.Dance is one of the Programs in the Jah Kente International Department of Fine Arts. This includes ethno-music.
Dance (dans, däns), v., danced, dancing, n. –v.t. to perform either alone or with others a rhythmic and patterned succession of steps, usually to music. –n.
Rhythmic movement has a goal aimed at the creation of visual designs by a series of poses and tracing of patterns through space in the course of measured units of time, the two components, static and kinetic, receiving various emphasis (as in ballet and modern dance) and being executed by different parts of the body in accordance with temperament, artistic precepts, and purposes: the art of dancing. (Webster’s Third International Dictionary, unabridged) Dance is movement, visually organized in space and time.
The Jah Kente International trainees will create, participate in, and reflect upon dance forms and styles from a range of cultures and traditions, both familiar and unfamiliar.
Trainees are expected to learn and refine dance skills and techniques in training and in performance, study the historical and cultural significance of dance and its evolution as an art form, and evaluate personal work and the work of others.
The way a dance shapes movement defines the critical attributes of its style, genre, and place in the history of dance – for example in Western, African, South American, African America, Caribbean societies. The skills and techniques of the dancer are often based on tradition and passed down from one generation to the next.
However, dance is dynamic a constant state of self-definition. Dancers, choreographers, and all involved in studying and performing dance take part in defining and reinterpreting the art form. The Jah Kente International dance program is adapted from many school systems to trainees with the opportunity to acquire a comprehensive knowledge of dance as an art form.
When the three components are aligned in the curriculum guide are aligned, trainees will gain:
Significant knowledge of dance elements, principles, and concepts.
Develop and apply an understanding of basic principles of choreography
Apply knowledge, skills, and techniques of dance in formal dance presentations.
Build personal criteria for the evaluation of non-professional and professional dance performance and study.
Effectively communicate ideas, thoughts, and feelings through dance.
A dance unit of activity developed using this framework as a guide should be well planned, comprehensive, and scaffolded. It should be implemented using a variety of appropriate instructional methods, providing students with diverse, challenging experiences in process-centered study.
Jah Kente International dance program, as part of its Fine Arts programming, support the achievement of all trainees despite individual differences in learning rates and/or prior knowledge and skills. In the process of studying dance, trainees will accomplish many specific tasks and gain knowledge in several ways, developing skills that are valuable for achievement in other areas of school and life.
Specifically, trainees will:
Develop meaningful concepts of self, human relationships, and physical environments.
Build critical thinking skills by examining the reasons for dancers’ actions, by analyzing individual responses to lessons and performances, and by interpreting the intent of choreographers.
Strengthen and refine creative thinking skills by creating original interpretations of dances, based on response to others’ work, and by constructing scenery, props, lighting, and makeup ·
Learn to contextualize dance in culture and history by exploring how a dance relates to the time and place of its origins
Learn the communication methods of different media by carefully examining live and recorded dance performance the course focuses on the composition, performance and analysis of dance, or “expressive movement,” which is practiced amongst peoples of various backgrounds, and for a variety of purposes, throughout the world.
The recommended teaching times—150 hours (Lower High School – LHS) and 240 hours (Senior High School -SHS)—indicate a clear distinction between the time allowed for the completion of course assignments at LHS and at SHS. This differentiation between the two levels is reflected in both the breadth and depth of study. The aims and assessment objectives are the same at both LHS and SHS with additional assessment objectives at the SHS level. The assessment criteria for Lower High School and Senior High School are related, with additional requirements for Senior High School trainees.