Dance In Western Culture

I. Introductory Information:

A. Department: Performing Arts: Dance, Music, & Theatre

B. Department Catalog Number: DANC3--

C. Course Title: Dance In Western Culture

D. Credits in Semester Hours: 3

E. Contact Hours per Week: 3

F. Restrictions upon Enrollment: None

G. Overlays: Writing Emphasis (WE)

II. Course Description:

Through theoretical analysis and practical application this course examines the historical development of Western theatrical dance from European peasants to Renaissance Court dances to trends in the 21^st Century. Socio-cultural influences and contributions of artists are investigated, including the religious, political, and performative functions of dance in Western Culture. This will serve as a General Education requirement.

III. Exposition:

A. Upon completion of this course, students will be able to do the following:

1. Demonstrate a broader understanding of dance as an art form and humanity during the development of Western Culture.

2. Perform dances that represent significant historical eras and understand their socio-cultural impact on their inherent societies.

3. Demonstrate a sound understanding of cultural and aesthetic development of dance in Western Culture from the 1500s to the

present.

4. Demonstrate the ability to contextualize dance as a cultural practice.

5. Demonstrate higher-order critical thinking skills (Analysis, synthesis, application, and evaluation).

6. Develop acute observational skills and formal analysis skills.

7. Speak intelligently about the basic concepts of dance in Western Civilization during the following eras: Renaissance, Baroque,

Classicism, Romanticism, Modernism, and Post-Modernism.

8. Demonstrate a synthesis of learning and an increasingly aesthetic sensitivity evidenced through examination, essay, journal, and

performance formats.

9. Describe the roles of male and female dancers during the development of dance in Western Civilization.

10. Compare the role and significance of dance in different religious, social, historical, cultural, and political contexts.

11. Identify leading figures of dance and their contributions to the development of their art form.

B. Activities and Requirements:

1. Students will attend class and participate in all class activities dancing, discussions, and creative problem solving.

2. Students will gain a thorough grasp of dance in both a theoretical and an applied context through lectures, group discussions,

small group activities, and dancing.

3. Dance writing skills will be developed in response to research assignments, videos, class discussions, and /or live performances.

C. Major Units and Time Allotted: (45)

1. Renaissance Era (3)

a. Catherine De Medici

b. Ballet Comique de la Reine

1. Political significance

2. Synthesis of the arts

3. Humanist scholars

c. Court Spectacles

d. Dance for the court of Queen Elizabeth (1553-1603)

e. Beginning of Ballet in Italian courts 16^th Century

f. 16^th Century court dances

1. Pavanne and Galliard

2. Courante

2. Dance for Royal Courts of Louis XIV (1638-1715) (6)

a. Dancing Masters for Louis XIV

b. Stylish court dances

1. Minuet

2. Country Dances

c. The onset of Academies

1. Academie de Musique

2. Acedemie de danse

d, The Birth of the Paris Opera Ballet 1713

3. Classicism (6)

a. Rise of the Ballerina

1. Marie Bonfanti

2. Marie Camargo

b. Father of Classicism – Marius Petipa

1.Formula Ballets

2.Pas De Deux

b. Famous Ballets

1.”Swan Lake”

2.”Don Quixote”

3.”The Nutcracker”

4. “Firebird”

4. Romanticism (6)

a. Effect of Industrial Revolution

b. Theophile Gautier – Onset of Dance Criticism

c. Marie Taglioni vs. Fanny Elssler

d. Phillipe Taglioni – “La Sylphide”

e. Jules Perrot

f. “La Quatre”

g. “Giselle”

5. The Diaghilev Era (6)

a. Serge Diaghilev - Sensationalism

b. Ballet Russes

c. Anna Pavlova – “The Dying Swan”

d. Michel Fokine – “Les Sylphides”

e. Vaslav Nijinsky

1.”La Sacre du Printemps” - Stravinsky

2.”Jeux”

3.”Afternoon of the Fawn” - Debussy

4. Modernism (6)

a. Isadora Duncan - Women’s Rights

b. Loie Fuller – Advancement of Technology

c. Decline of Vaudville Circuit – Irene and Vernon Castle

d. Birth of Modern Dance

1. Denishawn

2. Martha Graham

3. Doris Humphrey

4. Charles Weidman

5. Effects of World Events on Dance (3)

a. The Depression

b. Dance Marathons

c. Government support

d. Censorship

e. World War I and World War II

6. Neo-Classicism (6)

a. George Balanchine

b. Development of an American school and company

1. Jerome Robbins

2. Agnes De Mille

c. Famous Ballets

1. “Agon”

2. “Apollo”

3. “La Serenade”

4. “Western Symphony”

7. Post-Modernism (3)

a. Judson Church

b. Effects of Grass Roots Politics

c. Redefining dance

d. Famous Dancers and Choreographers

e. Contact improvisation

D. Materials and Bibliography

1. Suggested textbooks:

Anderson, Jack. Ballet and Modern Dance: A Concise History. (Hightstown, NJ: Princeton Book

Company Publishers, 1996).

Jowitt, Deborah. Time and the Dancing Image. ( New York City: Routledge Press. 1992).

2. Suggested Materials and Bibliographic Support:

Anderson, Jack. The world of Modern Dance: Art without boundaries. (Iowa City:

University of Iowa Press, 1997).

Brown, Jean M., ed. The Vision of Modern Dance. (Princeton: Princeton

Book Company, 1979).

Humphrey, Doris. The Art of Making Dances. (New York: Holt,

Rinehart and Winston, 1959).

Jowitt, Deborah. Fifty Contemporary Choreographers. . ( New York City: Routledge Press. 1999).

Jowitt, Deborah. Terpsichore in Sneakers. ( New York City: Routledge Press. 1994).

Mazo, Joseph H. Prime Movers: The Makers of Modern Dance in

America. (Princeton: Princeton Book Company, 1977).

McDonagh, Don. The Rise and Fall of Modern Dance. (New York:

Outerbridge and Dienstfrey, 1970).

Siegel, Marcia. The Shapes of Change: Images of American Dance.

Sorell, Walter. Dance In Its Time. ((Princeton: Princeton Book Company, 1981).

Terry, Walter. Frontiers of Life. (New York: Thomas Y. Crowell

Co., 1975).

Terry, Walter. The Dance in America. (New York: Harper & Row,

1971).

IV. Standards and Assessment

The final course grade may be a compilation of grades derived from:

1. Observation of classroom performance, technical assessments, competency, and improvement during the semester.

2. Student preparation for all assignments.

3. Active participation in all class activities.

4. Completion of all required assignments.

5. Examination scores inclusive of written papers, journals, and research assignments.

Grades will be in accordance with University Policy

V. Rationale and Impact:

This course is designed to provide a strong theoretical and practical understanding of how dance evolved in Western Culture. Movement is a common thread that sews all of humanity together. Through the study of dance, one can learn to observe, analyze, document, synthesize, and integrate both theoretical and applied knowledge for a better understanding of self and others as one develops as a total being. This course will present dance within a cultural and historical context. This course will serve as a foundation course for building a Dance Minor and eventually a Dance Major at Lock Haven University of Pennsylvania. It will enhance the curriculum of the university by providing another avenue of learning in the fine arts. It will also serve as a Writing Emphasis Overlay.

VI. Cost and Staff Analysis

Staff and materials are available. Alternative locations for this class until a space is designed and built, include Price Performing Arts Center or Rogers Gymnasium.

This course is expected to be offered every Spring semester.

VII. _____________________________________ __________________

Approval of University President Date