For the remainder of the semester, dance students will focus on previously learned skills and ballet technique, demonstrate and apply knowledge of ballet vocabulary and terminology, as well as work on recall and memorization of the structure of a ballet class and ballet exercises. Dance students will study and write dance vocabulary definitions in their dance journals daily/weekly. Students will also review and work on Phantom of the Opera choreography at the end of each class as needed through May 5th. There will be an end of the year technique assessment and written vocabulary test that will count as their final exam grade.
Please see the overview of the class lesson plans  for April-May below.
​
BALLET A1
BARRE, CENTER AND ACROSS THE FLOOR EXERCISES
OBJECTIVE: To work on previously learned skills and ballet technique, demonstrate and apply knowledge of ballet vocabulary and terminology, work on recall and memorization of the structure of a ballet class and ballet exercises
The process of these student-directed exercises will challenge how well the students know their ballet terminology and recall ballet exercises. Dance captains will sharpen their leadership and demonstration skills.
PROCEDURE: The teacher (sub) will first read out the ballet steps in sequence to the Dance Captain and the class. Next, the class must execute the exercises with music, as the Dance Captain leads, calls out and demonstrates the exercises. All exercises have been previously done in class. This will
Dance Captains: Lathan Roberts, Halee Sharpe
Music: Dance Captain will find any Ballet class or CLASSICAL instrumental music selection on YouTube
 
I. BALLET BARRE WARM-UP
1.PLIES
-2 demi plies and one grand plie in 1st, 2nd, 4th and 5th position
-Turn and repeat other side
2. TENDUS
-from 5th position, 2 slow tendus, then 4 quick tendus, front, side, back, then side
-Turn and repeat other side
3. DEGAGES/EN CLOCHE
-same as tendus
4. ROND DE JAMBE
-from 5th position, 2 slow rond de jambs en dehors (outside), 4 quick rond de jambs en dehors (outside)
-repeat en dedans (inside)
-lift leg devant (front), bring leg to second position, 2 rond de jambs en lair (in the air)
-Turn and repeat other side
 
STUDENTS REMOVE BARRES

II. CENTER BALLET EXERCISES
STUDENTS SHOULD GET INTO THREE OR FOUR ROWS FACING THE MIRRORS, SPREAD OUT, CENTER FLOOR. DANCE CAPTAINS WILL STAND FRONT AND CENTER TO LEAD AND DEMONSTRATE.
 
1. Grand Battements
-from 5th position right foot in front, 4 grand battements (kicks) front, side, back, side
-back to 5th position left foot in front, repeat on the left side
2. Pirouettes
-from 5th position right foot in front
-on the right leg, second, fourth, passe, close 5th position
-on the left leg, second, fourth, passe, close 5th position
-repeat on the right leg, second, fourth, single pirouette (turn), close 5th position
-repeat on the left leg, second, fourth, single pirouette (turn), close 5th position
-repeat with double right and left
-repeat with single inside turn right and left
-soutenou
-repeat whole exercise beginning left
3. Center Tendus
-Tendu en Croix: From 5th, 2 tendus devant arms in 5th, 2 tendus a la seconde close front, back arms in 2nd, 2 tendus derriere arms in1st, 2 tendus a la second close back, front arms in 2nd, arms down to en bas to 1st, tendu devant 4 counts, lift leg 4 counts, balance 8 counts, passe, hold 3 eight counts
Repeat on left
4. Center Adagio Combo #1
Begin 5th, croise right side
-demi plie, port de bras, demi plie reverse port de bras
-tendu croise devant, close 5th, tendu croise derriere, close 5th, pas de bourrée
-Repeat croisé left side
5. Center Adagio Combo #2
-Tendu 2nd, closed 4th, 3 pirouettes, land croise L open 4th arms 4th allongé, tendu derriere en face, close 5th, breathe with port de bras en bas to first to second ,
Grande plie, balance, balance, tombe pas de bourrée,
Passe, devellope de vant, open leg to a la seconde, fouette to arabesque, releve en arabesque, bring leg through to 4th lunge,
Turn inside to tendu croise R, prep 4th to triple inside pirouette, land 4th croisé L, sous-sou, pas de bourrée
6. Petit Allegro Combo #1
-changement (4)
-echapppe saute (2)
-repeat
-changement (4)
-jeté R, L, R, L (4)
-changement (3)
-entrechat sis (front, back, front)
-glissade R, assemble, glissade L, assemble
 
III. ACROSS THE FLOOR BALLET EXERCISES
STUDENTS SHOULD GET INTO THREE VERTICAL LINES BY THE WINDOWED SIDE OF THE ROOM (near the cubbies) AND PREPARE TO MOVE ACROSS THE FLOOR, THREE STUDENTS AT A TIME. (Lines are to be straight and each line should be arms width apart.) STUDENTS SHOULD REPEAT EACH EXERCISE ON THE RIGHT AND THE LEFT SIDES. DANCE CAPTAINS WILL LEAD AND DEMONSTRATE ACROSS THE FLOOR FIRST.
1. Pique Turns
-2 piques, 2 pique turns, saute leap, to 4th position, double pirouette
-back to 5th position left foot in front, repeat on the left side
2. Chaines Turns
-2 chaines turns, step L, develop R, tombe, pas de bourre, glissade, pas de chat
-repeat whole exercise beginning left
3. Tombe, Pas de bourree, glissdae, jete Combination
-dance captain should call out and lead
4. Leaps
-continuous saut de chat leaps across the floor
 
IV. FLEXIBILITY STRETCHES
-students will do floor stretches on their own or with a partner for 5-10 minutes
 
AT THE COMPLETION OF ALL BALLET EXERCISES AND STRETCHES, STUDENTS WILL COMPLETE DANCE JOURNAL ACTIVITIES AND/OR ONLINE ASSIGNMENTS FOR THE REMAINDER OF THE CLASS PERIOD.

BALLET TERMINOLOGY                                              BALLET III/A1    
PART I: 4/25/17-4/28/17     
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
Demi: Half.
Petite: Small.
Grand: Large.
Adagio: Slow, sustained deliberate movements.
Allegro: Fast, rapid movements.
Port de bras: Movement of the arms.
En dedans: (inwards) any movement of a limb inwards towards the body.
En dehors: (outwards) any movement of a limb outwards away from the body
En croix: in the shape of a cross
Devant/En face: (forwards) directly facing the audience
Derriére: (rearwards) facing directly away from the audience
Croisée: Crossed
A Terre: On the floor
En Lair: In the air

BALLET TERMINOLOGY                                              BALLET III/A1    
PART 2: 5/2/17-5/4/17        
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
Rise: To slowly ascend to demi-pointe
Dégagé: To disengage
Battement Glisse: Glided or slipped
Battement Fondu: Sinking down or melting 
Rond de jambe: Round the leg, Circular movement of the leg
Grand battement: Large beating movement designed to loosen hip joints and develop strength and control in the turnout
Passé: To pass. A movement in which the foot of the working leg passes the knee of the supporting leg from one position to the other.
Pirouette: Whirl, spin, turn

BALLET TERMINOLOGY                                              BALLET III/A1    
PART 3: 5/9/17-5/12/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
Chassé: To chase
Jete’: To throw, thrown.
Developpe’: Developed.
Assemble’: Assembled or joining together.
Soutenus: Sustained.
Echappe’: Escaping or slipping movement.
Sur le coup-de-pied: On the neck of the foot. The working foot is placed on the part of the leg between the base of the calf and the beginning of the ankle
Pas de chat: Step of the cat
Changement de Pied: Change of the feet.

For the remainder of the semester, dance students will focus on previously learned skills and jazz dance technique, demonstrate and apply knowledge of dance vocabulary and terminology, as well as work on recall and memorization of the structure of a jazz dance class and jazz dance exercises. Dance students will finish up their Jazz Choreography projects as well as work on Dance Journal topics daily. These Jazz Choreography projects and Dance journal assignments will culminate in a two-part student presentation that will count as their final exam grade. Dance students will present their short dance pieces and participate in a modern improvisation piece during an in-class showcase at the end of the semester.
Please see the overview of the class lesson plans  for April-May below.
​
JAZZ DANCE A3
WARM-UP, CENTER AND ACROSS THE FLOOR EXERCISES
OBJECTIVE: To work on previously learned skills and jazz dance technique, demonstrate and apply knowledge of dance vocabulary and terminology, work on recall and memorization of the structure of a jazz dance class and dance exercises
The process of these student-directed exercises will challenge how well the students know their ballet terminology and recall ballet exercises. Dance captains will sharpen their leadership and demonstration skills.
 
PROCEDURE: The teacher will first read out the ballet steps in sequence to the Dance Captain and the class. Next, the class must execute the exercises with music, as the Dance Captain leads, calls out and demonstrates the exercises. All exercises have been previously done in class. This will
Dance Captains: Ter’Schard Harris, Cleo Atwater
Music: Dance Captain will find any appropriate (no cursing or inappropriate words, bad language or sexual lyrics) music selection on YouTube
 
I. WARM-UP
1. ISOLATIONS
-head rolls/roll downs
-shoulder rolls forward and back
-chest/torso isolations front, side, back, side
-hip isolations front side, back, side
2. PLIES
-2 demi plies and one grand plie
-parallel in 1st, 2nd, 4th, 5th positions
-turned out in 1st, 2nd, 4th, 5th positions
3. TENDUS
-from 5th position, 2 slow tendus, then 4 quick tendus, front, side, back, then side
-parallel front, side, back, side
-repeat from 5th position, 2 slow tendus, then 4 quick tendus, front, side, back, then side
-turned out front, side, back, side
4. LEG SWINGS/DEGAGES EN CLOCHE
-Right then left for eight counts each
-front, side, back, side on right leg then left leg
 
II. CENTER EXERCISES
STUDENTS SHOULD GET INTO THREE OR FOUR ROWS FACING THE MIRRORS, SPREAD OUT, CENTER FLOOR. DANCE CAPTAINS WILL STAND FRONT AND CENTER TO LEAD AND DEMONSTRATE.
 
1. Kicks/Grand Battements
-from 5th position right foot in front, 4 grand battements (kicks) front, side, back, side
-back to 5th position left foot in front, repeat on the left side
2. Turns/Pirouettes
Parallel
-from 5th position right foot in front
-on the right leg, second, fourth, passe, close 5th position
-on the left leg, second, fourth, passe, close 5th position
-repeat on the right leg, second, fourth, single pirouette (turn), close 5th position
-repeat on the left leg, second, fourth, single pirouette (turn), close 5th position
-repeat with double right and left
-repeat with single inside turn right and left
-soutenou
-repeat whole exercise beginning left
REPEAT ENTIRE EXERCISE TURNED OUT
 
5. FLEXIBILITY STRETCHES
-students will do floor stretches on their own or with a partner for 5-10 minutes
 
III. ACROSS THE FLOOR JAZZ EXERCISES
STUDENTS SHOULD GET INTO THREE VERTICAL LINES BY THE WINDOWED SIDE OF THE ROOM (near the cubbies) AND PREPARE TO MOVE ACROSS THE FLOOR, THREE STUDENTS AT A TIME. (Lines are to be straight and each line should be arms width apart.) STUDENTS SHOULD REPEAT EACH EXERCISE ON THE RIGHT AND THE LEFT SIDES. DANCE CAPTAINS WILL LEAD AND DEMONSTRATE ACROSS THE FLOOR FIRST.
1. Jazz walks, runs, pas de bourrees
-dance captain should call out and lead
2. Pique Turns
-2 piques, 2 pique turns, saute leap, to 4th position, double pirouette
-back to 5th position left foot in front, repeat on the left side
3. Chaines Turns
-2 chaines turns, step L, develop R, tombe, pas de bourre, glissade, pas de chat
-repeat whole exercise beginning left
4. Attitude jumps
-dance captain should call out and lead
5. Leaps
-continuous saut de chat leaps across the floor
-2nd leaps
-Calypsos
 
AT THE COMPLETION OF ALL BALLET EXERCISES AND STRETCHES, STUDENTS WILL COMPLETE DANCE JOURNAL ACTIVITIES AND/OR ONLINE ASSIGNMENTS FOR THE REMAINDER OF THE CLASS PERIOD.

JAZZ DANCE
DANCE JOURNAL TOPICS
Objective: The purpose of these journal assignments is to help further stimulate critical thinking skills, practice reflection, and to deepen student perspective. These components will help students to develop or strengthen their voice, which will contribute to their growth as articulate young artists. These topics will serve as the catalyst for student expression through dance, of their views on these topics as well as various other social issues, and for generating stories through movement. These exercises will culminate in an in-class jazz improvisation showcase that the students will participate in at the end of the semester.
Procedure: You will take the last 30 minutes of class to write in your dance journal. The front portion of your journal is where you will write short essays explaining your perspective on given topics.
 
Journal 1 ALREADY COMPLETED
Why do you think building a sense of community is good? What are some benefits of building a community? How can you contribute to building a greater sense of community within the dance program? Think of some things you can do to help.
Journal 2 (4/24, 4/26)
How can you contribute to a good learning environment? What good does it do for you?
Journal 3 (5/1, 5/3)
What does it make you think and how do you feel when you see students being rude to each other and/or your teachers? How does it make you feel when students do things they shouldn't do at school like being disrespectful, not following directions, fighting, etc.?
Journal 4 (5/8, 5/10)
What can you contribute to your school? What are the benefits of giving back to your school? How excited are you to participate in other school events?

For the remainder of the semester, dance students will focus on previously learned skills and ballet technique, demonstrate and apply knowledge of ballet vocabulary and terminology, as well as work on recall and memorization of the structure of a ballet class and ballet exercises. Dance students will also study and write dance vocabulary definitions in their dance journals daily/weekly.
Please see the overview of the class lesson plans  for April-May below.

BALLET B1 and B2
BARRE, CENTER AND ACROSS THE FLOOR EXERCISES
OBJECTIVE: To work on previously learned skills and ballet technique, demonstrate and apply knowledge of ballet vocabulary and terminology, work on recall and memorization of the structure of a ballet class and ballet exercises
The process of these student-directed exercises will challenge how well the students know their ballet terminology and recall ballet exercises. Dance captains will sharpen their leadership and demonstration skills.
PROCEDURE: The teacher (sub) will first read out the ballet steps in sequence to the Dance Captain and the class. Next, the class must execute the exercises with music, as the Dance Captain leads, calls out and demonstrates the exercises. All exercises have been previously done in class. This will
Dance Captains: B1: Carissa Griffin, Zemirah Griffin, B2: Victoria Fountain, Jada Hall
Music: Dance Captain will find any Ballet class or CLASSICAL instrumental music selection on YouTube
 
I. BALLET BARRE WARM-UP
1.PLIES
-2 demi plies and one grand plie in 1st, 2nd, 4th and 5th position
-Turn and repeat other side
2. TENDUS
-from 5th position, 2 slow tendus, then 4 quick tendus, front, side, back, then side
-Turn and repeat other side
3. DEGAGES
-same as tendus
4. ROND DE JAMBE
-from 5th position, 2 slow rond de jambs en dehors (outside), 4 quick rond de jambs en dehors (outside)
-repeat en dedans (inside)
-lift leg devant (front), bring leg to second position, 2 rond de jambs en lair (in the air)
-Turn and repeat other side
 
STUDENTS REMOVE BARRES

II. CENTER BALLET EXERCISES
STUDENTS SHOULD GET INTO THREE OR FOUR ROWS FACING THE MIRRORS, SPREAD OUT, CENTER FLOOR. DANCE CAPTAINS WILL STAND FRONT AND CENTER TO LEAD AND DEMONSTRATE.
1. Grand Battements
-from 5th position right foot in front, 4 grand battements (kicks) front, side, back, side
-back to 5th position left foot in front, repeat on the left side
2. Pirouettes
-from 5th position right foot in front
-on the right leg, second, fourth, passe, close 5th position
-on the left leg, second, fourth, passe, close 5th position
-repeat on the right leg, second, fourth, single pirouette (turn), close 5th position
-repeat on the left leg, second, fourth, single pirouette (turn), close 5th position
-repeat with double right and left
-repeat with single inside turn right and left
-soutenou
-repeat whole exercise beginning left
III. ACROSS THE FLOOR BALLET EXERCISES
STUDENTS SHOULD GET INTO THREE VERTICAL LINES BY THE WINDOWED SIDE OF THE ROOM (near the cubbies) AND PREPARE TO MOVE ACROSS THE FLOOR, THREE STUDENTS AT A TIME. (Lines are to be straight and each line should be arms width apart.) STUDENTS SHOULD REPEAT EACH EXERCISE ON THE RIGHT AND THE LEFT SIDES. DANCE CAPTAINS WILL LEAD AND DEMONSTRATE ACROSS THE FLOOR FIRST.
1. Pique Turns
-2 piques, 2 pique turns
-back to 5th position left foot in front, repeat on the left side
2. Chaines Turns
-continuous chaine turns all the way across the floor
-repeat whole exercise beginning left
3. Tombe, Pas de bourree, glissdae, jete Combination
-dance captain should call out and lead
4. Leaps
-continuous leaps across the floor
IV. FLEXIBILITY STRETCHES
-students will do floor stretches on their own or with a partner for 5-10 minutes
 
AT THE COMPLETION OF ALL BALLET EXERCISES AND STRETCHES, STUDENTS WILL COMPLETE DANCE JOURNAL ACTIVITIES AND/OR ONLINE ASSIGNMENTS FOR THE REMAINDER OF THE CLASS PERIOD.

B1
BALLET TERMINOLOGY                                              BALLET II
Part 1: 4/25/17-4/28/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
Demi: Half.
Petite: Small.
Grand: Large.
Adagio: Slow, sustained deliberate movements.
Allegro: Fast, rapid movements.
Port de bras: Movement of the arms.
En dedans: (inwards) any movement of a limb inwards towards the body.
En dehors: (outwards) any movement of a limb outwards away from the body
 
BALLET TERMINOLOGY                                              BALLET II
Part 2: 5/2/17-5/4/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
En croix: in the shape of a cross
Devant/En face: (forwards) directly facing the audience.
Derriére: (rearwards) facing directly away from the audience.
Croisée: Crossed
Dégagé: To disengage
Battement Fondu: Sinking down or melting.
Rond de jambe: Round the leg, Circular movement of the leg.
Grand battement: Large beating movement designed to loosen hip joints and develop strength and control in the turnout.

BALLET TERMINOLOGY                                              BALLET II
Part 3: 5/9/17-5/12/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
Passé: To pass. A movement in which the foot of the working leg passes the knee of the supporting leg from one position to the other.
Pirouette: Whirl, spin, turn
Chassé: To chase
Jete’: To throw, thrown.
Developpe’: Developed.
Assemble’: Assembled or joining together.
 
B2
BALLET TERMINOLOGY                                              BALLET I
Part 1: 4/25/17-4/28/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
Demi: Half.
Petite: Small.
Grand: Large.
Adagio: Slow, sustained deliberate movements.
Allegro: Fast, rapid movements.
Pas: Step.
Bras: Arms.
Port de bras: Movement of the arms.

BALLET TERMINOLOGY                                              BALLET I
Part 2: 5/2/17-5/4/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
Dégagé: To disengage
Rond de jambe: Round of the leg
Grand battement: Large beating
Passé: To pass
Pirouette: Whirl, spin, turn
Chassé: To chase
Jete’: To throw, thrown.

BALLET TERMINOLOGY                                              BALLET I
Part 3: 5/9/17-5/12/17
Please write the ballet terms and definitions in your dance journals. When you are done, return the worksheet to your teacher or sub. There will be a vocabulary test at the end of the semester.
 
En dedans: (inwards) any movement of a limb inwards towards the body.
En dehors: (outwards) any movement of a limb outwards away from the body
En croix: in the shape of a cross
Devant/En face: (forwards) directly facing the audience.
Derriére: (rearwards) facing directly away from the audience.
Croisée: Crossed
​

For the remainder of the semester, dance students will focus on previously learned skills and modern dance technique, demonstrate and apply knowledge of dance vocabulary and terminology, as well as work on recall and memorization of the structure of a modern dance class and modern dance exercises. Dance students will finish up their Modern Choreography projects as well as work on Dance Journal topics daily. These Modern Choreography projects and Dance journal assignments will culminate in a two-part student presentation that will count as their final exam grade. Dance students will present their short dance pieces and participate in a modern improvisation piece during an in-class showcase at the end of the semester.
Please see the overview of the class lesson plans  for April-May below.

MODERN DANCE B4
CENTER EXERCISES
OBJECTIVE: To work on previously learned skills and modern dance technique, demonstrate and apply knowledge of dance vocabulary and terminology, work on recall and memorization of the structure of a modern dance class and modern dance exercises
The process of these student-directed exercises will challenge how well the students know their dance terminology and recall dance exercises. Dance captains will sharpen their leadership and demonstration skills.
PROCEDURE: The teacher will first read out the dance steps in sequence to the Dance Captain and the class. Next, the class must execute the exercises with music, as the Dance Captain leads, calls out and demonstrates the exercises. All exercises have been previously done in class.
Dance Captain: MARIDETH READ
Music: Find any instrumental, appropriate music selection on YouTube, etc.
 
MODERN CENTER WARM-UP
1.HEAD ROLLS/ROLL DOWNS
 2.PLIES
-parallel in 1st, 2nd, 4th, 5th positions
-turned out in 1st, 2nd, 4th, 5th positions
3. TENDUS
-parallel front, side, back, side
-turned out front, side, back, side
4. DEGAGES
-same as tendus
5. BATTEMENTS
-same as tendus and degages
6. FLOOR STRETCHES (5-10 minutes)
-spirals
-contractions
-partnered stretches

AFTER ALL EXERCISES AND STRETCHES, STUDENTS WILL COMPLETE DANCE JOURNAL ACTIVITIES AND/OR ONLINE OR CHOREOGRAPHY ASSIGNMENTS FOR THE REMAINDER OF THE CLASS PERIOD.

MODERN DANCE B4
CHOREOGRAPHY PROJECT ASSIGNMENTS
All assignments have been posted and completed online in itsLearning
​
MODERN DANCE B4
DANCE JOURNAL TOPICS
Objective: The purpose of these journal assignments is to help further stimulate critical thinking skills, practice reflection, and to deepen student perspective. These components will help students to develop or strengthen their voice, which will contribute to their growth as articulate young artists. These topics will serve as the catalyst for student expression through dance, of their views on these topics as well as various other social issues, and for generating stories through movement. These exercises will culminate in an in-class modern improvisation showcase that the students will participate in at the end of the semester.
 Procedure: You will take the last 30 minutes of class to write in your dance journal. The front portion of your journal is where you will write short essays explaining your perspective on given topics. 
Journal 1 ALREADY COMPLETED
Why do you think building a sense of community is good? What are some benefits of building a community? How can you contribute to building a greater sense of community within the dance program? Think of some things you can do to help.
Journal 2 (4/25, 4/27)
How can you contribute to a good learning environment? What good does it do for you?
Journal 3 (5/2, 5/4)
What does it make you think and how do you feel when you see students being rude to each other and/or your teachers? How does it make you feel when students do things they shouldn't do at school like being disrespectful, not following directions, fighting, etc.?
Journal 4 (5/9, 5/11)
What can you contribute to your school? What are the benefits of giving back to your school? How excited are you to participate in other school events?
​