Experiencing Dance: From Student to Dance Artist

Experiencing Dance: From Student to Dance Artist, Third Edition, is a best-selling high school text for students who have completed an introductory dance course and want to further expand their dance knowledge and skills. Geared toward students in dance II, III, and IV classes, this text places teachers in the role of facilitator and opens a world of creativity and analytical thinking as students explore dance as an art form. Designed to meet national and state dance education standards, Experiencing Dance offers a complete and flexible dance curriculum that will allow students to understand dance through creation, performance, analysis, and response. Whether as performers, choreographers, or observers, students will cultivate a deeper appreciation of dance as they delve into major topics such as these: Recognizing movement potential as a dancer Understanding dance science and its application through studying basic anatomy and injury prevention in dance training Developing proper warm-ups and cool-downs Integrating fitness principles and nutrition information into healthy dancing practices Exploring dance as an art form-the roles of the dancer, the historical and cultural heritage of the dance, and the dance’s connections to community and society Choreographing dance in a variety of styles and forms and incorporating various production elements for the performance Preparing for a future as a dancer or choreographer or for a career that is otherwise connected to dance Experiencing Dance engages students in learning with a mixture of movement and written, oral, and multimedia assignments. Each of the text’s 15 chapters offers at least three lessons, each containing the following sections: Move It! introduces students to the lesson through a movement experience; the web resource supplements some activities with video examples. Vocabulary provides definitions of key terms. Curtain Up offers relevant background information. Take the Stage presents dance-related assignments for students to produce and share. Take a Bow gauges students understanding of the assignment. Spotlight introduces a person, thing, event, or place aligned with the topic. Did You Know? offers additional information to enhance overall knowledge. The web resource contains extended learning activities, worksheets, handouts, and additional resources. With tools that fully immerse students in the world of dance, Experiencing Dance is the ideal textbook to help students develop interactive dance portfolios and gain perspective of dance as an art form. Note: A QR code for accessing the web resource is included with all print books.

Table of Contents:
Unit I. Recognizing Your Movement Potential Chapter 1. Surveying Your Body at Work Lesson 1.1 Stand on Your Own Two Feet Lesson 1.2 Body Mechanics: Matching Movement to Muscles and Bones Lesson 1.3 Dancing at the Joint Lesson 1.4 Personal Physical Survey Chapter 2. Warming Up, Taking Class, and Cooling Down Lesson 2.1 Your Personal Warm-Up Lesson 2.2 Dance Class Basics Lesson 2.3 Stretch What You Strengthen and Cool Down Chapter 3. Choosing a Dance Form That Suits You Lesson 3.1 Determine Your Movement Preferences Lesson 3.2 Recognize Your Physical Traits and Abilities Lesson 3.3 Connect Your Physical Traits and Abilities With Movement Preferences Chapter 4. Learning More Than Steps Lesson 4.1 Develop Thinking Skills Through the Study of Dance Lesson 4.2 Apply Dance Learning Strategies to Other Life Situations Lesson 4.3 Explore Careers Beyond Performing Unit II. Becoming a Dancer Chapter 5. Diversifying Your Dance Training Lesson 5.1 Observe and Analyze to Improve Technique in All Dance Forms Lesson 5.2 Experience and Train in Various Styles and Forms of Dance Lesson 5.3 Sharpen Your Rehearsal and Performance Strategies Chapter 6. Improving Your Skills Lesson 6.1 Find Classes and Teachers Who Meet Your Needs Lesson 6.2 Share Your Knowledge Lesson 6.3 Practice Makes Permanent Unit III. Making Connections Through Dance Chapter 7. Expressing Ideas and Emotions Lesson 7.1 Dance as Nonverbal Communication Lesson 7.2 Dance as a Report or Essay Without Words Lesson 7.3 Dance as Social Commentary Chapter 8. Exploring Dance as an Art Form Lesson 8.1 Differences Between Everyday Movement and Dance Lesson 8.2 Theatrical Dance Lesson 8.3 Your Aesthetic Preferences Chapter 9. Connecting to Community and Tradition Lesson 9.1 Cultural Dance Lesson 9.2 Historical Dance Lesson 9.3 Social Dance Unit IV. Becoming a Choreographer Chapter 10. Creating Dances Lesson 10.1 Choreographic Elements Lesson 10.2 Choreographic Processes Lesson 10.3 Choreographic Structures Chapter 11. Choreographing With a Seven-Step Method Lesson 11.1 Choose Subject Matter and Explore Movement Lesson 11.2 Coordinate Music and Movement, Explore Possibilities, Refine, and Memorize Lesson 11.3 Add Finishing Touches and Perform Chapter 12. Showcasing Your Work Lesson 12.1 Costumes and Props Lesson 12.2 Lighting, Scenery, and Sound Lesson 12.3 Production Information and Time Line Unit V. Refining Yourself as a Dance Artist Chapter 13. Learning From the Works of Others Lesson 13.1 View, Analyze, Interpret, and Critique Others’ Works Lesson 13.2 Learn From the Choreography of Others Lesson 13.3 Improve Your Performance by Watching Others Chapter 14. Sharing Your Art Form Lesson 14.1 Create and Plan Presentations for Specific Settings Lesson 14.2 Find Places to Share Your Presentation Lesson 14.3 Give Back to Your Community Chapter 15. Developing Your Portfolio, RÉsumÉ, and Audition Skills Lesson 15.1 Build Your Portfolio Lesson 15.2 Create Your RÉsumÉ Lesson 15.3 Prepare for Auditions

About the Author :
Marty Sprague is a dance educator with over 30 years of experience. She has taught all levels, from early childhood through higher education. She recently retired from teaching dance at the Juanita Sanchez Educational Complex, a high school in Providence, Rhode Island. She has also been an associate professor at Brown University and an associate professor and clinical supervisor for Roger Williams University’s education department. Sprague has been involved in program and curriculum development, professional development, policy development, and advocacy support for arts education in Rhode Island. She holds an MA in dance education from the Teachers College of Columbia University and a BFA in dance from Boston Conservatory. She has written and reviewed dance standards at the district, state, and national levels. She was honored by Dance Teacher magazine with the 2004 K-12 Dance Teacher Award and by National Dance Education Organization (NDEO) as the 2005 K-12 Dance Educator of the Year. She is coauthor, with Helene Scheff and Susan McGreevy-Nichols, of Building Dances, Building More Dances, Dance About Anything, and Exploring Dance Forms and Styles. Helene Scheff (1939-2023) was a registered dance educator who taught dance in the private and public sectors beginning in 1960. She coauthored five other books for dance educators, focusing on helping educators incorporate dance forms in their classes, and was a founding member for the National Dance Education Organization (NDEO). A graduate of the famed High School of Performing Arts in New York City, she was a dancer with the Joffrey Ballet. Scheff received numerous awards as an educator, including the Outstanding Registered Dance Educator Award and the Meritorious Service Award from Rhode Island Association for Health, Physical Education, Recreation, and Dance (RIAHPERD). She was named the RIAHPERD Dance Teacher of the Year in 1996 and was honored as an EDA Outstanding Professional in 1996. She received the President’s Honor Award from RIAHPERD in 1997 and the Presidential Citation from National Dance Association (NDA) in 1998. She was awarded the Dance Legacy Award by the Rhode Island Dance Alliance in 2002. Susan McGreevy-Nichols is the executive director of the National Dance Education Organization (NDEO). She taught at Roger Williams Middle School in Providence, Rhode Island, from 1974 to 2002. She was the founder and director of the urban school's nationally recognized dance program, in which more than 300 of the school's 900 students elected to participate. She is a founding member of the NDEO and a former treasurer and board member; she served as president before becoming the executive director. McGreevy-Nichols is the coauthor of Building Dances, Building More Dances, Dance About Anything, and Exploring Dance Forms and Styles. Kelly Berick launched the Akron School for the Arts dance program at Firestone High School in Akron, Ohio, and she has been director for 27 years. She has served on the writing teams for the Ohio Department of Education’s Fine Arts Standards and Fine Arts Model Curriculum as well as on the boards of Ohio Alliance for Arts Education and OhioDance. She received the Dance Educator of the Year award from the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD) in 2001, the Contributions to the Field of Dance Education award from OhioDance in 2013, and the NDEO President’s Award as part of the K-12 Mentoring Committee in 2021. Berick holds BA and MEd degrees in dance from Columbia College and Temple University, respectively. She is licensed in K-12 dance and career-technical education in Ohio.