JAZZ 1 SYLLABUS

Terms and movements to be learned and performed satisfactorily before going into Jazz 2. Students will do a variety of combinations in counts of 8 in the center and across the floor.

JAZZ 1 VOCABULARY WORDS

WARM UP CENTER & ACROSS FLOOR Demi & grand plié Grand battements

(front, side, back, pointed & flexed) Tendus Grapevine

Flex & point Jazz hands Body isolations (head, shoulders, ribs, hips) Jazz square

Elevé Pivot turn Relevé Cross touch with arms

Stretches Pas de bourreé with arms Lunges Kick ball change Splits Chassé ball change

Around the world Pirouette preps Battements Passé & passé hops

Grand battements Single pirouettes OTHER CATEGORIES Spotting drills

Follows directions/work ethic Chainés Gets along with teacher Jetés & grand jetés

Gets along with classmates Chassé step grand jeté Attendance/Dress Code Compliance Hitchkick

JAZZ 2 SYLLABUS

Terms and movements to be learned and performed satisfactorily before going into Jazz 3.

JAZZ 2 VOCABULARY WORDS CENTER ACROSS THE FLOOR

Developpé Pas de bourreé turns Relevé in all positions Triplet walks

Jazz splits Pique passé Knee turns Cross ball change with arms

Double pirouettes Saut de chat Relevé passé A la seconde leaps

Relevé fouetté Alternating chassés Attitude Shoulder rolls

OTHER CATEGORIES Plié chainés Follows directions Chasse tour

Gets along with teacher Bensons Gets along with classmates Stag leaps

Attendance/Dress code compliance Compass turns Work ethic Fan kicks

ALL LEVEL 1 & 2 CLASS OBJECTIVES: • Demonstrate increasing kinesthetic awareness. Utilize and elaborate on the element of space in

dance. • Demonstrate and develop the following partner skills: copying, leading and following, mirroring. • Utilize and elaborate on the element of time in dance. • Utilize and elaborate on the element of energy/dynamics in dance such as smooth, sharp, swinging,

shaking, bound. • Observe and describe the inter-relatedness of dance elements. • To create and memorize movement phrases within a specified structure. • Compare and contrast the differences between spontaneous and planned movement. • Alternate dancing with locomotor and nonlocomotor movements in self and general space. • Define and demonstrate appropriate behaviors while watching, creating, or performing dance. • Learn a dance phrase and accurately repeat it. • Create movements to express ideas, feelings, or stories. • Discuss interpretations of and reactions to a dance. Respectfully critique others’ work. • Demonstrate safe and respectful practices during movement activities. • Identify personal goals to improve oneself as a dancer.

JAZZ 3 SYLLABUS

Terms and movements to be learned and performed satisfactorily before going into Jazz 3.

JAZZ 3 VOCABULARY WORDS CENTER ACROSS THE FLOOR

Pencil turns Falls to the floor Fouetté sauté Pique arabesque Attitude turns Toe touches

Triple pirouettes Leaps to the floor Fouetté prep & tour at barre Layouts

Seconde turn prep & tour at barre Axel turns Bensons/Ronversailles Triplet turns OTHER CATEGORIES Calypsos

Follows directions Tilts Gets along with teacher Half illusions

Gets along with classmates Pirouettes into half illusions Attendance/Dress code compliance

Work ethic

JAZZ 4 SYLLABUS

Terms and movements to be learned and performed satisfactorily before going into Jazz 3.

JAZZ 4 VOCABULARY WORDS CENTER ACROSS THE FLOOR

Quadruple pirouettes Tour jetés Fouettés Leaps out of turns

A la seconde turns Switch leap Sauté tilted grand battements Disks

Full illusions Turning Cs Leg hold turns Directional change leaps

Floats Ring leaps OTHER CATEGORIES Switch a la seconde leaps

Follows directions/Work ethic Chassé tour into aerial Gets along with teacher Pique fouetté turns

Gets along with classmates Attendance/Dress code compliance

ALL LEVEL 3 & 4 CLASS OBJECTIVES: • Apply and utilize kinesthetic awareness in development of movement skills and dance techniques. • Combine the elements of space, time, and energy/dynamics to create dance sequences with a variety

of themes and concepts. • Observe and describe the dance elements in various dance movement studies using appropriate

movement/dance vocabulary. • Ale dance to music with a variety of tempos and rhythms. • Understand the difference and importance of positive and negative space. • Demonstrate the ability to work alone and cooperatively in a small group during the choreographic

process. • Use improvisation to create dance sequences. • Improvise, create, and perform dances based on own ideas and concepts from other sources. • Identify and explore various compositional structures and/or forms of dance. • Create and perform movement sequences that convey meaning. • Define and explain the role of an audience and performer in dance. • Identify and examine factors which can affect the interpretation of a dance. • Learn a dance phrase and accurately repeat it. • Create movements to express ideas, feelings, or stories. • Discuss interpretations of and reactions to a dance. Respectfully critique others’ work. • Demonstrate safe and respectful practices during movement activities. • Identify personal goals to improve oneself as a dancer.

Jazz 3 Progress ReportStudent Name: ______________________________ Date: ___________________

This report will update you on your child’s progress in Term 1 and 2 and inform you as to what skills are required to move up. Once “M” or “S” is reached in each skill, a child will be considered to move

to the next level. Skills marked N/A have not been worked on yet this year.

KEY

M = Mastered S = Satisfactory A= Approaching I = Needs Improvement

CENTER & ACROSS THE FLOOR

SCORE NOTES, IF ANY

Pencil turnsFouetté sautéPique arabesqueFalls to the floorToe touchesAttitude turnsTriple pirouettesLeaps to the floorFouetté prep and tour at the barreLayoutsAxel turnsTriplet turnsCalypsosBensons/RonversaillesTiltsSeconde turn prep and tour at the barreHalf illusionsBEHAVIORGets along with othersGets along with teacherFollows directionsAttendanceDress Code ComplianceWork Ethic

SAMPLE

Notes: ____________________________________________________________________

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Teacher Name & Email: ______________________________________________________

Please feel free to email me regarding this report, for tips on how to help your child practice their skills, or with any other questions or concerns.SAMPLE