Hubbard_Teacher_Guide_-_FINAL

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EXPLORELESSON PLANSArtsedge.org and PBS.org offer a wide range of arts-infused lesson plans and materials for educators to use.Below are a few that relate to this Youth Performance.The Innovative Voice(based on Martha Graham)http://artsedge.kennedy-center.org/content/3778/This lesson helps students build a frameof reference that will enable them to betterunderstand the innovative structuresand provocative themes of key MarthaGraham choreographies. It also illustratesspecific ways that Graham’s work wasa “new voice” that expressed dramatic20th century cultural change.Systems of the Body:Choreography and Movementhttp://artsedge.kenedy-center.org/content/2012/In this lesson, students will create movementpatterns that express informationabout the basic systems, organs, andprocesses of the human body. They willwork in pairs and in groups to makemovement choices that communicatescientific concepts in creative movement,and make inquiries, through researchand movement experimentation, into theways in which the body’s systems workand how those systems interact.Merce Cunningham:A lifetime of DANCEhttp://www.pbs.org/teachers/connect/resources/1257/previewAs Merce Cunningham describes it,he doesn’t choreograph dance piecesbased upon an idea or story, but beginssimply with an exploration of movementsobserved or experienced in life. In thislesson plan, students get a chance toobserve movement by creating a “movementjournal”, and then they experimentwith what they have observed to create aunique “movement vocabulary.”DANCING THROUGH POETRYhttp://artsedge.kennedy-center.org/content/3534/In this lesson students will look at poetryas a way to express the art of dancemetaphorically. Students will read twodifferent poems about break dancing inwhich one will show dance visually in theway the words are placed on paper andthe other using its content to representdance.ELEMENTS OF DANCEhttp://artsedge.kennedy-center.org/content/2338/How many ways can a person move?Students will explore and discover theelements of dance by demonstrating varioussimple movements. This exercise willhelp the teacher assess the students’ levelof experience and ability with respect todance. Students will create simple dancesin small groups and perform them for theclass. Students will manipulate task cardsto comprehend the elements of danceand then they will be tested on theirknowledge.42 UMS 09-10
SOURCESBIBLIOGRAPHYAnderson, Jack. Ballet & Modern Dance: A Concise History. New Jersey: Princeton Book Company, 1986.Cheney, Gay. Basic Concepts in Modern Dance: A Creative Approach. New Jersey: Princeton Book Company, 1989.McDonagh, Don. The Complete <strong>Guide</strong> to Modern Dance. New York: Doubleday & Company, 1976.PHOTOGRAPHY CREDITSPageCredit1 27’ 52” with Benjamin Wardell. Photo by Todd Rosenberg.3 Bitter Suite with Terence Marling and Robyn Mineko Williams. Photo by Todd Rosenberg.5 Bitter Suite with Jessica Tong, Robyn Mineko Williams, Alejandro Cerrudo, and Ana Lopez. Photo by Todd Rosenberg.10 Off Screen with Ana Lopez and Benjamin Wardell. Photo by Todd Rosenberg.11 Walking Mad with Jason Hortin. Photo by Todd Rosenberg.12 Lou Conte, Founder of HSDC Photo by Cheryl Mann.13 (Top) Hip-Hop. Photo by Cheryl Mann.13 (Lower Left) Modern13 (Upper Right) Ballet. Photo by Todd Rosenberg.13 (Lower Right) Jazz 117 Gnawa. Photo by Todd Rosenberg18 Christian Broomhall. Photo by Cheryl Mann.18 Jacqueline Burnett. Photo by Cheryl Mann.18 Alejandro Cerrudo. Photo by Cheryl Mann.18/22 Meredith Dincolo. Photo by Cheryl Mann.19 Brian Enos. Photo by Cheryl Mann.19 Kellie Epperheimer. Photo by Cheryl Mann.19 Laura Halm. Photo by Cheryl Mann.19 Jason Hortin. Photo by Cheryl Mann.19 Ana Lopez. Photo by Cheryl Mann.20/22 Pablo Piantino. Photo by Cheryl Mann.20 Alejandro Piris- Niño. Photo by Cheryl Mann.20 Penny Saunders. Photo by Cheryl Mann.20 Kevin Shannon. Photo by Cheryl Mann.UMS 09-1043
Page 1 and 2: HUBBARD STREET DANCE CHICAGOT E A C
Page 4 and 5: TABLE OF CONTENTSShort on time?If y
Page 6 and 7: DETAILSATTENDING THE SHOWWe want yo
Page 8 and 9: E. HURON STSTATE STRACKHAMDROP-OFF
Page 10 and 11: 10 UMS 09-10HUBBARD STREET DANCECHI
Page 12: ABOUTL O U C O N T E + H I SREPERTO
Page 15 and 16: ABOUTUMS + HSDCHUBBARD STREET DANCE
Page 17 and 18: THE ART-MAKERSUMS 09-1017
Page 19 and 20: BRIAN ENOS Cotati, Calif.Enos began
Page 21 and 22: BENJAMIN WARDELL Memphis, Tenn.Ward
Page 23 and 24: PABLOPIANTINOMEREDITHDINCOLOWhat ki
Page 25 and 26: PEOPLEARTISTIC STAFFIt takes more t
Page 27 and 28: REPERTOIREUMS 09-1027
Page 29 and 30: REPERTOIREBITTER SUITECHOREOGRAPHER
Page 31 and 32: ABOUT DANCEUMS 09-1031
Page 33 and 34: POST-WWII DEVELOPMENTS The choreogr
Page 35 and 36: ENGAGEHOW TO WATCH DANCE:BEFORE, DU
Page 37 and 38: ABOUTMOVEMENTDance is made up of di
Page 39 and 40: RESOURCESUMS 09-1039
Page 41: PRODUCTION MANAGER This personhas a
Page 45 and 46: EXPLOREORGANIZATIONSLocalUniversity
Page 47 and 48: ABOUT UMSUMS 09-1047
Page 49 and 50: UMSUMS YOUTH EDUCATION PROGRAM10 TH
Page 51: SEND US YOUR FEEDBACK!UMS wants to

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