Dance At ELAPA
Dance Classes and After School Program Overview
School Day Classes:
9th and 10th Grade Dance/PE:
Students in grades 9 and 10 will be assigned to this class in order to fulfill one of the two years of required Physical Education requirements. This dance class is designed to introduce students to jazz, ballet, and contemporary dance techniques, with an emphasis on the dance elements that all dance forms have in common. Students will be given opportunities to learn dances, as well as to begin to create their own choreography as they work together with their peers. Students will also be working on improving their overall fitness level as they will be required to pass the Fitness Gram Physical Fitness Test. Dancers of all skill levels are welcomed into this class as differentiated learning strategies are used to help beginning, intermediate, and advanced dancers increase dance skills and technique.
CTE Beginning Dance and Advanced Dance
Students in grades 9-12 who are highly motivated in dance may chose to take these class which provide a more intense experience in dance technique and performance. These class must be taken as a sequence and count as an arts elective. Students in these classes will be expected to show a high level of effort and motivation in learning a variety of dance forms, as well as choreographing dances in small groups.
CTE Choreography and CTE Dance Company:
Students in grades 10, 11 and 12 may audition for these performance-focused dance classes. Members of the ELAPA Dance Company will be students who have shown a high commitment to dance at ELAPA; as well as excellent attendance, a positive attitude, and an ability to create dances both as a soloist and in a group. Both of these classes provide a more intense dance experience with high expectations for excellence in dance. Specific dance forms are studied such as ballet, jazz, contemporary, hip hop, and various cultural dances. Dancers in these classes will represent our school at many performances in our community. A special dance for PE class is also offered to Dance Company members who need to fulfill their PE credits.
(The Torres High School Dance Team):
Rhythm Impact is an after-school dance program at the East Los Angeles Performing Arts Magnet that works in partnership with EduCare and VS P.E.C. It's mission is to provide students with access to diverse, high quality, and vigorous dance training and performance opportunities that inspire creativity, self-expression, leadership, and achievement beyond the school day. Rhythm Impact students study the foundation and history of the original styles such as House, Locking, Whacking, and Hip Hop. Rhythm Impact is dedicated to the true expression and culture of Hip Hop! Rhythm Impact performs at school event, community performances, and local competitions.
Core Content Standards for Dance and Physical Education
California State Content Standards for Physical Education
Selected Standards for The East LA Performing Arts Academy
2.1 Participate in moderate to vigorous physical activity at least four days each week.
2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.
2.4 Use physical fitness test results to set and adjust goals to improve fitness.
2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs.
3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.
3.3 Identify and evaluate personal psychological responses to physical activity.
3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities.
3.5 Develop personal goals to improve one’s performance in physical activities.
National Core Content Standards for Dance
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
- Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent
- Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
Essential Question(s): What influences choice-making in creating choreography?
- Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.
- Construct an artistic statement that communicates a personal, cultural and artistic perspective
Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
- Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent
- Document a dance using recognized systems of dance documentation (for example, writing, a form of notation symbols, or using media technologies).
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
- Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance.
- Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms (for example, contrapuntal and/or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments.
- Modulate dynamics to clearly express intent while performing dance phrases and choreography. Perform movement sequences expressively using a broad dynamic range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression?
- Apply body-mind principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and discuss and analyze performance ability with others.
- Research healthful and safe practices for dancers and modify personal practice based on findings. Discuss how research informs practice.
- Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
Essential Question(s): How does a dancer heighten artistry in a public performance?
- Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Enhance
performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (resume, head shot, etc.) that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology.
- Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues.
Anchor Standard 7: Perceive and analyze artistic work
Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.
Essential Question(s): How is a dance understood?
- Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well-structured and meaningful choreography.
- Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology
Anchor Standard 8: Interpret intent and meaning in artistic work.
Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context.
Essential Question(s): How is dance interpreted?
- Analyze and interpret how the elements of dance, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. Use genre specific dance terminology
Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.
Essential Question(s): What criteria are used to evaluate dance?
- Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.
Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us?
- Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one’s own interpretation. Provide evidence to support one’s analysis.
- Collaboratively identify a dance related question or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
- Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate