Nt1310 Unit 4 Study Guide

Facilitating cooperation from 2nd grade classes, students engage in Irish dances, the community ballet forlicko performed special dances to Mexican folk music and the Palo Verde College Choir rendered selections

On April 14, 2017, my friend and I visited for the first time Salt Lake City Community College dance company’s annual performance. The show was presented at the Grand Theater at the South City Campus of the college. The performance’s name “Moving Words” imply what the audience was about to experience. “Moving Words” consists of 18 different dances and each of those dances brought a unique feeling to the overall performance. I thought that the dancers and choreographers have done an amazing job. However, after seeing all the different dances there were two that stuck together with me, because of the ideas and the morals these dances introduced.

Firstly, three of the dancers gave a short story about their history, some can trace their ancestry back to foreign countries, some just to the slave trade and some just know that their parents moved from one state over. Their statements all dealt very personal and added to the communal aspect of this particular multi-generational dance.

This level of learning is used throughout life as a child for learning/developing and as an adult for social purposes and building relationships. I felt that this article gave me a superior understanding of the ways a community can change a group of peoples lives through dance and learning. This article made me feel aware of the ways my nephew moves and learns. As a child, I took dance classes and after reading this article I realized how dance helped me develop into an adult. This article inspired me to understand that a child needs activity and I hope to promote that for my children one

In Mrs. Pollard’s room I witnessed several lessons that made me pay attention to the way they were addressing basic music competencies. For instance, there was one activity where Mrs. Pollard pretended to have a ‘mute button’ that she could press while the students were singing a song, at which point the kids would mouth

Consequently, because of the Chance to Dance Program, teachers have been trained in dance, students and

After evaluating student’s responses, it is important to recognize that teachers and directors have different perspectives and views. Mrs. Grizzle, the director here at VCMS, and three students were asked a series of questions regarding how music can help them and other students. Furthermore, Mrs. Grizzle has said, “ I hope that I impact students to have confidence in themselves, constantly work for improvement, and accept everyone.” This shows us just how much

After the teacher has song the entire song the teacher will play the pitch C again to gain a sense of the tonic once more then sing the following syllables ta ta ta ta ta ta ta-a ta ta ta ta ta ta ta-a moving his hand to indicate the different intervals. After the students have heard the song three times the teacher will count to establish a tempo then the students will use their hand to mimic what the teacher has just done. Once the students have sung this part correctly the teacher will then write the letters C C G G A A G, F F E E D D C on the chalk board then sing using the note names this time. After the third time the students will sing the using the correct hand movements to indicate the intervals with the letters.

once a week the students will practice music and dance with Ms. Linda from Lincoln center. The students will engaged in the lesson of Dancing around the campfire.

A survey course in East African dance with accompanying songs, music, and cultural contexts in which these dances originate. The course specifically offers knowledge and performance skills of traditional dance forms East Africa and methods for teaching these dances. It offers critical analysis of how these dances interact with cultural, social,

Students working individually or in small groups will develop a lip sync interpretation and dance routine to a selection of music no shorter than one minute in length. Students’ mouth and actions should re-enact the song lyrics and intention. All Songs must be of cleared by the teacher and not contain foul language or movement. The lip sync allows the student to create and develop movement for the stage and public performance in

Dance instruction will be conducted by Walter Pérez, dancer and instructor dedicated to teaching and promoting tango and other Latin social dances among diverse audiences, including schoolchildren, seniors, and people with physical and psychological challenges. He is currently offering classes at several senior centers in addition to dance residencies in New York City public schools. As a performer and dance teacher with over 20 years of experience, he has witnessed the trans-formative power of social dancing and its unexpected physical and mental health benefits.

After a water break, the class moved across the floor, which could be considered exploring the concept. He had students who had taken his class in the front line so the other students had the opportunity to observe the correct form before they did it. He started by putting the broken down steps form the warm up together and teaching them as moving steps rather than stationary. Though they were not simple movements, they were singular and done on both the right and the left sides. It is hard to tell when the switch from exploring to developing the concept technically happened, but his single moves became phrases across the floor as the tempo of the music increased. It is hard to tell what kind of coordination pattern best fits his personal movement vocabulary. However, the Cuckoo technique he taught was based in thrusting and swinging. African dance juxtaposes the hard energy of a thrust with the graceful musicality of a swing.

Next, the aspect of step-turn-step-clap going to the right, would be learned. After that, it would be added to all of the previous steps and the dancers would perform all the steps they learned in order, with the music. The same thing would occur when going to do the step-turn-step-clap on the left side and it would be added to all of the previous steps. Next, the performers would learn how to point up toward the ceiling and then down to the ground. This part of the dance would be practiced and then combined with all previous parts until it is learned. After pointing, they would learn how to roll their arms and pop their chest, or what is known as doing “the chicken”. This part of the dance would be practiced until it’s learned, then practiced all together with all of the movement they know this far. Lastly, the dance would be completed when the participants learn how to turn around themselves by moving their right leg front, back and to the side. Segmentation would be most effective because learning a dance has many parts and it is important to learn each part and then practice them all together so that the dance can be completed fully without

Philosophy of Music Education by Christina A. Schirf The solution for the best quality of life of future generations begins with a comprehensive, balanced education; an education promising reflection, expression, creation, and collaboration that readies a student capable of leadership within the global community. Society necessitates a strong standard of education. It is my philosophy that, to keep up with such a fast paced and competitive world, education needs to be equal in its attention to different subject areas. Mathematics, Earth Sciences, Physical Education, Music Education, etc, all deserve the opportunity and means to be an integral part of a student’s development as a global citizen. Music is an essential art that blends practiced technique with freedom of expression.