Lesson Overview:

Students will research a pair of well-known partners in dance and will brainstorm a list of qualities that are important for successful dance partnering. The class will learn, practice, and revise a teacher-choreographed dance sequence. They will then switch partners, execute the same dance sequence, and revisit the list of important partnering elements.

Length of Lesson:

Four 45-minute class periods

Instructional Objectives:

Students will:

• report on a selected/assigned pair of professional dancers from any form of dance.
• contribute to a class-developed list of significant elements that are important for dance partnering.
• execute a teacher-choreographed dance sequence for pairs, involving concepts of balance, spacing, variations in rhythm, and focus.
• articulate the manner in which significant areas for partnering are adjusted when partners change.

Supplies:

• Video tapes of partners dancing (Suggestions: Fred Astaire and Ginger Rogers; The Nicholas Brothers; Marge and Gower Champion; Ruth St. Denis and Ted Shawn; Rudolf Nureyev and Margot Fonteyn).
• T.V./VCR
• CD's of various musical pieces that can be used for the final choreographed dance.

Instructional Plan:

Introduction

Dance always involves more than simply learning or creating specific movements. When dancers work with partners, certain qualities and aspects of dance become important to their success. By studying and researching well-known dance partners, students will be able to identify the significant elements or aspects of dance partnering. In other words, they will learn about the qualities that determine whether a dance partnership is successful and/or effective.

The instructor will teach a movement sequence for partners. Each student will dance the sequence with two different partners in order to more fully understand the ways that the aspects of partnership vary between different pairings of individuals.

Researching Dance Partners

Have students view tapes of noted dance partners, such as Fred Astaire and Ginger Rogers or the Nicholas Brothers in That's Entertainment, or Rudolf Nureyev and Margot Fonteyn in Fonteyn & Nureyev: The Perfect Partnership. Each student should select a pair of professional partners to research. They will need to deliver a report on their research subject. (Suggestions: Fred Astaire and Ginger Rogers; The Nicholas Brothers; Marge and Gower Champion; Ruth St. Denis and Ted Shawn; Rudolf Nureyev and Margot Fonteyn).

Provide students with the Dancing Questions and Topics Research Guide to assist them with their research:

Elements of a Successful Partnership

On the basis of what they have viewed on tape and the research they are currently conducting, the students should brainstorm a list of the elements that they consider to be the most significant aspects of partnering. Some of the aspects might include: focus, projection, energy, timing, and simultaneous and syncopated rhythms. They may also include affective areas such as persistence, cooperative spirit, risk-taking, and willingness to practice.

Tell the students that they will learn and perform a movement sequence for pairs (approximately 64 counts). Using the Choreography of the Dance Sequence Teacher Guide, you should choreograph this sequence, which can include but need not be limited to:

• a weight balance/support
• changes in level and direction
• changes in eye contact (focus)—the partners make eye contact with each other and with the audience
• turns
• a catch (of a body part(s) or the entire body)
• a balance, where a body part(s) or the entire body is involved

(Note: You may wish to enlist a dance teacher to assist in choreographing the dance sequence.)

One partner should learn the "A" (or lead) part. The other partner should learn part "B." Both parts are performed simultaneously.

Have students revisit their initial brainstorming list and evaluate each aspect of partnering, based on their experience of having executed the 64-count movement sequence. They may make additions, deletions, or adaptations if necessary.

Once the students are comfortable with the sequence, have them switch partners. (Again, one person performs the A part and the other partner performs the B part). The new partners practice the same 64-count movement sequence together. All of the students perform the movement sequence with their new partners.

Discuss the extent to which the performance of the movement sequence is affected when the partners change. Encourage students to discuss the following issues:

1. Partners must find the exact point of balance to support each other. The point of balance may change because of different weight distribution.
2. Turns must be simultaneous. Partners may need to readjust their speed to synchronize with a new partner.
3. At times, the eye focus is simultaneous, and other times it is not—the partners may be looking toward each other, another place, or the audience. They may have to adjust their points of focus if the new partner if of a different height.
4. The point of contact, as well as the timing, may vary for a catch.
5. The movements involving level changes may need to be adjusted if the new partner is of different heights.
6. Dancers may also have to adjust the length of their strides and their gait if their new partner is of a different height.
7. The partners may need to adjust their body placement, due to different lengths of appendages.

Assessment:

Use the Assessment Rubric to evaluate the students' work.

Evaluation for the report/presentation on famous dance partners:

5—The report/presentation covered all of the suggested questions/areas and contained other relevant information about the famous dance partners.

4—The report/presentation included information about all of the questions/areas.

3—The report/presentation addressed most of the suggestedquestions/areas.

2—The report provided information about a few of the suggested questions/areas.

1—The report/presentation did not include information about any of the suggested topics.

Extensions:

1. Using the same guidelines as the 64-count teacher-choreographed piece, students choreograph their own partner movement sequence.
2. Videotape the partner pieces danced by the students. View the tape with the class and have the class identify any of the significant aspects of partnering from the class-generated list.

Sources:

Print:

• Serebrennikov, N. "Pas de Deux." Dance Magazine Oakland, CA: Dance Magazine Inc., January–December 1978. Parts 1-12.

Media:

• Fonteyn & Nureyev: The Perfect Partnership. Kultur Video. 195 Highway 36, West Long Branch, NJ 07764.
• That's Entertainment! Warner Home Video. 1974. ASIN: B0002OXVD2

Authors:

• Lillian Hasko, Dance Teacher
  Montgomery County Public Schools
  Silver Spring, MD United States