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Dance Club

CLUB CO -ORDINATOR – SAMEER KP (Asst.professor of commerce department)

PRESIDENT-NITHIN ANTONY 2ND BBA

SECRATORY- VISHNUPRIYA SURESH 2ND BCOM CA

SECRETARY –JAWAHAR PATCHOLY 2ND BCOM CA

OTHER EXICUTIVE MEMBER -1 ATHIRA 3RD BCOM CA, 2 NIKITHA KURIAN, 3NIKTIHA KURIAN, 4 ASWIN 2ND BBA

SECRATORY- VISHNUPRIYA SURESH 2ND BCOM CA

Introduction

Dance is an integral aspect of a balanced physical education programme. It is unique in that its primary concern is with the expressive quality of movement and with the enjoyment and appreciation of aesthetic and artistic movement qualities. Throughout our history dance has served many different purposes all of which are evident today. Dance is perceived as a :

  • Physical activity
  • Popular entertainment
  • Form of religious worship
  • Profession
  • An art form
  • Social and recreational outlet.

There are many styles of dance, - ballet, tap, jazz, folk, contemporary, ballroom, etc. The idea that dances is an activity suited to girls and inappropriate for boys should be challenged. Strategies are needed to combat prejudice which is visible and pervasive. Positive attitudes to dance should be demonstrated by male members of staff, particularly male Physical Education staff. Content should be designed to challenge boys and girls. Lessons should be planned to ensure that all students have opportunities to achieve. Teachers need to consider whether dance should be taught to boys and girls in mixed or single sex classes. Dance has a particular contribution to make to students with special educational needs. It provides an alternative language and a route for learning about themselves, others and the world about them. The suitability and modification of activities within dance education should be considered carefully to ensure that effective learning takes place.

Why Dance?

The dance syllabus makes a distinctive contribution to the education of all students in that it provides the potential to integrate physical, emotional and intellectual development. It enables the students to express themselves and to communicate with others in a social and cultural context. Through dance students learn how to: use their bodies skilfully and creatively develop their creativity and imagination use expressive movement as a means of communication encourage an awareness of others and sensitivity towards them analyse form and quality in movement derive aesthetic understanding through the creation of dance and the appreciation of dance works extend their musical education stimulate and heighten work in other areas of the curriculum. Dance can inform and illuminate other areas of the curriculum such as Music, Drama, Visual Art, Film, Literature and can interact with natural and built environments. Cross-curricular links can be made with subjects such as Geography, Mathematics, S. P. H. E. (Social, Personal and Health Education), Information Technology (I. T.), English and other languages.

Aim

To provide a context for aesthetic and artistic experience and the opportunity to develop personally and physically through participation in dance in an enjoyable environment.

Objectives
  • To develop skillful, creative mastery of the body in a dance context.
  • To enhance knowledge and understanding of dance as an aesthetic and artistic experience.
  • To enrich personal and social development while interacting with others in a variety of structured contexts.

DANCE APPRECIATION, OBSERVATION & ASSESSMENT

To dance is to move more precisely and exactly than in everyday life. Students are required to be fully focused and involved in the movement. It is important to be clear on when students should begin to move and when to stop. Movement phrases should have a clear beginning, middle and end. Viewing and observing dance both during the developmental process and at the end of the final stage is an integral part of the student's dance appreciation. It is through regular observation and discussion that understanding and knowledge develops. Students should be encouraged to view live or videotaped dance performances. During the performance the student viewing the dance piece should focus on the individual dancers, individual dance phrases and the performance as a whole. Students should be encouraged to view what has worked satisfactorily and well in the composition. This includes:

  • Attending to the task
  • Involvement with the movement
  • Clear and definite phrases
  • Was there variety in the action content?
  • Was there development through repetition or spatial or dynamic qualities?
  • Was it danced with technical accomplishment?

Teacher observation, as a form of assessment, is particularly appropriate for dance. Assessment is best undertaken as the students are engaged in the activities. Students need the opportunity to express how they feel about a dance piece whether it is a piece created and performed by professionals or by themselves or their peers. They should be able to:

  • Demonstrate observation skills
  • Recall a sequence of movements
  • Focus on a task and give positive input
  • Apply decision making skills and the assessment process.

In our collage our beloved principal Dr. Fr Joy ullatil introduced a new CLUBS like Dance club.

Objective of dance club

  • To improvise the ability of dancing students through deferent programs
  • To motivate students
  • To avoid stage fear
  • To find talented students to participate in inter and intra college activities
  • To develop the reputation of the college through dance club



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