Jazz Skills Residency - 1920s partnered Charleston · "drys," or citizens who supported the...

Joseph and Trisha of www.jiveswing.com

DanceSkills

1920s Partnered Charleston

Prepared for Townsend SchoolJune 2007 V1


MEETING THE ACADEMIC AGENDAMEETING THE ACADEMIC AGENDA

CROSS CURRICULARHISTORYMUSICPSHE/SPORTS STUDIESPHYSICAL EDUCATIONPERFORMING ARTS

LENGTH OF UNIT6 HRS APPROX

YEAR GROUP8


What do we want to achieve?What do we want to achieve?To have an understanding and explore the History and culture of the Charleston dance

To compose a short routine involving learning the basic steps of the dance to perform clearly and fluently.

To develop different ways of using the body to show expression, rhythm and the energy of the dance

To perform the dance clearly and fluently using contrasting dynamic qualities

To feel at ease in working with a partner

To observe and evaluate themselves and others dancing


Learning Outcomes?Learning Outcomes?To perform with an awareness of both partner and group dances

To perform with clear dynamics and precise footwork

To demonstrate an understanding of descriptive words when talking about dance.


ExpectationsExpectations……

Expectations/E’s

By the end of the dance MOST children will be able to:-

•Perform with expression and improvisefreely using a range of continual movements and patterns

•Work collaboratively in pairs and small groups tocommunicate a dance idea

Remember and perform complete dances

•Warm-up and cool-down independently ☺


Vocabulary:Vocabulary:In this unit pupils will have the opportunity to use a range of words and phases such as:

•Charleston vocabulary:

African American influences, Jazz, Tap, Flappers, Break-a-way, Lindy Hop, leading and following

•Composition/features:

Pattern, musical phrases, dance structure, improvisation, musicality.


Health and Safety:Health and Safety:

•Do pupils have appropriate footwear on e.g. trainers/ dance shoes

•Is the space appropriate for energetic dance e.g. wooden floor vrs stone/concrete floor

•Are pupils wearing appropriate and comfortable clothing

•Have pupils been appropriately warmed up and cooled down


WHAT IS THE CHARLESTON DANCE?WHAT IS THE CHARLESTON DANCE?The Charleston is a dance named for the city of Charleston, South Carolina. The rhythm is a traditional one from West Africa, popularized in mainstream dance music in the United States of America by a 1923 tune called The Charleston.

While it developed in African-American communities in the USA, the Charleston became a popular dance craze in the wider international community in the 1920s. Despite its black history, Charleston is most frequently associated with white flappers and the speakeasy. Here, these young women would dance alone or together as a way of mocking the "drys," or citizens who supported the Prohibition amendment, as Charleston was then considered quite immoral and provocative.

Traditionally partner Charleston was danced by a man and woman, but now - as then - men and women dance together, though women more frequently. In 20s partner Charleston couples stand facing each other in a traditional European partner dancing pose, often referred to as closed position which aids leading and following. The leader's right hand is placed on the follower's back between their shoulder blades. The follower's left hand rests on the leader's shoulder or biceps. The leader's left hand and the follower's right hand are clasped palm to palm, held either at shoulder height or higher. Partners may maintain space between their bodies or dance with their torsos touching.

The basic step is for the leader to touch their left foot behind them, but not to shift their weight, on counts 1 and 2, while the follower mirrors the motion by touching their right foot in front of them without shifting weight. On counts 3 and 4, both partners bring their feet back to a standing position, but shift their weight onto the foot they have just moved. On counts 5 and 6, the leader touches their right foot in front of themselves while the follower touches their left foot back. On 7 and 8, both feet are brought back to the standing position where the necessary weight shift occurs to allow the basic step to repeat.


Charleston posters promoting the dance craze of the 1920s. In the middle is Josephine Baker who bought the Charleston dance to theatres in Broadway and

helped popularise the dance in the USA and in Europe.


How people dressed in the 1920s. The first picture is of young girls called “Flappers”. For the first time women started to feel emancipated and so they cut

their hair short and wore short dresses that showed their legs!. The second poster is of a mainstream middle class family and how one should dress!


20s PARTNERED CHARLESTON STEPS20s PARTNERED CHARLESTON STEPSAll steps are 8 count, the emphasis for Charleston is on the 1, 3, 5, 7. You tap on the 1 and step on the 3, tap on the 5 and step on the 7. Charleston/rag time music is also structured in this way. Leads start with their left leg tapping back, followers start right tapping forward

BASIC CHARLESTON (Closed = is in ballroom position/ Open = connected just hand to hand)Leads start with their left foot tapping back, followers start right tapping forwardLeads then transfer weight and step on left and followers step back on rightLeads then tap forward on right, followers tap back on left.Leads then step back on right, followers step forward on left.

CHARLESTON HESTITATIONHesitation means the same foot is tapping forward and backwards for the full 8 count ieforward and backwards twice. Step when you want to hesitate on the other leg.

FLAPSLeads raise left leg, followers raise right and flap the legs like a birds’ wing, change and do the same on the opposite leg for a full 8 count.

LADIES TURNLeads keep their basic step, and lead the ladies into a turn by raising their left arm.Followers do a 360 circle with the basic step turning 180 degrees on the 3 and 5 beat.


POSSIBLE DANCE FRAMEWORKPOSSIBLE DANCE FRAMEWORKPupils decide on an opening and closing for the Charleston dance.

Use visual stimuli to develop own formations/dance steps using: Pivots/ turns, Kicks, steps leading with the heels, jumps, think about animal gestures to incorporate into your Charleston, eg Silly walks and impersonations of birds, and monkeys, chickens, rabbits etc.

Help pupils to develop their knowledge of compositional skills by structuring a core task which asks for specific responses to the material explored which results in a class/ group performance.

Lead the pupils in an exploration of actions, gestures and body shapes that suit the Charleston style. Help pupils to identify and make clear the dynamics of the dance.


Visual stimuli- Charleston clips

“You tube” search and for 1920s Charleston dance, particularly clips with Josephine Baker in them!

http://www.youtube.com/watch?v=yIsaW9Jeg2c

Audio stimuli

The Charleston – James P. Johnson

Strictly Dancing Charleston by the French Charleston Orchestra, see Amazon ref:http://www.amazon.com/Strictly-Dancing-Charleston-Various-Artists/dp/B000001VNT

Photographs/context and history

www.Jiveswing.comsee Wikipedia: http://en.wikipedia.org/wiki/Charleston_(dance)

Other resources to help youOther resources to help you


Extension linksExtension links

Introduce historical context, i.e. the social environment and changes in the 1920s.It was the age of prohibition, and of prosperity, and it was the age of downfall, explore these issues to set the context to the dance.

Explore the Women's suffrage movement, as women make gains to obtain full voting rights. This happens in England in 1928; as a result, women begin to enter the workplace in larger numbers.

Explore how technology turned the twenties upside-down with radio, the automobile, film and many other inventions.

Fashion styles change from the early 1900s to the 1920s.

Jazz Skills Residency - 1920s partnered Charleston · "drys," or citizens who supported the...

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