APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK

Transcription

1 APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK Course Title: Mexican Folkdance, Culture, and Music III Course Number: Department: Modern, Classical, and Native Languages ADS Number: Prerequisites: Successful completion of Mexican Folkdance, Culture, and Music II Length of Course: One Year Credit/PRI Area:.50 per Sem./Elective credit Grade Level(s): Important Notes: There may be a fee assessed for the maintenance, upkeep, and repair of costumes and equipment. Specific dancewear, shoes, and garment bags may be required. COURSE DESCRIPTION: Mexican Folkdance, Culture, and Music III provides the student with the opportunity to develop showmanship qualities and leadership roles when planning and participating in performances. The student demonstrates the knowledge and integration of essential dance performance, the skills and technical demands unique to dance, the expertise to select dance music, and the understanding of the roles ethnicity, gender, socio-economic class, gender, and physical condition play in Mexican dance. References in parentheses following each performance standard refer to and are aligned with the New Mexico Modern, Classical, and Native Languages Content Standards (NM) and the National Standards for Foreign Language Learning (NSFLL), and the New Mexico Arts {Dance} Content Standards and Benchmarks (NMA-D). MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

2 STRATEGIES: The Illustrations column provides exemplars of the performance standards, strategies, and best practices suggested by the teachers of Mexican Folkdance Culture and Music in the Albuquerque Public Schools and the guidelines of the New Mexico Arts Content Standards and Benchmarks, New Mexico Modern, Classical, and Native Languages Content Standards, and the National Standards for Foreign Language Learning. ASSESSMENTS: The Illustrations column also incorporates a variety of assessments and check for items suggested by teachers. Assessments include: authentic and performance-based assessment, cooperative learning, teacher observation, checklists, rubrics, tests and exams, writing, individual and peer conferences, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS: Crâonica histâorica del huapango huasteco veracruzano : trovas, musica, danza y tradiciones by Patricia del Carmen Florencia Pulido Publisher: Gobierno del Estado de Veracruz, Secretarâia de Educaciâon y Cultura; ASIN: ; 1. ed. Edition Danzas regionales del Estado de Mâexico by Ma. del Socorro Caballero Publisher: s.n.; ASIN: ; 1a ed. edition Estudios de cultura popular by Eduardo Matos Moctezuma Publisher: Instituto Nacional Indigenista; ASIN: ; How to Perform the Dances of Old Mexico: A Manual of Their Origins, Legends, Costumes, Steps, Patterns, and Music by Norma Schwendener Publisher: Blaine/Ethridge Books; ASIN: ; (June 1975) Mexican Folk Dances (World Dance Series) by Debbie Cavalier (Editor), Edward B. Jurey (Editor), Maria Arias Cruz Publisher: Warner Brothers Publications; ISBN: ; Book & Cd edition (July 1994) Mexican Folk Dance by Vicki Corona Publisher: Earth Dance International Publishing; ISBN: ; 1st edition (October 1989) SUGGESTED TITLES/AUTHORS WEB SITES: This site is a guide to the culture surrounding Mexican folkdance and includes a directory of regional dances and events. This site has links that emphasize Mexican culture, music, dance, folklore and more. This site describes and gives examples of dances from various Mexican regions. Approved by HSCA: MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

3 STRAND I: ESSENTIAL SKILLS AND TECHNIQUES CONTENT STANDARD: The student learns and develops the essential skills and technical demands unique to Mexican dance choreography and culture. BENCHMARK: The student identifies and performs complex movement sequences from different Mexican dance regions or traditions. NOTE: All of the performance standard throughout this document may be performed and assessed in English and/or Spanish. 1. Creates interaction opportunities for different dances in terms of cultural heritage (e.g., music), physical and emotional attributes, and other distinguishing characteristics (NM-4A.1; NSFLL-2; NMA-D6). 2. Applies learned technical knowledge and skills to create a performance (NM-6A.2; NSFLL-2; NMA-D1). 3. Demonstrates the ability to listen to, and reacts to other dancers in rehearsal and in performance (NM-6A.2; NSFLL-3; NMA-D2). NOTE: Illustrations include suggested activities for attaining each performance standard. A check for ( ) refers to a key feature to look for while assessing student performance The student performs a courtship dance (e.g., Las Alazanas, La Culebra, Los Machetes, El Son de la Negra, El Tirador La Botella, El Jarabe Tapatio, La Madrugada, El Polvorete, and El Tranchete. He/she utilizes costumes, accessories, facial expressions, footwork and skirtwork. wide range of movement skills successful and accurate manifestation of character correct use of a variety of technical elements interaction opportunities during performance ability to continue with performance when other dancers err in movement MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

4 STRAND II: CREATIVE PROCESS CONTENT STANDARD: The student demonstrates an understanding of the dynamics of the creative process of Mexican dance through music, choreography, footwork, and skirtwork to express ideas. BENCHMARK: The student identifies, applies, and demonstrates the choreographic principles and processes to express a variety of Mexican dance styles. 1. Performs, responds, and interprets a meaningful dance sequence using a theme (NM-1A.1; NSFLL-2; NMA-D2). 2. Reports to an audience how chosen movements help create/enhance the meaning of a dance presentation (NM-2A.1; NSFLL-3; NMA-D2). 3. Analyzes the moods or emotional qualities of different kinds of dance (NM-2B.1; NSFLL-4; NMA-D2) The female student performs with other females Las Brujas - an allfemale corps of dancers who delicately balance a lit candle on their heads as they glide in unison to the bewitching Veracruz legend of the good witches of Veracruz. The light on their heads represents the light of their souls and the swaying of the beautiful white Veracruz skirts represents the gentle motion of the waves on the waterfront. Performed in near darkness, the dance gives the illusion of distant lights floating on the Veracruz ocean by night. Prior to the performance, a spokesperson for the group provides a show and tell presentation to educate the audience on the dance. costuming, including candles on each performer s head designated movement to create mood and illusion 4. Demonstrates a structured dance sequence (NM-2B.1; NSFLL-2; NMA-D4). 5. Designs and plans a variety of dance performances (NM-2B.1; NSFLL-3; NMA-D4) The student selects brief dance sequences from a variety of Mexican cultural regions (e.g., Veracruz - La Bamba, La Morena, La Bruja, El Tilingo Lingo, La Iguana, El Zapateado; Chihuahua - La Capsula, Pecas, Jesusita en Chihuahua, Santa Rita; Aztec - El Paso de Camino, Pilmatzitzin). He/she researches the origins, the costumes, the dance techniques, and the music for each dance. The student completes a written plan/program for the dance performance including the order of the dance performances, the music used, and a brief history of each dance. He/she presents a sequence to the class. dance has a beginning, middle, and end fitting choreography complete and useful plan that can be used by others MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

5 STRAND III: PERFORMANCE EVALUATION CONTENT STANDARD: The student observes, discusses, analyzes, and makes constructive judgments about Mexican dance performance. BENCHMARK: The student identifies, develops, and applies a set of criteria for evaluating dance. 1. Describes and analyzes the effect of publicity, support materials and physical environments on audience response and appreciation (NM-6A.1; NSFLL-3; NMA-D5). 2. Defends a selection of a particular dance interpretation and performing it (NM-6A.1; NSFLL-3; NMA-D5). 3. Develops criteria to evaluate artistic performances (NM-6A.1; NSFLL-3; NMA-D5). 4. Articulates personal evaluation of dance work comparing perceived artistic intent with production achievement (NM-6A.1; NSFLL-3; NMA-D5). 1. The student designs a survey to be given to attendees of a dance performance. The survey questions include how the attendee heard about the program, how comfortable the attendee was during the performance (e.g., personal space, comfort of seats, room temperature) available parking, greeter personality, or what improvements are needed for the next performance to make the experience exceptional. construction of survey question correct analyses of attendee responses 2 4. The student performs a solo dance sequence based on a dance he/she researched and had not yet been demonstrated in class. The dancer provides the audience with a show and tell presentation prior to the performance. The performance is taped and evaluated by students and performer using previously developed dance evaluation criterion. appropriate application completion of student developed evaluation form appropriate elements of dance evaluation self reflection in evaluation MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

6 STRAND IV: CULTURE CONTENT STANDARD: The student shows increased awareness of diverse peoples and cultures through Mexican dance. BENCHMARK: The student understands, applies, and demonstrates the knowledge of the traditions of Mexican dance. 1. Performs and discusses folk and social dances that reflect similarities and differences in styles from various regions of Mexico (NM-2A.1; NSFLL-2; NMA-D6). 2. Examines how dance forms develop in response to cultural needs (NM-2B.1; NSFLL-2; NMA-D6). 1. The student selects folkdances from two or three regions, researches each, and presents a demonstration of each. The dance regions are Aguascalientes, Distrito Federal, Morelos, Sinaloa, Baja Calif. Norte, Durango, Nayarit, Sonora, Baja Calif. Sur, Estado de Mexico, Nuevo Leon, Tabasco, Campeche, Guerrero, Oaxaca, Tamaulipas, Chiapas, Guanajuato, Puebla, Tlaxcala, Chihuahua, Hidalgo, Queretaro, Veracruz, Coahuila, Jalisco, Quintana Roo, Yucatan, Colima, Michoacan, San Luis Potosi, and Zacatecas. effective presentation 2. After the presentation of all the dances, the student refers to a visual aid he/she created that shows the similarities and differences (e.g., origin of dance, culture of region, dance elements, costumes, footwork and skirtwork) of each dance. correct information presented to the class accurate depiction of dance accurate information on visual aid MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

7 STRAND V: CONNECTIONS CONTENT STANDARD: The student integrates understanding of Mexican dance by seeking connections in a variety of ways. BENCHMARK: The student identifies and explores how school, work, and community interrelate with Mexican dance. 1. Explores commonalties and differences among dances and other disciplines (NM-6B.1; NSFLL-3; NMA-D3). 2. Recognizes challenges facing professional performers in maintaining healthy lifestyles (NM-6B.1; NSFLL-3; NMA-D3). 1. The student presents a T-chart or appropriate graphic organizer comparing dance with one other art form (e.g., music, theater, or visual art). Elements to compare may include essential skills and technical demands unique to each art, how each express ideas, what the dynamics of the creative process are, how to make critical judgement about the artistic works, or how different cultures view the arts. The student presents the findings to the class. accurate similarities and differences of selected art use of presentation techniques 2. The student develops a health chart showing how a particular positive or negative health habit affects the lifestyle of a dancer and what a dancer must do to maintain a healthy lifestyle. Topics may include diet (nutritious vs. junk food), substance abuse (alcohol, tobacco, and drugs); adequate sleep vs. sleep depravation, or good and bad stress indicators. The findings are presented to the class. accurate information presentation techniques intelligent and sensible suggestions to a healthy lifestyle 3. Develop dance performances that include other content areas (NM-6B.1; NSFLL-3; NMA-D3). 3. Teaming up with a social studies class, the student collaborates with members of the other class to develop a historically accurate dance performance popular during a specify decade (e.g., Enlightenment waltz; 1920 s the jitterbug). accuracy of research about the dance correct demonstration of the dance steps correct use of costuming and music MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03

8 4. Locates dance resources in the community (NM-7B.1; NSFLL-2; NMA-D7). 4. The student helps creates a directory of dance resources available both locally and nationally. Research includes using hard print directories as well as the Internet. Resources are categorized into sections (e.g., costuming, music, dancewear, performing groups, education resources). Suggested of information to be included in the directory are full business name, address, phone number, website address, and . up to date business information and products correct spelling user friendly design presentation of directory 5. Researches a specific location (i.e., city) for performance or career opportunities (NM-7C). 5. Using trade magazines or major city newspapers, the student researches performance or employment opportunities in a major metropolitan area. The research includes type of performance group, dance(s) it incorporates, educational background needed, pay and benefits, and other detail appropriate for the specific situation. He/she prepares a portfolio on performances, a résumé and cover letter and presents it to Level III and IV students who act as an interview committee to determine the readiness of the student to apply for the dance position. correct and completed form of résumé and cover letter professional level portfolio appropriate answers to interview questions MEXICAN FOLKDANCE, CULTURE, AND MUSIC III Albuquerque Public Schools 02/03