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Company and Audition Information

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PDC Summer Dance Camp

1 Week at LP

2-day Ririe-Woodbury/ RDT HS Dance Workshop

Homecoming Football Game Time Shakespeare Festival (Oct) PDC Winter Concert (Dec-Jan)

UDEO State Dance Festival (Jan-Feb) Tour (March) PDC Spring Dance Concert (April-May)

Fundraising, Service Projects, and Socials

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July 15-16, 17-18, 19-20 -RDT 2-day HS Workshop

Aug 5-10th -Possible PDC SummerWorkshop

Wed Oct 2nd 2013 -Evening of Shakespeare Th-Sat Oct 3-5 -Shakespeare Festival Dec 2-13th -PDC Concert Week

Fri & Mon Dec 13 & 16 -PDC Winter Concert Sat Feb 8th -STATE High School Dance Festival March 26-30th -NATIONAL High School Dance

Festival in Miami

M-F April 28-May 9th

-PDC Concert Week - - th -

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Guest Choreographers Costumes

Guest Teachers or Master Classes Basic Transportation Supplies, Music, Props, Treats, Paying Judges Putting on our Concerts

Technical Supplies (marley tape, light gels, etc.)

Paying techies and custodians

Posters, flyers, tickets, camera men, etc.

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Must have taken or be concurrently enrolled inDance 3

GPA 2.8 or above

Must be able to attend all required practices: B4: PDC Class Time (academic) Tues & Thurs 2:30-5:00pm (student choreography)* Mon, Wed, Fri 1 hour after school (student choreography)* 2 Weeks before a concert, or performance (see contract)

All forms completed and turned in by the clinic Attend Clinic and Audition

* Audition for Dances!!!!!!

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Must attend / do: Officer Meetings (PDC Officers) One group fundraiser per semester One PDC social per semester

One concert per term, 1 professional modern/contemporarydance concert and 1 other concert (ex. another high schoolconcert) w/ written reports

One PDC service project Turn in reading and other homework assignments Analyze dance videos online and peer choreography Do mini choreographic studies, comp and improv Teach, clean, space and light own choreography Do assigned music solos and group famous dance history

compositions (practical final), and written self refection final

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Submit ALL FORMS ONLINE and print and bring to clinics / audition

Student Application Form Parent Permission Form PDC Contract please detach last page only Current School Transcript 8 Teacher Recommendation Forms

(1 From every teacher this semester. Teachers will send in ~ Confidential)

All Forms Due by or before Friday April 19th by 10:00 pm

March 26th

PDC Clinics: Thurs & Fri, April 3:15-6pmFree. Must attend at least one day to learn combos.

PDC Audition: Fri, May 6th 3:00-6:00pm

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ONLINE!!!!!

www.lphspdc.blogspot.com

http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/

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Keep and review PDC Contract/Disclosureand Performance Protocol

Understand the Demerit Point System 5 Points = Verbal Warning

10 Points = Written Warning

15 Points = Automatic Dismissal From PDC

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BE EARLY!!! Attend the Clinic & Turn in Forms, Do

Audition

Wear LP-Approved Tight Dance Wear, HairPulled Back, No Gum or Food or Parents

2-4 Experienced Judges, PDC Director hasfinal say

Points given in the following categories:grades/gpa, teacher recommendation scores,dance technique skill, and improvisation skill

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Check-in, Get #, Stand in # order

Technique:

Warm-up, Feet, Adagio (taught day of)

Across the Floor: Leaps and Turns (Learn at Clinic)

Jazz Combo (Learn at Clinic)

Modern Combo (Learn at Clinic)

Improvisation (in small groups) Repeat combos in smaller groups as needed

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We will take both guys and girls of technicalproficiency and scoring high in all categories.

Possible limited number of Sophomores.

No set number of dancers. Just who looks gooddancing together. Once you commit, you must follow through Will be notified via email and it will be posted on the

website/blog. I will add PDC to your class schedule, B4.

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You will be notified via email, and blog

www.lphspdc.blogspot.com

LP WebsiteFaculty

Mrs. Di LelloMrs. Di Lellos

Website

DanceUTIPS

PDCPage

PDCBlog

http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/http://www.lphspdc.blogspot.com/

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Do Your Best and Never Give Up!

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The Following Dance Classes count asFine Arts, PE Activity, or Elective Credit:

Dance 1 Dance 2 Dance 3 (UVU Concurrent Enrollment!!!!) PDC (an AP Dance Class and Company/Team)

National Honor Society for Dance ArtsChapter now at Lone Peak!

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PDC IS

A Class for Fine Arts Credit A Company

Has a clear curriculum (thereforethere are assignments, projects,tests, etc.)

A Demanding Company thatrequires the best technicians andchoreographers

For those who are serious about

dance or who want to continueon in dance. To make a wellrounded dancer.

Everything is meant to beeducational, including trips,tours, tech-ing/concert week, etc.

PDC IS NOT

Phone Directory Company Just a Team Main Focus on Competitions Whole time is spent on

cleaning and perfectingdances for competitions

A Club or Social Gathering A lower team to be on if you

dont make Cheer, Drill,Underwater Basket WeavingTeam, etc.

Performing Dance Company

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Master Classes from such companies as the famous Alvin AileyAmerican Dance Company

Service Performances at the Charleston and other places Attended the National High School Dance Festival (takes place

every other year, in Miami then Philadelphia) Attended the State High School Dance Festival Attended the Shakespeare Festival w/ Drama in Cedar City, UT Attends touring professional dance company concerts, such as

Alvin Ailey, Pilobolus, Martha Graham, Lar Lubovitch, Momix, etc. Attended performances, workshops, and got guest choreography

from local professional modern dance companies such asRepertory Dance Theatre and Ririe-Woodbury Dance Company

Received guest choreography from renowned dance professorsfrom U of U, BYU, UVU, and SUU

Attended Body Worlds and other educational exhibits Attended dance improvisation jams here and across the country

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Performing Dance Company 1.0 Credit Grades 10-12 - Fee $300. Audition Only

Fine Arts or PE activity credit! This co-ed class is designed tostudy dance technique, choreography, performance quality,

and production. Each member will choreograph and completea study of dance as an art form. Improvement in technique andperformance quality will be stressed in all areas of dance,concentrating on contemporary/modern. Technique andperformance is emphasized as well as dance scholarshippreparation. Students are required to perform in the winter andspring concerts and attend outside concerts and workshops atthe college or professional level. Technique, composition, andchoreography take up the majority of class time. Extrarehearsals before and or after school. This is the course to takefor Dance Sterling Scholar. Fee required. Audition only.

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Dance Company is a performance class and it is similarto an AP class in dance. It is designed to help studentsbecome better dancers, performers, and

choreographers through the medium of Modern /Contemporary Dance. This class is not an after-schoolelective, but is part of the State and National CoreCurriculum for dance education. PDC performs inconcerts and assemblies, and also tours nationally. The

learning emphasis will be placed on the artistic nature ofdance. We do not just rehearse "routines"; rather, thestudent will learn to create using elements of art inmovement. This class is the next step in preparingstudents for placement on college or other dance

companies.

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Excellent Preparation for Dance Sterling Scholar Excellent Preparation for University Scholarship Auditions

and Placement Goes hand-in-hand with the National Honor Society for

Dance Arts. Important skills if you want to go on in the world of dance. Students have the opportunity to learn about composition

and get to choreograph their own dances. Can get awards and scholarships for artistic merit and

student choreography from State and National Festivals. Get to perform, go on tour, do service projects, participate

in fundraisers, make new friends, work hard, bedisciplined, learn new things, and have fun.

To become more involved in the school and be part of ateam.

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Description of Dance CompanyDance is a universal language, an expressive and vibrant art with the capacityto unify the physical, mental, social, emotional, aesthetic, and spiritual. Thiscompany level dance course builds dance knowledge and skills in technique,improvisation, choreography, artistic expression, performance, history,

culture, life skills, and connections to other curricular areas. The prerequisitefor this course is Dance III (1940) or by audition.

Explanation of StandardsThe Utah Dance Core Curriculum embodies the universal principles andlanguage of dance as an art form, and encourages awareness of bodymovement and its creative potential for communicating meaning and self-

expression. By creating, performing, and responding to dance, studentsaddress dance education goals which are divided into four dance standards: Technique Elements of Dance Creative/Choreographic Processes Meaning

Taken directly from the UEN Website

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Arts education and learning are vital to the development ofcreative, well-rounded, independent thinkers. -Utah Arts Council

1 Art produced or intended primarily for beauty rather than utility.

Any of the art forms, such as sculpture, painting, music, or[dance],used to create such art. Often used in the plural. 2 Something requiring highly developed techniques and skills

- Answers.com

Fine art describes an art form developed primarily for aesthetics

and/or concept rather than utility.[1]

Today, the fine arts commonlyinclude visual and performing art forms, such as painting,sculpture, music, dance, theatre, architecture, photography andprintmaking. - Wikipedia

It is the art-form, craft, depth, creative skill, and process of the work.

http://www.answers.com/topic/arthttp://www.answers.com/topic/utility-4http://www.answers.com/topic/utility-4http://www.answers.com/topic/aestheticshttp://www.answers.com/topic/visual-artshttp://www.answers.com/topic/performing-artshttp://www.answers.com/topic/performing-artshttp://www.answers.com/topic/fine-arthttp://www.answers.com/topic/paintinghttp://www.answers.com/topic/visual-artshttp://www.answers.com/topic/performing-artshttp://www.answers.com/topic/paintinghttp://www.answers.com/topic/sculpturehttp://www.answers.com/topic/musichttp://www.answers.com/topic/dancehttp://www.answers.com/topic/theaterhttp://www.answers.com/topic/architecturehttp://www.answers.com/topic/photographyhttp://www.answers.com/topic/printmakinghttp://www.answers.com/topic/printmakinghttp://www.answers.com/topic/photographyhttp://www.answers.com/topic/architecturehttp://www.answers.com/topic/theaterhttp://www.answers.com/topic/dancehttp://www.answers.com/topic/musichttp://www.answers.com/topic/sculpturehttp://www.answers.com/topic/paintinghttp://www.answers.com/topic/performing-artshttp://www.answers.com/topic/visual-artshttp://www.answers.com/topic/fine-arthttp://www.answers.com/topic/utility-4http://www.answers.com/topic/aestheticshttp://www.answers.com/topic/art

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Ut

ahCoreCurriculum

DanceCompany

Standard 1TECHNIQUEStudents will demonstrate technical proficiency and

knowledge of the body.

Standard 2ELEMENTS OF

DANCEStudents will demonstrate

knowledge and skills in the

elements of dance

Standard 3CREATIVE/

CHOREOGRAPHIC

PROCESSESStudents will understand

choreographic principles, processes,

and structures.

Standard 4MEANINGStudents will gain an understanding of dance as a means to create

and communicate meaning.

Objective 1: Value dance as contributing to healthy

human development. Document progress on select technical and performancegoals.

Implement an individual conditioning program thataddresses differences in strength, flexibility, muscular

endurance, coordination, and agility.

Implement strategies for injury prevention in class,rehearsals, and performance.

Describe immediate injury care. Discuss methods of enhancing dancers abilities inchoreography.

Objective 2:Develop knowledge and skills of axial

movements and basic locomotor steps. Perform complex axial movements of greater length withrhythmical, spatial, and qualitative challenges

demonstrating dynamic alignment and dynamic balance;

articulation of the torso, articulation of peripheral body

parts promoting mobility and stability, integration of the

spine with the periphery, use of breath to integrate

movement, movement initiation from the center of the

body, and movement connectivity.

Perform complex variations of basic locomotor andcombination steps which incorporate spatial, rhythmical,

and qualitative challenges.

Perform complex combinations of various locomotorsteps with axial movement.

Create and perform student-directed locomotorcombinations which also incorporate axial movements.

Objective 3:Develop an awareness of performing

techniques. Demonstrate basic concepts of performing techniques;i.e., kinesthetic awareness, concentration/focus, fluidity in

movement transitions, clarity of rhythmic acuity, spatial

intent, full exploration of energy fluctuation, and link of

inner intent to outer expression.

Analyze personal performing techniques from internaland external (video) methods.

Identify the mastery of performing techniques in self andanother.

Objective 1:Develop

knowledge and skills in

space.

Demonstrate spatial and

shape awareness in

performance.

Choreograph and perform

a dance exploring interesting

spatial relationships of

groups.

Choreograph and performan individual study using

three shapes, three focal

points, and three ranges ofmotion.

Objective 2:Develop

knowledge and skills in time.

Demonstrate movement

sequences with tempo,

rhythmic and musical acuity.

Demonstrate syncopation. Perform unmeteredrhythm.

Objective 3:Developknowledge and skills in

energy and motion.

Perform movement withqualitative nuance.

Perform choreography

with enhanced energy

awareness.

Use the qualities of motionas a basis for choreography.

Objective 1:Improvise within a

structure.

Improvise a solo based upon anelement of dance.

Use all improvisational skills toaid choreography; e.g., use of

spontaneity and imagination,

discovery and development of

thematic material, staying within

gestalt.

Objective 2:Demonstrate

choreographic principles,

processes and structure. Analyze the relationshipbetween music, sound, and

choreography.

Create and perform studies invarious choreographic forms.

Choreograph and perform indifferent dances utilizing previous

knowledge and experience.

Compare the creative processesused by a noted choreographer

and an artist in another form.

Objective 3:Demonstrate

performance and choreographic

skill.

Demonstrate ensembleperformance skills.

Create a 3-5 minute groupdance with coherence and

aesthetic unity.

Participate in the process ofpresenting a concert.

Objective 1: Define and demonstrate the creative processof abstraction. Analyze how a choreographer uses abstraction to create orcommunicate meaning. Choreograph a solo based on a person, character, or picturethrough the process of abstraction.

Objective 2: Demonstrate how dance communicatesmeaning. Explore through dance elements and compositional principlesthe most effective way to develop an idea through movement. Choreograph a dance that successfully communicates a topicof personal significance or a contemporary social theme. Create an interdisciplinary project based on a theme, idea,concept, social issue, or object.

Objective 3: Identify the various purposes served by dancethroughout time and in world cultures. Observe a video or live performance of a choreographic workbased on a world culture past or present; e.g., The Green Tableby Kurt Jooss, Shakers by Doris Humphrey, Dambala byCharles Moore. Accurately describe various purposes dance has served in worldcultures past and present. Create and perform three different movement phrases derivedfrom the study of theatrical, cultural, historical, social, or politicalcontext.

Develop one of the above movement phrases into a solo orgroup work.

Objective 4:Demonstrate aesthetic perception. Respond to improvisational and compositional experiencesfrom objective and subjective viewpoints. Create a dance and revise it over time, articulating in discussionor writing the reasons for the artistic decisions. Evaluate works of peers in a supportive and constructive way. Analyze a professional or university concert of works usingaesthetic criteria; i.e., the elements and principles of dance,production aspects, dancers performances, and thechoreographic intent or communicative power of the works.

Create a portfolio of creative and written work.

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Dance is a universal language, an expressive andvibrant art with the capacity to unify thephysical, mental, social, emotional, aesthetic,

and spiritual aspects of the human being.USOE Core Curriculum - Dance

Dance in education is dedicated to the art formof dance as an essential educational component

of life-long learning. Utah Dance Education Organization Dance in education is not the same as dance in a

studio, but it will enhance a dancers knowledge,skill, problem solving, and understanding.

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