"Art is humanity's most essential, most universal language. It is not a frill, but a necessary part of communication. The quality of civilization can be measured through its music, dance, drama, architecture, visual art, and literature. We must give our children knowledge and understanding of civilization's most profound works."
- Dr. Ernest L. Boyer, former president of the Carnegie Foundation for the Advancement of Teaching 1988
The primary focus is on the dances that came to America and formed its traditional dance heritage over the last few hundred years. The historical origins of these dances include influences from European, African and Native American dance styles which came together and re-emerged in new, uniquely American dance styles. Traditional English dances, which influenced American dances so much, were themselves affected by Celtic and continental influences. We include a few of the International folk dances, by a "visit" to possibly the Balkans, Greece, Eastern Europe, Israel, or another country, to help round out an experience of the diversity of traditional dances. Most of the learning is by doing, and the sense of community that is fostered by participating in traditional dance is a wonderful experience.
Each session is usually divided into 3 parts, which works well with the children. One part involves learning a new dance figure, such as "do-si-do" or "right hands across." The figure is always learned in conjunction with a dance, so they are not learning something in the abstract. It's immediately applied to a dance. A second part is learning a new dance, often involving the new figure they had just learned the session before. And the third part is doing previously learned dances (including both teacher choices and students' favorites).
Interesting historical, language, and cultural information are given, when applicable, within the context of the dancing. The main goal is to experience the dancing, which encompasses listening, following directions ("calls"), cooperating, moving in rhythmic geometric patterns to rhythmic patterns of music, and having fun!
There are many educational and social components of dance that can be integrated into other studies.
A few ideas:
Look up the countries from which the dances are chosen.
See how close some of the countries are to each other and analyzing if the dances have any similarities, which could involve looking at patterns of migration and historical influences.
Do a study of what life was like and how people entertained themselves during different historical periods (both in U.S. as well as worldwide).
Research your roots (parents, grandparents, etc.) to find out what they did for recreation and entertainment when they were young. Find out if there was any music or dance and see if they can find out what kind.
Trace how your ancestors came to America. Find out what traditions they brought here and which ones have changed over time.
Look into the cultures of the main cultures we'll be drawing from: English, French, Scottish, Eastern European, Middle Eastern, African American, Native American.
Look at the religious climate of the cultures in different historical periods and how it might have affected the dancing.
Look at the music of the cultures in different historical periods and how it might have affected the dancing.
We can learn about community and social interaction from these dances.
An example of this is to look at some of the dances of the Revolutionary War period - most of the dances were brought over from England and France; there was a defininte social order that was reflected in the way people did "honors and courtesies" before each dance; the style of dress of the period had an influence on the way people danced; as dance figures became less complicated, emphasis on elaborate steps increased; dancing masters had a strong influence during this period. Here is an excerpt from a newspaper from that time period:
April 22, 1771 - Massachusetts"Peter Curtis begs leave to acquaint the Gentlemen and Ladies, That he proposes to open a Dancing School on Thursday the 25th Instant, at the former School in Queen-Street, opposite William Vassal,Esq; Where he will teach Dancing in a most Polite Manner. Those who send their Children may depend that Care will be taken of their Education and that good Order will be observed. The Days proposed for public school are Mondays and Thursdays."
- Boston Gazette & Country Journal"
"When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history."
- Jane Alexander, Chairman, National Endowment for the Arts (1993-1997)