Antiqua consisting of Nancy Walker and Jef Savage, are Rostered Artists In Education as a Dance Ensemble. The Ensemble
has access to funding for projects ranging from 5 days to 20 days or more. Funding support ranges from 30% - 50% depending
on the length of the Residency, with the school and any of its support organizations providing the balance.
Danza Antiqua rates are based on recommendations
by the PHC and are typically $200.00 per day. We normally provide a full day of activity across all grades in the host school.
For further details of curriculum enhancement the view project example
The Cultural Alliance of York provides varying
percentages of the overall funding depending upon the ability of individual schools to match that funding. The minimum number of days for an Ensemble is 5 teaching days + 1 planning day. A 5 day residency + planning day is $1200.00 in total and we are there for only 5 teaching days. Teachers are sometimes
worried about time being taken away from classes, especially for PSSA's, but we can be available after PSSA’s
and for 5 days if required.
As specialists in dance history, we use social and theatrical historical dance as a basis to bring historical periods
to life. The time periods that we cover are the Renaissance, Colonial, Regency, Victorian and Ragtime eras (15th - early
We assist in helping students make the all-important connections
between dance and the world in which it existed. It is our firm belief that the more connections students can make between
their subjects, the more meaningful their studies will be to them, as well as opening new avenues for exploration.
The benefits of such a program are an understanding
of the importance of good manners, improvement in posture and deportment, an increase in body awareness and self-confidence,
and a greater appreciation of the past.
The culmination of a residency
could involve a period ball or student dance performance for the entire community utilizing all of the related subjects
explored in the program.
Nancy has extensive experience spanning 18 years'
international performing and teaching experience of historical dance which has helped to develop a multi-cultural approach. She
has an M.A. degree in Dance (specialising in Dance History), a B.A. degree in Dance, and a Royal Society of Art Diploma in
Fine and Decorative Arts from Christie's (London, England).
Her training has enabled her to inter-connect the entire spectrum of dance as a continuum of social and artistic
evolution from the early Renaissance to present day. As a dance historian she strives for historical accuracy, and takes responsibility
for providing thorough historical research, a logical method in presenting the material, and an orderly framework to enhance
understanding and learning.
Nancy and Jef are both credentialed to provide integrated dance programs to public and private schools serving elementary,
middle, and high school students. In addition, community organizations and senior centers are eligible for the program, in
Franklin, Fulton, Adams and York Counties.
All AIE Artists are required to
have up-to-date clearances : Federal Criminal History Record, Pennsylvania Police Criminal Record Check and
Pennsylvania Child Abuse History Clearance. Up to date 2016, all records available on demand.
Artist Residency is an opportunity to have professional artists come to your school to expose your students to their art form
and to integrate art into, and enhance school curriculum or your area of study. As historical and ballroom dance specialists we use social and theatrical historical dance as a basis to
bring historical periods to life. The time periods that we cover are The Renaissance, Colonial, Regency,
Victorian, Ragtime, and modern eras (15th - late 20th centuries). The Arts in Education (AIE) Partnership enables the Pennsylvania
Council on the Arts (PCA) to work with and through regional AIE Partners to provide a high level and quality of service to
the field. AIE Partners recruit, select, train, place and evaluate professional-quality resident artists in their regions
for residencies in educational environments.
Arts In Education (AIE) fosters participation
in the creative process by developing and supporting quality arts education programs in Pennsylvania schools and communities.
This program places high-caliber visual, performing, media and literary artists in educational settings for in-depth residencies
that engage students and underscore the importance of the arts in education.
Funding from the PCA assists hundreds
of Pennsylvania schools to support curriculum, enrich the important work of arts educators, and provide additional opportunities
for students to explore and develop their creative abilities. Study of the arts provides children and youth with models for
discipline, teamwork, project management and goal setting, along with occasions for intellectual and emotional discovery.
Pennsylvania Arts in Education Partnership program has demonstrated unprecedented ability to expand the strong funding record
of the PCA for arts in education in the Commonwealth. The partnership, now available in 63 counties, enhances the PCA’s
efforts through a network of partners comprised of local and regional organizations.
Cultural Alliance of York County Serves Adams, Franklin,
Fulton and York counties and provides funding support for Arts In Education Projects and Programs
Contact: Gayle Cluck,
Cultural Alliance of York County
14 West Market Street
York, PA 17401
Fax: (717) 812-0614
The Civil War Ballroom
Nancy was regularly supported previously by her husband Jef as a Guest Artist.
Jef has extensive dance experience, both as a performer and instructor, coupled with a broad knowledge of the historic context
of each period. His portrayal of an historical gentleman embodies the characteristics of respected men of society in each
time period and as such provides a positive male role model.
Jef Savage, MBA, BSc.Performer and Instructor of dance & history programs from 15th to 20th Century,
1989 – present
Resumes available on request.
invented our Dance Wheel in 2001 to illustrate the interconnections of Society with Dance. In all of our programs
we connect all of these areas at the learning level of the students.
For any time period, the following subjects related to dance could be covered in a residency
History/Social Studies - the role of dance in society, social etiquette, dance
training, fashion and society.
English - how
dances were recorded in dance manuals, how dance is depicted in novels and plays, period
diaries, periodicals, newspaper accounts, etiquette manuals. Introduces the importance of primary sources and how to use them.
Home Economics - food history, types of food that was served at balls,
how to read historical recipe books and experiment with old recipes, dining etiquette, history of food preparation and kitchen
facilities. Art - how dance was depicted by artists
and how dance historians use this iconography.
French and Italian language studies - translation of dance manuals, the role of dance in these cultures, the influence
of their dance in other countries.
Music - how
music relates to the dance steps and figures, how to reconstruct a dance to its music, history of musical instruments
- what instruments were used to play for dance that are not found in the modern orchestra.
Physical Education - learning the basic dance steps and applying them to the
dances; exploring how period clothing affects dance and physical movement in general.
Science - For the Victorian period : the
development of early photography, how to identify the different chemical processes of early photographs; to
connect it with history/social studies - how to date old photographs by studying the clothing worn by the people in them.
culmination of a residency could involve a student dance performance for the entire community, utilising
all of the related subjects explored in the program.
a minimum, we bring the following skills and experiences to a residency program :
• Extensive international performing and teaching experience
• Detailed current research in specialist areas
• Multi-cultural approach and sensitivity
• Highly developed research ability
Experience of students’ responses in non-classroom environments
• Able to span and inter-connect the entire spectrum of dance as a continuum
of social and artistic evolution from the early Renaissance to present day.
An artist residency is about the students. Teachers would collaborate with Nancy and
Jef who spend at minimum of 5 days (longer residencies are available to meet your requirements) onsite conducting Artist Residencies
– experiences that will integrate dance and related disciplines into the teacher’s core curriculum. They meet
with core groups, according to the schedule agreed with the Teachers, which can include students from various grade levels.
– up to 3 core groups with up to 30 students in each group. Nancy and Jef would also be available to work with
non-core group classes for individual workshops. For example, the artist might conduct workshops or in-class presentations
selected by the teachers to enhance their specific curriculum or subject. A school-wide introductory performance or presentation
or a culminating event may be a part of the residency. Nancy and Jef have experience working with Learning Support and ESL
We have planned (2014/15) projects with McConnellsburg Elementary,
Vida Charter School (Elementary), Montessori Charter Elementary, both in Gettysburg. We have worked with Vida Charter
School (2014), McConnellsburg Elementary, Scotland Elementary School, Southern Fulton High School, Ben Chambers School, Chambersburg
Area Middle School, Forbes Road Schools and St. Vincent de Paul School, Hannover.
Residency is that it is custom designed to meet the needs of each school. An artist residency provides an in-depth, substantial
experience in the arts for the entire host community as opposed to a single performance. A single performance fails to customize
the art to the particular needs of the community and fails to provide hands-on experience. People learn best by having first-hand
experience over an extended period. Studies have shown a significant correlation to arts education and student achievement,
including behavioral, intellectual, and practical outcomes (Critical Evidence, 2006). For example, through arts experiences,
• Score higher on SATs and other standardized tests;
• Develop beneficial work habits (speaking and
writing well, “seeing” the whole as well as the parts, dealing with complexity and ambiguity, enhancing reading,
math, and reasoning skills, and strengthening the capacity for sound judgment);
• Build confidence and self-esteem;
• Aspire to achieve, to improve, to perfect;
• Learn to accept individual
and group responsibility, develop a sense of belonging and contributing to a community;
• Discover the integrity of cultures different from their own;
• Develop insight, imagination,
and their multiple intelligences (linguistic, logical/ mathematical, existential, musical, spatial, bodily/kinesthetic, naturalistic,
interpersonal, and intrapersonal);
Proposal for Vida Charter School 2014/15
Charter School offers a Grades K-6 program with a new holistic, bilingual academic curriculum to serve students of the Gettysburg/Hanover
Area. The School proposes to sponsor an Arts in Education program, hosting Ms. Nancy J. Walker, and Mr. Jef Savage, during
April 6 - May 29, 2015.
Ms Christine Miller, Assistant Principal/Student Services Advisor Vida Charter
School, wants to host an Arts in Education dance program for 4, 5, 6th Grade students giving them a complete immersion
in Modern Ballroom Dances. The dances will reflect the diverse cultures of the School and will include
Paso Doble (Spain), Tango (Argentina), Rumba (Cuba), Foxtrot and Swing (USA) using these social dances as a focus to enhance
their Social Studies curriculum.
The core groups will comprise of the 4th, 5th
and 6th grades. By using dance as a basis, the Artists will help to bring the history and culture of the countries represented
to life by inter-connecting with the students' Social Studies curriculum. By helping the students make more connections
to their subject, the more meaningful their studies will be to them. This will open new avenues for exploration, a greater
appreciation of the past and the contributions of other cultures together with the diversity they bring.
Ms. Nancy Walker and Jef Savage (Danza Antiqua) are Rostered Artists for the state of PA. They are
specialists in ballroom dance, historical dance and dance history. They have dance experience as performers
and instructors, along with extensive experience of bringing history and diverse cultures to life for students. Nancy has
worked in England, France, Italy, Ireland, Germany, Malta and Gozo. She holds an M.A. and B.A. degree in Dance and a Diploma
in Fine and Decorative Arts from Christie’s (London). She is currently Adjunct Professor of Dance
at Gettysburg College. Jef holds an MBA and BSc. Jef has delivered diversity and sensitivity training to
Corporate Executives, managers and Staff. He has worked in Spain, Bahrain, United Arab Emirates, Saudi Arabia, Scotland and
The Netherlands. He currently provides Leadership Training for High School Foreign Exchange Students based on Carl Jung’s
theory of personality via the Myers Briggs Type Indicator (MBTI). Jef is a Certified Practitioner for the MBTI, 16PF and Firo-B.
He is a male role model in the context of dance and etiquette.
The culmination of this residency
could be a student showcase for other students, teachers, parents, district administrators, local and state dignitaries, utilizing
all of the related subjects explored in the residency program.
All residency sessions will include action,
reflection, theory & application.
The overall objective is to give students an opportunity to
gain mastery of the selected dances, to enable them to develop competency in technique, explore choreography and choose variations
for each dance, to select music to compliment the choreography, and to perform their dances for each other.
objectives for this residency program are for the students to be able to:
- Enhance teamwork by developing positive social and interpersonal skills
- Gain a better understanding of other cultures through their dances
- Recognize ways that other disciplines are connected to the arts
pathways to connect curriculum and the world they live in
- Recognize the
influence & contribution of cultural diversity to Modern America and the World
the creative skill of choreography
- Improve posture & deportment through
dancingIncrease self confidence, body and spatial awareness
- Enhance observation skills by using criteria applied by Ballroom Dance Competition Judges
- Develop a greater appreciation of the past and its impact on the present
- Design posters to publicise the Showcase.
SCHEDULE OF EVENTS (1 Planning Day + 20 day Residency)
Day – Planning and Organisational Meeting.
Each dance will be explored on the following
dimensions : Unique characteristics, musical forms, historical development, context, style, technique, role in contemporary
Day 1 Introduction to the Program, Social Etiquette in The Ballroom, Paso Doble
2, 3, 4 Paso
Day 5, 6, 7, 8 Swing
9, 10, 11, 12 Rumba
Day 13, 14, 15,
Day 16, 17 18 19 Tango
Rehearsal & Dance Showcase
This will consist of 3 groups comprising of all students of
the 4th, 5th, 6th grade Social Studies
EVIDENCE OF STUDENT INVOLVEMENT IN THE CREATIVE
The Core Groups students
will be able to express themselves creatively through the
choreography of steps, variations, rhythms, music selection, style and interpretation of the
music, and by performing their own choreography.
TEACHER/STAFF INVOLVEMENT/ OTHER STUDENTS GROUPS
Artist will meet with other teachers to explain the availability of additional non-core dance
and related disciplines workshop opportunities to other student groups for each day to enhance their particular curriculum.
COMMUNITY OUTREACH / PARENTAL INVOLVEMENT
Since the sessions will be
held during school time, only parents, teachers, school district officials and local and state officials will be invited to
experience or observe the sessions.
A press release with photo
will be submitted to the local newspapers and District
newsletter describing the residency activities.
Local press will be invited
to cover some of the sessions with videography, still
photos and articles.
FACILITIES I SUPPLIES
Stage, gymnasium or other similar large space
Basic art supplies
AIE survey of Core groups.
Core Group Teacher AIE survey
James Buchanan Senior High School Residency 2011
James Buchanan High School will sponsor an Arts in Education program, hosting Ms. Nancy
J. Walker, an AIE Historical Dancer and Mr. Jef savage, Guest Artist, during April/May 2011. The School serves 9-12 grade
students of the Tuscarora School District.
Lum, a history teacher at James Buchanan High School, wants to coordinate an Arts in Education dance program for his history
students at JBHS. He wants to cover 20th Century American History in a way to connect different types of dances and music
from 1890 onward, teaching the students important types of dances (charleston, swing, twist, etc.) that marked changes in
American culture and musical style.
The core groups
will comprise of the 9th grade American History. By using dance as a basis, Ms. Walker will help to bring the history and
culture of these important milestones in American history to life by inter-connecting with the students' 20th Century
History curriculum. By helping the students make more connections between their subject, the more meaningful their studies
will be to them, as well as opening new avenues for exploration, and a greater appreciation of the past and the multi-cultural
contributions to these decades.
Ms. Walker is a
specialist in dance history and has had many experiences in bringing history and diverse cultures to life to students. She
strives for historical accuracy, takes responsibility for providing thorough historical research, a logical method in presenting
the material, and an orderly framework to enhance understanding and learning.
Mr. Savage (Guest Artist)
has extensive dance experience, both as a performer and instructor, coupled with a broad knowledge of the historic context
of each decade. His portrayal of an historical gentleman embodies the characteristics of respected men of society in each
The culmination of this residency
could be a student video, photo, and art record for other students, teachers, parents, district administrators, local and
state dignitaries, utilizing all of the related subjects explored in the residency program. This would provide students with
a record of their accomplishments.
All residency sessions will include action, reflection, theory & application learning
The overall objective is to give students a complete immersion
into the history, life & cultures of the 20th Century using social dances as a basis to enhance their American History
The objectives for this residency program are for the
students to be able to:
• Explain the role of dance in American
culture throughout the 20th C.
• Gain a better understanding of other cultures through their dances
Recognize ways that other disciplines are connected to the arts
• Participate in hands-on activities in dance, and
• Develop pathways to connect curriculum and the world they live in
• Recognize the
influence & contribution of American cultural diversity to the 20th C.
• Improve posture & deportment through
• Increase body awareness, spatial awareness and self confidence
• Develop observation
skills by exploring dance media including relevant film clips, photographs, and
• Develop a greater appreciation of the past and its impact on the present.
SCHEDULE OF EVENTS
(1 Planning Day + 10 day Residency)
Planning Day - Meeting with Mr. John Lum & 9th grade teachers, School Principal
& other members of faculty.
Day 1 - Becoming
a World Power 1890 - 1910
• Grande Marche, Two Step
Day 2 - Becoming a World Power continued (1890 - 1910)
• One Step, Castle Walk & Novelty Animal Dances, Eva Three Step
Day 3 - WW I - 1910 - 1920
Day 4 - The Roaring Twenties 1920 -1929
• Black Bottom, Charleston
Day 5 - Great Depression &
New Deal 1929 - 1939
• Big Apple, Foxtrot
Day 6 - WW II 1939-1945
• Lindy Hop
Day 7 - Cold
War & the American Dream 1945 - 1955
• Merengue - Latin influence
Day 8 - Civil Rights Era (1955-65) &
Vietnam War Years (1963 - 1973)
• The Roach, The Twist, The Freddy
Day 9 - Years of Doubt 1973 - 1985
Hustle, Sat. Night Fever Line Dance
Day 10 - Entering a New Millenium (1985 - present)
• Modern Waltz
This will consist of 3 groups comprising of all students of the 9th grade American History Class.
ADDITIONAL WORKSHOPS : World History and Art Classes
Day 1 -
15th Century Burgundian Basse Danse
Day 2 - 16th Century Branles, Italian Renaissance
Day 3 - 17th Century Olde
Measures, French . Noble Style - minuet
Day 4 - 18th Century English Country Dance, Allemande
Day 5 - Victorian
Soldier's Joy, Danish Dance
Day 6 - Edwardian (1890-1910) Grande Marche, Two step
Day 7- Ragtime One step
& Novelty Animal Dances, Eva Three Step
Day 8 - WW I Early Tango
Day 9 - 1920's-40's Charleston, Big
Day 10 - 1950' - 60's Latin Influence - Merengue
EVIDENCE OF STUDENT INVOLVEMENT IN THE CREATIVE
The Core Group and Workshop students will be
able to express themselves creatively through the steps, rhythms, style and interpretation of the music of the dances throughout
TEACHER/STAFF INVOLVEMEN/OTHER STUDENT GROUPS
Artist will meet
with other teachers during Arts In Action meeting/s to explain the availability of additional dance and related disciplines
workshop opportunities to other student groups for each day to enhance their particular curriculum.
COMMUNITY OUTREACH / PARENTAL INVOLVEMENT
Since the sessions
will be held during school time, only parents, teachers, school district officials and local and state officials will be invited
to experience or observe the sessions.
A press release with photo will be submitted to the local newspapers and District newsletter describing
the residency activities.
A press release with photo will
be submitted to the local newspapers and District newsletter describing the residency activities.
Local press will be invited to cover some of the sessions with videography, still photos and articles.
FACILITIES / SUPPLIES
Stage, gymnasium or other similar large
Basic art supplies
EVALUATION / FOLLOW-UP
• Student written survey of Core and Workshop
• History Core & Workshop Teachers' written survey.