Danza Antiqua

Artist In Education

Danza Antiqua | Resumes | Commonwealth Programming | Modern Ballroom Dance | Wedding Dance | Arts In Education | Dance Consultancy | Historical Dance & Pastimes | Performance Videography & DVD Production | Venue Requirements for Programs | Directions to the Ballroom

Danza 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 below.
       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 20th centuries).
       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.

        An 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). 
        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.  

        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.
        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, Regional Director
Cultural Alliance of York County
14 West Market Street
York, PA  17401
Voice: (717) 812-9255
Fax: (717) 812-0614
Email:
aie@culturalalliance-york.org
Web: http://www.culturalalliance-york.org/

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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.

DANCE WHEEL
We 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.

DanceWheel2014.jpg

For any time period, the following subjects related to dance could be covered in a residency program : 
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.
Spanish, 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.  The culmination of a residency could involve a student  dance performance for the entire community, utilising all of the related subjects explored in the program.  

As 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 to diversity
           
   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 students.

 

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.

 

An Artist 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, students:

 

• 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

OVERVIEW

 

The Vida 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.  

 

OBJECTIVES

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.

The 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
  • Develop pathways to connect curriculum and the world they live in
  • Recognize the influence & contribution of cultural diversity to Modern America and the World
  • Explore 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)

 

Planning 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 living.

 

Day 1 Introduction to the Program, Social Etiquette in The Ballroom, Paso Doble

 

Day 2, 3, 4                  Paso Doble

 

Day 5, 6, 7, 8              Swing

 

Day 9, 10, 11, 12         Rumba

 

Day 13, 14, 15,            Foxtrot

 

Day 16, 17 18 19         Tango

 

Day 20                        Rehearsal & Dance Showcase 

 

CORE GROUPS

This will consist of 3 groups comprising of all students of the 4th, 5th, 6th grade Social Studies  

Class.

 

EVIDENCE OF STUDENT INVOLVEMENT IN THE CREATIVE PROCESS

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

Session Invitation.

 

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.

 

Media Coverage.

 

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

Photocopier

 

Basic art supplies

 

EVALUATION / FOLLOW-UP

• Student AIE survey of Core groups.

• Core Group Teacher AIE survey


James Buchanan Senior High School Residency 2011

OVERVIEW

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.


Mr. John 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 time period.

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.


OBJECTIVES

All residency sessions will include action, reflection, theory & application learning styles.

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 curriculum.

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 related disciplines
• 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 dance sessions
• Increase body awareness, spatial awareness and self confidence
• Develop observation skills by exploring dance media including relevant film clips, photographs,
and related art
• 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.
20th Century

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
• Early Tango
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

CORE GROUPS

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 Apple
Day 10 - 1950' - 60's Latin Influence - Merengue

EVIDENCE OF STUDENT INVOLVEMENT IN THE CREATIVE PROCESS

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 the residency.


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

Session Invitation.

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.

Media Coverage.
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 space
Photocopier
Basic art supplies

EVALUATION / FOLLOW-UP

• Student written survey of Core and Workshop groups.
• History Core & Workshop Teachers' written survey.


Click here to contact Danza Antiqua directly via email

Danza Antiqua* 129 North Main Street* Mercersburg * PA * 17236