Primary instructor. If you are not a dancer yourself, it is strongly suggested that you collaborate with a dance instructor or even with a student who has studied jazz dance.
Developing Arts Literacies:
Understanding Genres, Analyzing and Evaluating - Critique
Producing, Executing and Performing
In this lesson, students will be introduced to basic jazz dance movements, and will create a cinquain poem inspired by jazz music.
Be introduced to and explore jazz dance and jazz music.
Learn basic jazz dance movements.
Create a cinquain poem inspired by jazz.
What You'll Need
Teachers should familiarize themselves with jazz music and dance using the following resources:
The Dance Workshop, A Guide to the Fundamentals of Movement. Simon and Schuster, 1986.
"An Evening with the Alvin Ailey American Dance Theater."
(1986). A Danmarks Radio/ZDF/RM Arts co-production in association with ORF. Licensed worldwide by NVC Arts International "The Great Jazz Legends."
(1995). Four-CD compilation by Javelin Promotions, Inc. Suite 600, 39 Music Square West, Nashville, TN 37203. Various compilations by Capitol Records. 1750 N Vine, Hollywood, CA 90028
(including Rodgers and Hart, Jerome Kern, George Gershwin, Cole Porter, Johnny Mercer, and Irving Berlin).
Teachers should be familiar with the structure of a cinquain poem.
Prior Student Knowledge
Be familiar with the genre of jazz
Have basic knowledge of poetry
Be familiar with the parts of speech
(noun, verb, etc.) Physical Space
Small Group Instruction
Resources in Reach
Here are the resources you'll need for each activity, in order of instruction.
1. Have jazz music playing as students come in the room. Ask them the following questions (you may want to have them written on the board for visual learners).
What kind of music is this?
(jazz) What are the basic elements of jazz?
(Melody, harmony, rhythm, timbre, and expression in jazz, instruments)
2. Ask students the following questions:
How is jazz alike or different from some other kinds of music?
What are some of the specific instruments used in jazz?
Jazz is also a form of dance. What do you know about the jazz dance form?
3. Tell students that jazz dance and jazz music both utilize improvisation. Ask them:
What is improvisation? (
Improvisation is composing or choreographing on the spot and coming up with melodies and movements in your head). Where else is improvisation used?
(Theater, art, life)
1. Have students review the Kennedy Center Cuesheet resource,
Jazz in Time .
2. Discuss the history of jazz dance. Jazz dance is more popular in the United States than in Europe. It started with African-American dancers in the U.S. and it combines elements of tap and show dancing. Some important people in jazz dance were Katherine Dunham and Jack Cole. Jazz dance is based on Afro-Caribbean dance, with a theatrical flair. It was influenced by dance forms from Indian, Brazilian, and Cuban sources. Jazz dance has rules like ballet, but the form arose from a need to be more free and flexible than ballet. You need to be able to isolate parts of the body as well, and keep a rhythm. Think of the body as a jazz instrument. There are many styles: clean and cool, abstract, sensuous, and energetic. Jazz dance may be fast, or slow and lyrical. As a form, it is often associated with musicals.
Lead a class in the basics of jazz dance, as abbreviated and appropriate for your class and grade level. You can also use elements from instructional videos, including some aerobic dance routines in order to aid you in demonstrating the following movements. Demonstrate each movement and have students follow/mimic you.
2. Begin by demonstrating floor stretches. Stretches could include: pelvis rocks, alignment check (lying on the back), as well as sitting, butterfly, parallel, and 2nd position stretches.
3. Move on to center floor. Demonstrate plies (use jazz hands, use parallel and turn-out foot positions during plies) foot articulations, tondues, isolations. Add more movements to the center floor repertoire, such as three-step turns, slides, chassés. The jazz dance video may be helpful here.
4. Demonstrate across the floor movements. Movements could include: walking patterns, jazz walk. The jazz dance video may be helpful here.
5. Listen with students to several recordings of jazz music. Explain to students that jazz dance and music both developed around the same time in the early 1900's. After listening to the first song, have students offer descriptive words for the music. Write these descriptors on the board, and follow the same process as students listen to each song. Students will use their words for their independent activity.
1. Have students create a poem inspired by jazz. Explain that students will write a cinquain. Explain and write the structure of the cinquain on the board:
Noun (for this activity, have students use “jazz” as the first noun)
Two adjectives, describing the noun
Three verbs or adverbs
Phrase that tells about the noun
Repeat the noun
2. Distribute paper and pencils and allow students to work on their cinquains. Encourage them to incorporate the descriptive words about jazz on the board.
3. After all the students are finished, have them read their poems to the class.
Assess your student's work using the
Assessment Rubric located within the Resource Carousel.
Common Core State Standards Initiative seeks to bring diverse state curricula into alignment through a set of common learning goals and assessments. In 2010, Standards were released for English language arts and mathematics. Common standards have not yet been released for science, social studies, and other subject areas, including the arts. In addition, some states have yet to, or have chosen not to, adopt the Common Core standards.
During this transitional period, A rtsE dge will present all relevant state and nationals standards as they apply to our lessons.
National Standards for Arts Education
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Lessons connect to the National Standards for Arts Education, the Common Core Standards, and a range of other subject area standards.
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