Dugan location at present during course offerings. The Assistant Site Directors will also be present at their respective locations during course times. Each class will have one Educational Aide per 10 participants for a total of 2 Education Aides per classroom. The Education Aides will be selected from a established volunteer pool provided at by the May Dugan

event that Morgantown residents can always look forward to is the biannual performance of Morgantown Dance and the Morgantown Ballet Company at the Metropolitan Theater in downtown Morgantown. The programs vary, but every other year theater-goers can expect a performance in November of Tchaikovsky's Nutcracker, a classic tale of Clara, her Nutcracker Prince, and a magical journey to the Land of Sweets. In past productions, guest dancers from the Pittsburgh Ballet have taken part, allowing audience members to see professional dancers from a national company. Other performances at the Metropolitan Theater have included The Snow Queen, Alice in Wonderland, Snow White, and Romeo and Juliet. Each production has been a showcase of talent from

The Faculty Dance Concert was an entertaining event filled with a variety of dance styles. The show took place on Friday, November 6, 2015, at 7:30 in the evening, and was held in the Fullerton College Campus Theatre. The founding artistic director is Melanie Kay Rosa and the assistant artistic director is Lisa M. Anderson. The dance faculty choreographers are Lisa M. Anderson, Sarah Cashmore, Teresa Jankovic, and Melanie Kay Rosa. The four guest choreographers are Helen Gardea, Robert Laos, Devon Smith and Shawnee Amara Williams. The two student choreographers are Ashely Garcia and Madeline Young.

The New York City Ballet conducted a dance performance titled “New Beginnings” on the 57th floor of the Four World Trade Center in New York. The performance took place September 12th, 2013 and was intended to commemorate September 11th, 2001. A tragic event, such as September 11th, tends to leave a bitter taste in one 's mouth. The public is generally heartbroken, angry, and distressed. This performance seeks to influence the general US audience by using dance as a means of changing the perception of the aftermath of disaster. By following a narrative structure, the dance performance begins by setting the scene of New York City. The performance is then followed with analogies through dance designed to provide moments of action, climax, and resolution. The New York City Ballet uses pathos and an instance of logos through movements to enforce their attempt to alter one’s perspective. There is plenty of pathos used throughout the dance performance in order to motivate a change in thinking from the audience. I believe this strategy was extremely effective because by influencing how the audience emotionally reacts to the performance there is more likely to be a change in audience perception. The ballet incorporates inductive reasoning by taking the specific situation of September 11th and implying that, after tragedy, we will ultimately have a “new beginning”. I believe the logical appeal of this implication is effective because the audience is naturally inclined to believe if

Social Ballroom Dance Lessons with Roger & Claire Vaka is a dance school. It is located in Marshfield, Massachusettts. Roger, the instructor attended the Boston Conservatory of Music, Dance and Drama from 1962 to 1966. Claire began teaching ballroom in 1973. Their Social Ballroom Dances include fox trot, waltz, swing, quickstep, viennese waltz, polka, cha cha, and more. Their wedding classes are fun. The price for a wedding private lesson is $80 for 1 hour lesson, for 1 person or 1 couple.

The objective in lesson 1, we can see does not only broaden their understanding by introducing a new word and its meaning, but also demonstrates how this can become a stimulus for dance creation. As with lesson 2 they learn to use every day movements as a starting point for movement design and this is continued in lesson 3

Mrs. Lawrence frequently utilizes rhymes and actions, such as rhythm hand clapping to gain her student’s attention. She also uses songs to give students enough time to get their things together during lesson transitions or station transitions located throughout her classroom. The sayings and hand actions very catchy, and her signing was a great way to get students to take responsibility for themselves and to do as instructed.

The first reason why teachers should integrate dance into education is that dance increases students’ attention and reaches students of different learning types. One study was done to determine whether lessons that incorporate movement were effective at generating student’s situational interest. They compared the outcomes of movement and non movement lessons in second and third grade reading and math classes. The teachers provided one week of lessons that included movement and one week of lessons that did not. Students were asked to use their bodies to illustrate specific concepts they were taught. At the end of the study, the teachers rated students’ interest levels, and they found that students were more excited by and engaged in the lessons that integrated movement than those that did not. Surprisingly, they also found that the dancing did not hinder the amount of content learned during the lesson (Lindt and Miller). Dance could be a