Assignment 10: Final Dance Critique 

Due Date: Wednesday, April 26 @ 11:59 p.m. (0-20 Pts.)

Learning Outcome: Writing a dance review of major dance performances.

Instructions: Review each of these performances and write a review of Alvin Ailey Dance Theatre, Misty Copeland, Koresh Company and Bring in Da Noise, Bring in Da Funk. Use the dance review/critique format on page 14-15 for completing this assignment.  

Required Videos:

Alvin Ailey Dance Theatre

https://www.youtube.com/watch?v=4djjrgJl8qI

Misty Copeland  https://www.youtube.com/watch?app=desktop&of thv=yw_LfOx-1-c

Koresh Dance Company

https://www.youtube.com/watch?v=anH9OVovYQc

Bring in Da Noise, Bring in Da Funk

https://www.youtube.com/watch?v=Dp_bM_c-BT0&list=RDDp_bM_c-BT0&start_radio=1&rv=Dp_bM_c-BT0&t=122

Instructions: Use the Dance Performance Review Guide to complete this assignment: (see next page)

Post assignment to the Weekly Assignments on Blackboard by the due date. Late assignments are not graded.

DANCE PERFORMANCE REVIEW OUTLINE

The following is the preferred format for the dance review. Note: Even though a dance review reflects your point of view, the writer should not use the word “I” or any phrase that is self-reflective (e.g., “in my opinion” or “to me”). The reader assumes that any opinion given is that of the writer.

Please keep in mind that the reader of your review may not have seen the particular concert that you are reviewing so when voicing an opinion on certain elements in the show, you must describe the scene in the dance that helps support your viewpoint.

Review Format

Paragraph #1

Your opening paragraph should state the name of the dance company as well as where and when the performance took place. If you can, add some historical or informational tidbits about the company (these can be gathered from the teacher, the performance program, and internet or library books on dance). 

Paragraph #2

State the name of the piece, who choreographed it and perhaps what music was used. Describe very literally, what happened onstage from the beginning of the dance to the end. Your comments about the dance can be interspersed within this description and any personal opinion that you share should include visual evidence from the choreography or you may include your comments at the end of the paragraph. Ideas you should discuss include:

What the piece was about. What is the choreographer trying to do? Change your point of view? Tell a story? Create a feeling? Experiment in public with one or several elements of dance (i.e., spatial arrangements, timing, groupings, partnering, new movement styles)?

The movement vocabulary or style used and how it related to the theme of the dance. Were the elements used suitable to the theme? Why? Did the artist push the subject matter or rely on available stereotypes and obvious dance steps or clichés?

The technical ability of the performers in carrying out the vision of the choreographer. Were the dancers technically up to the task? Did the group look well-rehearsed?

Whether the music was suitable for the dance. Costumes and how they related to the theme or story.

Were the sets and props necessary and effective for the dance why?

Whether the idea of the piece was clear and affective. If so why, if not why?

You may also add some comments on areas not mentioned above that interested you about the dance.

Paragraph #3 & #4 (continue describing the dances in the video link)

Paragraph #5

Here you should sum up your appraisal of the concert as a whole. You may wish to discuss whether the program was varied enough, whether the dances were too long or too short, how the company looked or any changes you would suggest improving on the show

WRITING STANDARDS: 

Students who have questions or concerns regarding the clarity, precision, or effectiveness of their writing should consult their writing handbooks and contact the Coppin writing lab in the Jacobs Building. 

Writing Standards for a “C” Paper:

These standards were developed by Maryland’s Statewide English Composition Committee to “ensure” rigor at the college-level for all general education courses.”

Content

“The ‘C’ paper fulfills the assignment, meeting all specified requirements, such as subject, organization, and length, and reflects the author’s awareness of audience and purpose.  The paper presents a central idea supported by relevant material (facts, figures, examples, quotations, or other details).  The reasoning is sound; arguments are supported with adequate evidence.  Other points of view are acknowledged and responded to as appropriate.  Sources of information are accurately presented and fully attributed.”

Organization

“The ‘C’ paper has a discernible and logical plan.  It has a focus, and the writer maintains the focus throughout the essay.  The writer has unified the entire essay in support of the central idea, or thesis, and individual paragraphs in support of subordinate points.  Some individual paragraphs, however, may be weak.  The writer promotes coherence through the logical order of paragraphs and the use of some or all of the following devices: thesis statement, topic sentences, opening and closing paragraphs, and transitions.  The use of these devices may lack smoothness, but the writer has achieved an acceptable level of organization.”

Style/Expression

“The ‘C’ paper uses reasonable stylistic options (tone, word choice, sentence patterns) for its audience and purpose.  As a rule, the paper has smooth transitions between paragraphs, although some transitions may be missing or ineffective.  The meaning of the sentences is clear, although some sentences may be awkward or there may be a lack of variety in sentence patterns.  Nonetheless, sentence structure is generally correct, although it may show limited mastery of such elements as subordination, emphasis, sentence variety and 

Length and modifiers.  The paper reflects current academic practices of language use established by professional associations such as the Modern Language Association and the American Psychological Association.”

Grammar/Mechanics

“The ‘C’ paper follows the conventions of standard written U.S. English; thus, it is substantially free of errors in grammar, spelling, punctuation, and mechanics.  What errors are present must not impede meaning nor overly distract the reader.  The paper reflects current citation and documentation of sources as specified in relevant guidebooks.”

Plagiarism Policy: A student who plagiarizes will receive a failing grade for the particular assignment. 

It will be taken for granted that any work, oral or written, that a student does for any course is his/her original work. Any violation of this rule constitutes plagiarism.

Plagiarism includes any form of cheating on examinations, tests, quizzes and any unacknowledged and/or undocumented use of another’s writing or ideas published or unpublished, including copying or rewording information found on the Internet.