This course emphasizes the development of technical proficiency (ASL, body movement, sense of rhythm) and the creation and presentation of complex compositions. Students will acquire increasingly difficult technical skills; assume leadership as dancers, choreographers, and production personnel; fusion of ASL with one or more world dance forms; analyse and evaluate dance performances; and study historical and cultural aspects of ASL dance in North America and other parts of the world.Note: In dance, the medium of expression is movement, the instrument is the human body and the guide is the musical rythms. A large percent of Deaf individuals rely on visual cues & contact with other performers, counting to the beats and vibration created by the music as their guide to dancing. This presents an opportunity for students to integrate their own understanding and appreciation of ASL dance including their ASL dance skills through creative and expressive dance. Reference: For a list of links, please click on “Dance Resources”.
By the end of this course, students will:
• describe various dance forms, lindy hop swing, intermediate/advanced contemporary, and break dance, found in North America and around the world, using appropriate terminology;
• analyse, interpret, and evaluate – in ASL and in writing – the formal structure and meaning of a broad spectrum of dance forms, lindy hop swing, intermediate/advanced contemporary and break dance, including their own works;
• analyse the significance and function of a wide variety of ASL dance forms;
• demonstrate increased technical and composition proficiency in two or more forms of ASL dance, lindy hop swing, intermediate/advanced contemporary and break dance, through their own works;
• rehearse and perform increasingly complex dances in various settings and for a variety of purposes;
• demonstrate an understanding of stagecraft and management skills required for dance production.
• identify and describe the elements, principles, and techniques used in a variety of lindy hop swing, intermediate/advanced contemporary and break dance and incorporate with ASL dance forms;
• describe and research the historical and cultural significance and function of a broad spectrum of dance forms from other parts of the world and fuse one or more historical and cultural dance forms with ASL dance;
• demonstrate skill in executing complex movements (locomotors and non-locomotors movements, combinations of movements) and body positions in two or more ASL dance forms (lindy hop swing- sugar push, two-handed manoeuvres, hand-to-hand Charleston, tandem Charleston with “Overload”, intermediate/advanced contemporary– limon, nikolais, Cunningham with “The Rose”, break dance – hand glide, head spin, turtles, six step, back spin, tic tac, flare, windmill, and stalls);
• demonstrate increased technical proficiency in dance, showing accuracy, coordination, dynamic range, endurance, flexibility, fluidity, rhythmic sense, strength, and technical precision;
• use technique effectively in various ways to extend both ASL and artistic scope with one or more historical and/or cultural world dances;
• create complex ASL dance compositions through experimentation (refer to the resource links for samples of ASL dance and dance performances by Deaf artists);
• create and apply the creative process to choreograph dance works and dance compositions incorporating abstract themes (world dances that incorporate ASL dance techniques) and topics – that is, trios, duets, and solos, and works for large groups and small groups;
• demonstrate appropriate leadership roles and attitudes in class, rehearsal, and performance;
• demonstrate an understanding of the relationship between aspects of presentation/ performance and aspects of production (e.g., the relationship between the selecting of costume colours and the selecting of lighting colours);
• present ASL dance works, workshops, performances and presentations to the community
• demonstrate an understanding of complex technical skills of stagecraft and production managements and the essential leadership skills and appropriate attitudes and behaviour of members of a production crew (e.g., the stage manager, choreographer, artistic director, sound designer, publicist).
• analyse, interpret, and evaluate a broad range of choreographic works, using a set of aesthetic principles and a variety of theoretical approaches;
• explain their artistic decisions in relation to their own compositions;
• use multimedia technology (e.g., videotape, CD-ROM stop action) appropriately as an analytical tool in the field of ASL dance. (The Deaf Culture Centre has a multimedia studio complete with state of the art multimedia technologies to record and analyse dance production).