Course title

Pre-requisite

Course description

COURSE CONTENT

A. Course Purpose. What is the purpose of this course?
Students obtain an introduction to dance vocabulary; choreography techniques; dance history; anatomy of a dancer; and injury prevention.
Students will study diverse regional dances and music of Mexico. Mexican folkloric dance terminology; history and music from a variety of an understanding of the similarities and differences between each region will be explored. Students will examine the influences of regional environment and the artistic interpretation of its people.
Students develop grace; flexibility; muscle tone; and cardiovascular fitness through creative expression using a variety of dance forms.

Students will gain the following knowledge and skills:

Dance elements
Movement
Rhythm
Tempo
Progression
Form
Space
Color
Flexibility
Balance
Intensity
Memorization
Posture
Terminology

Choreograph elements
Symmetrical
Asymmetrical
Individual
Collective
Traditional
Creative
Particpants
Movement patterns
Memorization
Time
Space
Force

Production Elements
Theatre
Alternative Venue
Presence
Make-Up
Costume
Accessories/prop
Vocab
Spatial Awareness

As a result students will be able to:

1. Learn basic vocabulary of Mexican Folklorico Dance
2. Execute basic patterns and combos
3. Connect basic patterns into movement sequences.
4. Identify/execute key vocabulary
5. Develop flexibility; muscle tone; muscle strength and muscle memory
6. Integrate Mexican Folklorico Dance with physical fitness
7. Build up self-confidence
8. Learn to collaborate with others
9. Develop responsibility and time management

B. Course Outline. Detailed description of topics covered.

C. Key Assignments: Detailed descriptions of the Key Assignments including tests; and quizzes; which should incorporate writing responses. How do assignments incorporate topics? Include all assignments that students will be required to complete.

D. Instructional Methods and/or Strategies
Sections B; C; and D have been combined; so the reader can easily see that the key assignments; assessments and instructional methods are directly aligned with the content standards. These are described in this course outline by semester.

Content standard; Key assignment (i); Instructional Methods and / or strategies n(ii)

BEGINNERS Semester One and Two

a. Standard 1.1 (A) Students will learn relevant basic warm-up exercises. Introduction to basic regional steps/movements. Learn beginner level complete dance routines through repetition.
i. Key assignments: Body stretches. Isolation and controlled movement. Exercise to a rhythmic cadence count. Associating verbal commands to the cadence counts; carretilla; zapateado and cepillado.

ii. Instructional Methods and/or Strategies: Worksheets and modeling on basic elements:
1. Isolation; rotation and controlled movements of head; torso and extremities.
2. Body posture
3. Contrary movements
4. Footwork
5. Spot turns technique
6. Cardiovascular workout
Call and Respond to warm-ups after a modeled routine. Accentuate and articulate correct footwork to cadence step or rhythmic sequences.
b. Standard 1.2 (A) Demonstrate in class knowledge and skill through class performance.
i. Key assignments: Demonstrate a sequence of body stretches; isolation exercises and a series of controlled movements.
ii. Instructional Methods and/or Strategies:
Execute the modeled warm-up routines. Accentuate and articulate modeled footwork and rhythmic sequences.
c. Standard 1.5 (A) Connect verbal and written words to steps and movement.
i. Key assignments: Convey the verbal terminology of dance verbally; written and demonstration.
ii. Instructional Methods and/or Strategies: Execute the step on command. Recall a given step of movement. Notate a given series of dance steps or movements.
d. Standard 2.2 (A) Identify elements of dance; such as rhythm; tempo. Develop spatial awareness; and dance notation to a given song.
i. Key assignments: Create a note book to help recognize footwork patterns and movements in time and space. Familiarize oneself with spatial awareness and diagram directional movements.
ii. Instructional Methods and/or Strategies:
1. carretillas
2. maquinita-redobles-trenecitos
3. volados-tijeras
4. paso borracho
5. zapateado
And a series of footwork rhythmic styles. Familiarize with stage placement and choreographies. Learn how to dance opposite or mirror your partner.
e. Standard 2.5 (A) Differentiate between various regional music and dance forms.
i. Key assignments: Listen to music from different regions of Mexico and be able to identify the style and major instruments for each genre.
ii. Instructional Methods and/or Strategies: Identify music from the following regions:
1. North
2. Central
3. East
4. West
5. South
f. Standard 2.6 (A) Learn to work with peers collectively through dance routines.
i. Key assignments: Develop trust amongst peers.
ii. Instructional Methods and/or Strategies:
1. work in pairs
2. peer teaching
3. work in small groups
4. identify roles
5. peer observation/recall/comments
g. Standard 3.1(A) Identify and Assimilate style differences between regional dance forms.
i. Key assignments: Connect dance forms with regional styles of music.
ii. Instructional Methods and/or Strategies:
1. North = Polkas; Huapango Norteño; Calabaceado; Chotis; Redova; Corridos
2. Central = Huapango; Cuadrillas; Son Zacatecano; Waltz;
3. East = Son Jarocho; Huapangos; Danzon
4. West = Jarabes; Sones; Gustos; Sones de Artesa/Tarima; Tixtla
5. South = Chilenas; Sones Isleños; Jaranas; Chontales; Bombas
h. Standard 3.2(A) Explore the relevance of traditional attire as it relates to its social and geographical environment.
i. Key assignments: Explore how traditional attire relates to its specific geographical environment.
ii. Instructional Methods and/or Strategies:
1. Compare and contrast different regions through a Venn Diagram.
2. Have students research their campus environment and design an outfit that takes into account their school landscape; vegetation; wildlife and climate. This attire will reflect the unique characteristics of their campus environment.
i. Standard 3.3(A) Research the geographical; historical and cultural context of the regional dances of Mexico.
i. Key assignments: Students will do a research paper (on a region of their choice; instructor should give a list of approved regions to research).
ii. Instructional Methods and/or Strategies:
1. Use of school and public library
2. Use of internet
3. Use of teacher resource library and handouts.
j. Standard 4.1(A) Compare and contrast two different regional dances.
i. Key assignments: Explore how a traditional dance relates to its specific geographical environment.
ii. Instructional Methods and/or Strategies:
Compare and contrast different regions through a Venn Diagram.
k. Standard 4.2(A) 4.2 Identify assessment criteria used for understanding performances of various folklorico dances.
i. Key assignments: Teacher generated rubrics
ii. Instructional Methods and/or Strategies:
1. Group rubrics
2. Individual rubrics
3. Couples rubrics
l. Standard 5.1(A) 5.1 Introduce the use of technology for self-evaluation.
i. Key assignments: Videotaping.
ii. Instructional Methods and/or Strategies:
1. Teacher videotapes
2. Peer/self-evaluation
m. Standard 5.2(A) 5.2 Explore concepts of anatomy; physiology; and health to the study and practice of dance techniques.
i. Key assignments: basic understanding of different muscle groups as they relate to dance movements
ii. Instructional Methods and/or Strategies:
1. isolation and control of various muscle moves
2. muscle memory
n. Standard 5.3(A) 5.3 Appraise and apply time management; listening; problem-solving; and teamwork skills learned in a dance group.
i. Key assignments: Performance preparation and time management
ii. Instructional Methods and/or Strategies:
1. Create a personal planner for a week
2. Incorporate time for folklorico practice

o. Standard 5.4(A) 5.4 Research the training or schooling needed to pursue a career in dance or related field.
i. Key assignments: Students will do a research paper.
ii. Instructional Methods and/or Strategies:
1. Use of school and public library
2. Use of internet
3. Use of teacher resource library and handouts.
4. Use of school counselors

School country

School state

School city

School / district Address

School zip code

Date submitted

Approved

Approved competency code

• FIAR
• 1 year of Fine Art

Approved date

Online / Virtual