dance

Facilitated Learning Process

  • Facilitator stresses the importance of moving at the students' own pace.
    • Emphasis on comfort level in learning.
    • Will stick with topics until students feel confident.

Class Structure and Schedule

  • Social Dance classes will be held on Monday and Wednesday at 11:30 AM.
    • Note: No Friday classes.
    • Class duration is short but covers many topics.

Introduction to Social Dance

  • Facilitator prompts students to share what social dance means to them.
  • Example of social dance provided: Virginia Reel.
    • Defined as a traditional couple dance, akin to a barn dance.
    • Recognized as a dance often done in social gatherings.

Types of Social Dances Defined

  • Broad definition of social dance encompasses any dance done in social contexts.
    • Examples include:
    • TikTok dances
    • Ballroom dances
    • Line dances (e.g., Cha Cha Slide, Electric Slide)
    • Not limited to partner dancing; can be performed solo in a group.

Course Format

  • The course will primarily start with Ballroom Dancing focusing on Waltz.
    • Establishing a foundational understanding of waltz benefits learning of other styles later on.
    • All forms of contemporary dance trace influences back to ballet.
  • The Waltz: chosen as the starting dance due to its basic structure in couple dancing.

Partner Dynamics in Dance

  • Students encouraged to switch partners frequently during class.
    • Emphasis on learning both roles: leader and follower.
    • Acknowledgement of historical male/female roles in dance but promotes modern equality.
    • Learning both parts enhances understanding of one’s own role.
  • Instructor will switch between roles during teaching; students asked for understanding.

Dance Styles and Coverage

  • Focus will be primarily on basic social dances not intended for competitive readiness.
    • Examples of dances to be covered:
    • Waltz
    • Tango
    • Line dances
    • Circle dances like the Virginia Reel
    • Note that competitive ballroom styles vary (American vs. International) and various rules exist within the types.

Teaching Methodology

  • Students will have opportunities to teach line dances, exposing them to contemporary forms of social dance.
    • Known line dances could include:
    • Electric Slide
    • Cha Cha Slide
  • The instructor values creativity and encourages student-led learning; optional formats for casting roles in upcoming sessions.

Grading and Participation Requirements

  • 60% of the grade based on attendance and effort.
    • Emphasis that students not need to be skilled; participation and effort are key.
  • Engagement in class is critical for successful grade outcomes.
  • The course is described as experiential, highlighting that presence is essential for learning.

Social Etiquette and Personal Care

  • Personal cleanliness is important; students encouraged to maintain appropriate hygiene in a close-contact learning environment.
    • Showering and avoiding heavy scents (e.g., axe body spray) recommended.
    • Hand washing emphasized due to close contact during partner dances.

Dress Code and Attire

  • Students advised to wear comfortable, loose-fitting clothes conducive to movement.
    • Denim discouraged, suggesting breathable materials.
    • Suggests attire similar to workout clothing.
  • Footwear considerations include:
    • Soft-soled shoes preferred; no rubber soles for dancing.
    • Various options recommended:
    • Oxfords
    • Soft leather shoes
    • Dance shoes
    • Barefoot dancing is discouraged for safety and hygiene.

Hair and Accessories

  • Hair must be kept out of the face during dancing.
  • Jewelry should be minimal (no cumbersome accessories).

Communication and Feedback

  • Open channels for questions and clarifications stressed.
    • Instructor encourages students to voice concerns and confusion during lessons.
    • Room for adaptable teaching pace based on collective progress.

Health and Safety Protocols

  • Illness and injury protocols shared urging students with contagious illnesses to stay away.
    • Options for participation discussed even if unable to dance.
    • Necessity of communication for extended absences emphasized.
  • Important for the instructor to know if injuries occur to adjust activities accordingly.

Upcoming Classes

  • Plans to start with basic anatomy and alignment exercises.
  • Initial classes will include a review of lessons before advancing.
    • A mix of partner dancing and solo exercises expected.
    • Emphasis on history and technique relevant to dances studied, starting with the Waltz.

Final Thoughts

  • Instructor expresses intent to create a fun, engaging environment and invites feedback on music and dance choices during the course.
  • Will provide contact information for any student needing assistance and encourages open dialogue for communication.