A SURVEY OF RHYTHMIC EXPERIENCE AS

RELATED TO DANCE EN "SHE JUNIOR AND

SENIW MGM SCHOOLS OF THE STATE
OF MICHIGAN

Thesis far flu Dam of M. A.

MiCHi'GAN STATE COLLEGE

Margaraf H. Thadoifiscfl
1953

A SURVEY OF RHYTHMIC EXPERIENCE AS RELATED TO DANCE
IN THE JUNIOR AND SENIOR HIGH SCHOOLS

OF THE STATE OF MICHIGAN

BY

MARGARET H. THOBLEIFSON

A THESIS

Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

MAS TER OF AR TS

Department of Physical Education

1953

TABLE OF CON TEN TS

CHAP TER

1..

III .

IV.

VI.

VII .

THE PROBLEM AND DEFINITIONS OF
TERMS USED ..........................

The Problem .........................
Statement of the problem ..............
Importance of the study ...............
Limitations of the study ...............
Definitions of Terms Used . ..............
REVIEW OF THE LITERATURE .............
PROCEDURE ...........................
Source of Data ........................

Treatment of the Findings ................

GEOGRAPHICAL DISTRIBUTION OF
DANCE AREAS .......... . ..............

DANCE EXPERIENCES: NUMBER OF
SCHOOLS AND STUDENTS .................

344503

12.

12

13

15

23

37

57

57

Page

Conclusions .......................... 59
BIBLIOGRAPHY ............................... 62
APPENDIX .................................. 64

iii

TABLE

III.

LIST OF TABLES

Page
Number and Percentage of Schools, by Class,
Offering Rhythmic Experience, Based on a
Survey of 224 Junior and Senior High Schools
in the State of Michigan .................... 24
Number of Schools, by Class, Which
Answered Questionnaire Items . . .............. 39
Questionnaire Items in Order of Frequency
of Mention ............... . . . . . .......... 50

iv

MAP

LIST OF MAPS

Junior High Schools .........................

Class

Class

Class

Class

ClaSs

A Senior

B Senior

C Senior

D Senior

E Senior

High Schools
High Schools
High Schools
High Schools

High Schools

Page

17
18
19
20
21

22

LIST OF FIGURES

FIGURE Page

1. Percentage of Total Number of Boys and Girls
Receiving Dance Experience in Junior High
Schools and by Class of Senior High Schools ...... Z7

2. Number and Percentage of Boys and Girls
Receiving Dance Experience in Junior High
SchoolSurvey........... ..... ...... Z9

3. Number and Percentage of Boys and Girls
Receiving Dance Experience in Class A
High School Survey . . . . ........ . . .......... 30

4. Number and Percentage of Boys and Girls
Receiving Dance Experience in Class B
High School Survey ......... . .............. 32

5. Number and Percentage of Boys and Girls
Receiving Dance Experience in Class C
High School Survey ........................ 33

6. Number and Percentage of Boys and Girls
Receiving Dance Experience in Class D
High School Survey ........................ 34

7. Number and Percentage of Boys and Girls

Receiving Dance Experience in Class E
High School Survey . . ...................... 35

vi

CHAP TER I

THE PROBLEM AND DEFINITIONS OF TERMS USED

Students entering college have been found to have a diverse
background in rhythmic experiences, particularly as related to dance
movement. This has been especially evident among the large num-
bers of boys who wish to enter classes of this nature in college.

A large percentage of boys and girls enrolling in college classes
have little previous rhythmic experience, making it necessary to be-
gin their training at a very elementary level. On the other hand, a
few students, particularly girls, have had quite a little experience.
These wide ranges of background make effective teaching difficult.

It has been found that many schools in the Detroit public
school system have been particularly conscious of bringing dance
experiences to students. Little information is available concerning
such activities in other parts of Michigan.

The types of rhythmic experiences which students have upon
entering college have been somewhat varied, although in recent years
a background in square dancing has seemed to take precedence over

other areas of dance. Fundamental dance steps and movements appear

to have been given little stress, particularly when a creative approach

has been attempted.

The Problem

Statement of theproblem. It was the purpose of this study to

 

show in general (I) the geographical distribution of dance areas and
nondance areas in Michigan, (2) the number of schools offering and
not offering dance experience; the number of students receiving and
not receiving dance experience, and (3) the types of dance experiences

being offered.

Importance of the studj. The element of rhythm is a basic

 

part of life. It may be seen, felt, and heard in every movement,
from the simple to the complex. Whenever movement occurs there
is energy released, space covered, and time consumed. Human move—
mentlis essentially physical, emotional, and mental. As Margaret
Small Mains, who has made an analytical study of rhythm as related
to movement, says:
The emotional, physical, and mental powers of man do
not exist separately, although they may be partially separated
for the purpose of analysis. In as much as our emotions often

are given expression to the external world through movement,
we should strive toward skillful execution. The body should be

considered as the outer aspect of personality. Rhythmic study,
therefore, tends to train all man's powers.

Rhythmic training emphasizes the development of an accurate
and sensitive physical response to aspects of time. All individuals
are concerned with movement in a variety of form, from the per-
formance of daily duties to the more complex and intricate movement
patterns such as the execution of a current dance step. The world
today demands greater skill and higher standards of achievements than
ever before from people in all walks of life. To meet these stand-
ards, any individual will benefit from learning to execute activities
with ease and a minimum amount of effort through the study and
development of his own inherent rhythm, This is further clarified
by Jo Pennington, who says:

Rhythm is the basis of all vital, scientific and artistic
phenomena. It produces alike the element of order and of mea-
sure in movement and the idiosyncracies of execution. The study
of rhythm c‘onduces to the formation of an individuality for all
purposes of life-—that is, a manner of expressing oneself ac-
cording to the \rhythm most natural and native to one's being

which again is largely dependent on one's constitution, blood,
circulation and nervous system.2

 

1
Margaret Small Maines, "Rhythmic Analysis as Related to
Movement,” Modern Dance Manual (Dubuque, Iowa: William C. Brown
Company, 1950), p. 1.

 

2
Jo Pennington, The Importance of Being Rhythmic (New York:

G. P. Putnam's Sons, 1925), p. 50.

The ability to understand and to enjoy visual and auditory
rhythm, particularly in the many forms of art, is best acquired
through actual bodily experience of the rhythm or similar rhythms.
Arthur H. Steinhaus, in expressing his views on the modern dance,
says: ”To get the harmonious feel of graceful movement, we must
ourselves move gracefully. To feel the joint-thump of perfect rhythm,
we must yourselves move rhythmically.”

It (follows, then, that an adequate background of rhythmic train-
ing as related to dance movement is of primary importance and that
this training should be carried on with a conscientious thought toward
progression from year to year. If such a program is in force, a
student entering college should be prepared to go on to a higher
level of performance and attain greater skill particularly in the
many dance, sport, and recreational activities which are offered.

Not only will the student benefit from these activities, but he will
find a valuable carry-over into his daily work and play. Time and
energy will be saved through greater accuracy and coordination, and

will result in satisfaction and enjoyment of movement.

 

3
Arthur H. Steinhaus, ”What is this Dance ?" Journal of the
American Association for Health, Physical Education and Recreatigrl,
vol. 23 (February, 1952), p. 11.

 

 

Lim_ita_1_t_i9n_§_pf__t_h_e__s_tu~d_y. Since the study of rhythm as related
to dance movement is, for the most part, found in the field of physical
education, and since most schools prescribe their own programs in
that area, an attempt was made to learn what the content of these
programs include in the junior and senior high schools in the State
of Michigan. The study was made on the basis of a survey by ques-
tionnaire, limiting to some extent the amount and type of information
which could be gathered. It was felt that a certain amount of funda-
mental background in music was of importance, and the areas of
square, social, folk, and modern dance were chosen as the main
categories on which the questionnaire was based; Information con-
cerning time allotments devoted to rhythmical experience was left
out because of the wide variations usually found in school systems.
Because of the difficulties encountered in obtaining accurate informa-
tion through questionnaires concerning such knowledge as teaching
qualities, ranges in quality of student performance, progressions,
and other closely related problems, this information was not gathered.
However, Since schools have many varied problems to contend with,
each was urged to add any comments which would clarify their an-
swers or give pertinent information to the study. The information
which was obtained is intended to present a general picture, rather

than a detailed one.

Definitions of Terms Used

Rhythm: In this study, rhythm, as related to movement, is
defined as patterns which result from the release of energy.

Rhythmic experience: This term is used in a broad manner,

 

and includes all such applications of knowledge which is concerned
with or related to rhythm.

Music fundamentals: Musical knowledge necessary for under-

 

standing and responding to dance movement is included in this term.

Accompaniment: Instruments and other means of sound used

 

to aid or complement dance movement will be termed "accompaniment."

Dance step: The particular pattern made by the feet is a dance

 

step.

Dance form: The design or shape of movement through space

 

will be called ”dance form.“-

Dance figure: "Dance figure" has reference to movements

 

which make a particular design in space. In this study, the term
will have Special application to square-dance movements.

Danie position: "Dance position” refers to body placement

 

during the execution of a dance.

Fundamental dance movements: This term refers to such

 

basic movements as are necessary before more-complicated move—
ments can be attempted.

l. Locomotor: This term refers to movements used when

 

covering space or area.
2. Axial: This term refers to movements carried on over
a stationary or fixed base.
(Note: Fundamental dance movements will have particular application
to the area of modern dance, although other dance areas may also
have made use of these movements.)

Creative: This term, as applied to dance, refers to original

 

use 3 of movement.

CHAPTER II
REVIEW OF THE LITERATURE

Many books and articles have been written on the values and
methods of rhythmic training, especially in the fields of physical edu-
cation and music. However, not much specific material is available
regarding the content of programs being carried on in the junior
and senior high schools today.

Walter Terry, dance critic for the New York Herald Tribune,

 

has made the most recent contribution known to the investigator. His
survey of dance instruction in the nation‘s public schools was obtained
from results of questionnaires sent to commissioners of education in
each of the forty-eight states. Results indicated that the inclusion

of dance in the curricula was, for the most part, limited to city and
town schools. Content varied in nature and scope, depending on
budgets, decisions made by school officials, teacher-training problems,
and religious oppositions. All forty-eight states, however, reported
that some form of dance was being made available to a part of the
school population. In most of the states the dance activities were

extracurricular and were supervised either directly or indirectly by

physical education departments or, in some cases, by art departments.
The order of preference, by number of states, as to the types of
dances taught on the elementary level were: ”folk and square dance
forms (38), play and game dances (36), rhythmic gymnastics or crea-
tive rhythms (27), social or ballroom dance (10), tap (9), modern
dance (6) and ballet (2).”4 In comparison, preference of types of
dances taught on the secondary level showed: ”folk and square (37),
ballroom (32), rhythmic studies (26), modern dance (24), tap (15),
play and game dances (l4) and ballet (9)."5 Generally speaking,
reports in the Terry study indicated that the elementary classroom
teacher is in charge of instruction in such dance activities as are
being given, and that the physical education teacher supervises those
same activities on the secondary level. On the whole, girls are re-
ceiving more training in dance than boys, particularly on the second-
ary level. Amount of teacher training varied, with twenty-six states
requiring a major, a minor, or some minimum requirement in phys-
ical education. Seven indicated no particular requirements of the

instructor teaching dance. Eighteen required only the state law of

 

4
Walter Terry, ”The Dance World," New York Herald Tribune,
October 28, November 4 and 11, 1951.

 

5
Ibid.

10
holding a teacher certificate, while some expected dance training in
addition to the physical education training. Mr. Terry reports that
standards of instruction are difficult to obtain because of the variety
of programs and requirements in teacher training. However, many
of the states pointed out that they were beginning to place greater
stress and importance on programs and teacher-training requirements
in the field of dance. Of interest to this particular study is the
statement that, ”Although Michigan's Department of Public Instruction
does not require the public schools of the state to supply dance in-
struction, the department does work closely with local school systems
on the needs of a particular community and in this connection states,
'We do, however, encourage the kind of activity you describe since
it is definitely one of the areas of living.'”

Another nationwide survey.7 of dance in education was carried
on by Richard G. Kraus, showing slightly different results than the
Terry study. Square dance again led all other types, but was followed

in order by folk, modern, social, tap, and ballet. Of the 194 junior

 

6
Ibid.

Richard G. Kraus, ”The Interdivisional Program in Dance
at Teachers College, Columbia University" (unpublished Doctor's
dissertation, Teachers College, Columbia University, New York, 1951),
pp. 77-81.

11
and senior high schools, junior and senior colleges and teachers'
colleges who replied, 177 offered dance instruction as part of the
curriculum. Out of sixty—two high schools, fifty-nine reported that
dance instruction was in effect. Only one junior high school did not
offer dance, while ten did. Most of the schools reported that the
instruction of dance was carried on in the departments of physical
education, with seventy-five offering it as an elective, fifty—one as
required, and forty-seven offering both required and elective courses.
Mr. Kraus mentions that most of the high schools leaned toward re—
quired dance courses rather than elective. Very few of the schools
in this survey included male students in the dance courses. It was
found that a greater interest was developing in the areas of square,
folk, and modern dance. Social, tap, and ballet were not receiving

as much attention.

CHAPTER III
PROCEDURE
Source of Data

[The data for this study were collected by means of a question-
naire sent to 30 percent of the junior high schools and 30 percent of
each of the Class A, B, C, D, and E senior high schools in the State
of Michigan. '1 The figure, 30 percent, was chosen as being a sufficient
representation, and the writer was advised that any number over and
above that figure would show a negligible difference in the over-all
results. The number and names of the schools were obtained from
the November supplement of the Micgan High School Directory for
the school year 1952-53, published by the Michigan High School Ath-
letic Association under the Department of Public InstructionfCAll
data received from the questionnaires were for the school year,
1952—53. Schools in each classification were chosen at random, but
with thought toward geographical distribution so that all parts of the

state would be represented. The Michigan High School Directcgy

 

listed a total of 108 junior high schools and 716 senior high schools.

12

13
Although this total may not be entire, it was the most complete in-
formation available. Of the 108 junior high schools, 31 were sent
questionnaires. Of the 716 senior high schools, 72 were listed as
Class A, and 24 were sent questionnaires; Class B schools totaled
163, and 49 were sent questionnaires; Class C schools totaled 250,
and 74 were sent questionnaires; Class D schools totaled 209, and
61 were sent questionnaires; ClassE schools totaled 22, and 6 were
sent questionnaires. The questionnaire returns were as follows:
28 from junior high, or 90 percent; 23 from Class A, or 96 percent;
46 from Class B, or 94 percent; 68 from Class C, or 92 percent;
54 from Class D, or 90 percent; and 5 from Class E, or 83 percent.

Questionnaire returns as a whole totaled 91 percents"
Treatment of the Findings

The geographical distribution of dance areas as well as non-
dance areas are shown by map for the junior high schools, as well
as for each of the senior high school class divisions. This section
was treated first because it seemed to convey a broad concept of
the total picture, and is also a point of interest for many people.
It does not necessarily mean that this treatment of the findings is

of greate st importance .

14

The number and percentage of schools in junior high and in
each class division of senior high offering rhythmic experience, as
well as those who do not, are shown in table form. The number and
percentage of students in each school receiving this experience, as
well as those who are not, are shown graphically for each of the
class divisions and for junior high school.

The types of rhythmic experience mentioned by schools in the
junior high and in each class division are listed by categories in
table form. Range in emphasis of items by the schools will be
treated in the text. A. table is used to show by numerical order
the frequency with which each item is mentioned by total schools.

Special comments, unusual situations, and other pertinent
information will be treated in the text.

Only schools which provide for directed or supervised oppor-
tunities in the area of dance, whether within the school or without,
will be considered as offering rhythmic experience.

N

Several of the classified senior high schools included informa-
tion for any combination of grades between 7 and 12. Since it was
impossible to divide these data accurately between grades 7 to 9 and

10 to 12, all such information was included within the senior high

schools.

CHAPTER IV

GEOGRAPHICAL DISTRIBUTION OF DANCE AREAS

Classification of schools studied by locations in the State of
Michigan are shown by maps on pages 17 through 22. These classifi—
cations have tended to appear in certain areas. Junior high schools
and Class A senior high schools are located to a large extent in the
lower half of the state, which also has the greatest population. Class
B senior high schools, although more concentrated in the central and
lower part, make an appearance in the upper and northern areas as
well. These schools have a lower enrollment and therefore appear
in the smaller cities. It becomes apparent that Class C schools are
well represented throughout the upper and lower parts of the state,
and that Class D schools, with even smaller enrollments, reach farther
north and west in the state. Class E schools, with the smallest num-
ber of students, seem to be more concentrated in the upper north—-
west part of the state.

Dance areas as well as nondance areas appear to be scattered,
with no particular pattern in evidence. Areas in and around Detroit

are heavily populated, and therefore show a large representation of

15

16

schools, particularly junior high schools and Class A and B senior
high schools. In this study, senior high schools show a proportion—
ate number of dance and nondance areas in the Detroit area as com—
pared to other parts of the state. Most junior high schools, wherever

they are located in the state, offer dance.

    
     
    

(Based on 30% survey) .: udfiv’fi"_"i
_ ’II'IIO Luci : _|
O - Dance I .uIIIIOnILI-Io 0»qu : z r ,2 9"”va

20

l
JUNIOR HIGH SCHOOLS :—.~—I :—— 5

l7

MICHIGAN

_ l._ .
o - No dance “IT I— ‘— P I“ “UM“ I gow-
‘ I : Inn-mouAI-Q P“
t I a n IMLI. O
Tfi -—- —:m 'I
. Afr—Lt clan—I ouqop‘
. an uazoo O I 2
$6M! dual “use! I__ Iucuou L -mnhu.
0 20 40 IT- THINK?" — ’ f—I “T "T I I
was I

._._i._..._J_._..I 4., _____!‘_,._.._.~_._..

18

 

T— 1' v I I I
a :° 0 “$55"! 1 I

T _ I
|. I
1 ' |

CLASS A . I
SENIOR HIGH SCHOOLS ———:

CITY

"LOCK-um I:
(Based on 30% survey) “
..-
._ Dance . II “P D. .' 2
o- No dance I I 3 In .I
I I 3'" ,/
m“; +00 Wound chCC 3“,...I “I. fiEL,’
"I.“ I

..__'__l
&{—_I

 

SCAN '4': : L.
20 o 20 40 Ol— +— _..I___ __ [L L :__- ...! .... ‘ ”(a
was _ H1000. I I . ‘ I . ‘0'. A
I I . ./ x. .

...... I._..._.I_.___..I_.._.. 41___.#I__, _,,___.'~..._,. ' \3Q
cw?

MICHIGAN

CLASS B
SENIOR HIGH SCHOOLS

(Based on 30% survey)

G - Dance
' - No dance

SCAN
20 0 20 IO

.a;g
MILES

 

19

   
   

. G.dA%ILLAQ I
~ “Yuan: I, _ _‘ a, HI_ __ I__
a 1- .I I I I” .
l l I I I.
.I ,I ~ __I.___,. ——1 _
I I
I IOINO Janos : . ..._.V.l__4_.
| I I I I__ On“
‘. _J ,,
T | TI TI T T‘L‘TL: .tarlIAI— I It!
—_ ‘—. ..- ‘ I kl]
v” II I I_ _ I.-. _ I" I‘CIL—ITOITJ
, . I a. ‘ .I nup
I own TIOIIIII. TTT.°III'”P - 3:.IIII

 

um“.-- ;__ W_.__?_ TITIIIITIT

: ‘ I . I ‘ I
0 Clint“ . mngIanfiflT CJCthLue

Cour» CALI: L H
I Than; IcnICCC ; I
- 0“ 10° I | Inna
l # L I I ~ LI # M

I . IOfCiin TIIVIIOI IT IT I
- 0 “Inn"; |
“I gsmm fl l i3”... __

.__—

 

M I CH IGAN

CLASS C
SENIOR HIGH SCHOOLS

(Based on 30% survey)

0 - Dance
0 - No dance

SCAN
2° 0 20 40
fillls

 

 

20

.1.... - ...-1. .:_
I I s!‘¢“fl-.o

Il‘

   
  
     
  

OscgiwmI 5”” I -.I I .3:
_ 4 _ W._M_I_._I_. I 'ggygng»
O "HI.” 2 "log I L . y en-y ;
._._._I .9; ,1! mug -J "“1 I
2 "u" mvoo = .0 omu__
f‘_¢ an I 1}?"an no: 3 ...
7] '01:: ‘ . . “'I—J GEM
amazon. .1 3 I s-_ I __I
k 10.0...L-g’3f'frl |
151.33% 'figmu .51.... “WSW; up :1"
wavuumI a huuvnuIt d‘i'gza gm... 9,.“ . '

”21293:?“ 3...... ---'~I-"°°"'*°"Q 1

: . I ?Tl¢‘ 1 '.
. oonon I mnou INT—:— ' 1

O- V - ;

um me a I at ITONID rI’ 0W
r (:0quan non-on :,__
e_~_u _,u um I L..- 4‘ g ..

._.._.L._. —.
____—'J..——v"

.._——-.__—

21

 

I ' “I Is “/1 . 1 z.' .
RAW; MIT-cud“; 3% ’ _...
I, II \‘E‘V

Hawaii I - 00 '.

Q r‘ §o . ”a? Q

 

 

«at. I II I I o I I “
"an ' 3.1,; mI‘fifi}?£"?"—’b
.... 9 an? I. I no I
nun «Ir Jun L ‘s a . . . .. Vim
nu ma .3 ’“ ‘ " - I —_L _..._I___
. 7"“ I ° Ib 0' I o
7.; “urban; _I_]_l ._I_
l I- I I . a?)
MICHIGAN _Iu'i'mi. “+. I I 1 n
" a —~: Jll» v_ _ __ I
CLASS D I I I I :mI-u i “firm..-
1 —"—“— 0I I
(Based on 30% survey) Hum-on . JI I233; ‘Iu'finulmr.ml . :31:
3 : . I I g
I I 9 0 Oh?" “A“. .r. __ fl...
: _ figngznoo noumu —._I "1 Olav»; .u....| m: I
I 1% I' ..IvnulIum I 7
I I , ._
I I . 1 _
. I "col . qu
m 01.1...” ‘0 Lu" £_ . I I ." rI'k—Qrflfl curb?”
...m— _ Ou‘m I Input—mi Bun-“8:" X
/ \

1""! N") _..I_._:,.!I,_.,,._.I ......... " \30
ft

22

 

 

 

 

 

MICHIGAN

CLASS B
SENIOR HIGH SCHOOLS

(Based on 30% survey)

0 - Dance
o- No dance

 

“A“
20 0 20 40
null

 

 

CHAP TER V

DANCE EXPERIENCES: NUMBER OF SCHOOLS AND STUDENTS

Of the 224 schools surveyed shown in Table I (page 24), only
slightly over half are offering rhythmic experience. However, by
individual class schools, only two (Class C and D) on the senior high
school level indicate less than half. The junior high school is at the
top of the list with 90 percent offering this opportunity, while Class
D schools are at the bottom of the list with only 28 percent offering
rhythmic experience. Class E schools, with three schools, or 60
percent, offering this opportunity out of the five that answered, rep-
resent a small percentage of the total schools, because only twenty-
two schools are listed in this classification. The junior high schools
and Class A and B senior high schools indicated, for the most part,
that rhythmic experience was part of their regular school activity
program, and several had well-integrated programs. Two Class B
schools stated that their programs had been in effect for only two
years, while one Class C school stated that theirs had been in effect
only three years. Four Class A. schools said that their program was
in effect only through the tenth grade. One Class B school stated

23

24

TABLE I

NUMBER AND PERCENTAGE OF SCHOOLS, BY CLASS, OFFERING
RHYTHMIC EXPERIENCE, BASED ON A SURVEY OF 224
JUNIOR AND SENIOR HIGH SCHOOLS IN
THE STATE OF MICHIGAN

#— 1
1 44—:

 

 

T e of No. Of No. PCt- No. Not Pct. Not
53;: 01 Schools Offering Offering Offering Offering
0 Surveyed Dance Dance Dance Dance
Junior
(Senior
high)
A 23 19 83 4 17
C 68 32 47 36 53
D 5‘1 15 28 39 72
Total 224 131 58 93 42
or Avg.

1 I
L t _—

 

 

 

 

* The statistics for the junior high schools include any com—
bination of grades between 7 and 9. The statistics for Class A, B,
C, D, and E high schools include any combination of grades between
7 and 12.

25
that rhythmic activities were not now a part of the regular school pro-
gram for the first time this year, but that classes were elective.

A few Class B and several Class C and D schools mentioned that
this activity was carried on entirely outside of the regular school
program during noon hours, after school, and evenings. Some indi-
cated that instruction was given by teachers brought in for that pur-
pose. Many Class C, D, and E schools said that a limited program
was in effect with only an occasional short unit during the school
year devoted to dance activity. Reasons given for the lack of better
programs were poor facilities, lack of capable teachers, classes too
large for effective teaching, and lack of time. Many indicated a
wish for a better program, and some had definite plans for one in
the future. Some schools mentioned that children coming into their
school from rural areas lacked background in this type of activity,
making effective teaching to all students difficult.

Of the ninety-three schools which did not offer dance expe-
rience, ten stated that this type of program was carried on only in
the lower grades. A few said that students received some training
in private studios and by attending adult-education classes. No
physical education program whatsoever was mentioned by eight

schools. Several stated that a little dance activity was in effect,

26
but these schools did not check any questionnaire items, adding in
most cases that it was under no direction and took place only through
the student's own previously acquired knowledge at school parties.
These schools gave reasons for their lack of dance programs as
inadequate staff and facilities, schedule problems, school too small
to hire physical education teachers, lack of time, religious restric-
tions, and failure by administrators to recognize its value. A few
mentioned that some activity had been carried on in previous years
but was not in effect at this time. Some schools said that a few
students received some training at dance studios but did not indicate
what type of dance or how many students were enrolled. Several
indicated their wish for a program of this type and a few asked for
assistance and materials to aid them. Some stated that they had
plans for a program next year. One Class D school mentioned that
facilities were very good, but that no program was offered.

The percentage of the total number of boys and girls in each
school classification receiving dance experience shown in Figure 1
(page 27) represents cases where data received from questionnaires
were completed for both girls and boys within each school. It is
evident that in each class more girls than boys are receiving dance

experience. For girls, junior high schools rank highest, with 43

27

JR. HIGH

.1
o A
00)
16'
0 B
O
“’25
u.
o <00
3
5 5°
0::
E

 

IO 20 3O 4O 50 60 70 80 90 I00
PERCENT

- Boys 'l/A Girls

Percentages based onIy on fully completed questionnaire
data.

FIG. I. PERCENT OF TOTAL NUMBER OF
BOYS 8: GIRLS RECEIVING DANCE EX-
PERIENCE IN JUNIOR HIGH SCHOOLS 8
BY CLASS OF SENIOR HIGH SCHOOLS.

28
percent. On the senior high school level, Class E ranks first with
33 percent, Class B ranks next with 27 percent, Class A follows with
23 percent, Class C has 10 percent, and Class D has only 6 percent.
For boys, junior high and senior high Class E schools both indicate
27 percent, Class B follows with 11 percent, Class C has 4 percent,
and Class A and D have 3 percent each.

Of the twenty-six schools offering dance experience on the
junior high school level, Figure 2 (page 29), eight schools offer dance
experience to all their students, four offer it to the same number of
boys as girls, seven offer it to girls only, and three offer it to a
greater number of boys than girls. Tappan Junior High School of
Detroit, with the largest enrollment (1,900), and Maples Junior High
School of Dearborn, with the smallest enrollment (120), both offer
rhythmic experience to all of their students. Of the nineteen schools
offering this experience on the senior high school Class A level,
Figure 3 (page 30), no school offers training to all of their students,
three Offer it to the same number of boys as girls, thirteen offer it
to girls only, and one school shows an extreme range of 48 percent
for girls and 2 percent for boys. The larger percentage of girls as
compared to boys receiving dance training is especially noticeable at

the Class A. high school level. Of the thirty-six senior Class B high

 

x'e

Z9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TOTAL
NO. OF
STU’DENT NO OF BOYS 8 GIRLS
SCHOOL RADES GRADES I00 200 300 400 soo 600 700 800 900 .000
Battle Creek l 7 - 8 I4 55%
(K0 I09) 0 44%
(Southeastern) 7 — 9 500 46%
45%
B t Ho 7 - . 50
en on that 9 767 Boys _ Na Dance X
B l n 7 - 7 441
m“ no am 8 56 Boys - No Dance |
Dearborn (Edieon) 7 - 9 964 4 S
521
Mo I 50%
( pee) 9 I20 503
Detroit (Cleveland) 7- 9 ”20 ~ /o/{/////////////////////////////////z 49x
' o a a
(Poet) a - 9 l,aoo I51
I31
(To an) 7 - 9 I300 / n ’ r’ ' sci
no 501i
7 - T V 4 4/111 4 ‘9‘
Eecanaba 9 00 so” _ No Don“
Gcrle - No Dance
F Mole ant 7 -
er I6! I 8 NO DATA Boy: _ N9 Dance
Flint L 7 - 9 945 50‘
I anotelloel 50‘
‘ - 3|
(Zlmnermon) 7 9 I,309 M‘ %
Grand Haven 7 - 9 NO DATA NO DATA ‘
l
R 7 . 9 475 set
Grand omburton) 26%
No Data
Jacteon t 7 - 9 I 20
(Wee ) ' 0 Boys - Na Dance
Gorle - No Dance
Ka“mm"’Ii’arimment) 7 ' 9 '50 Boys — No Dance
on
(Woaauard) 7 - 9 338 5‘3‘
LoneI'ng (W. French) 7 - 9 I,ooo I{{//'//////Y///n/// [//// 50$
- - 48"
Moryevulle 7 9 200 50‘
Wdlond (Northeoei) 7 - 9 700 NO DATIA
Monroe (Luncoln) 7 - 9 363 3;:
No Data
w (Moon) 7 - 9 2‘5 a.” - No Dance - aovs
Royal Dee (Lyon) 7 . 9 37I 45'9“ ’l/A GIRLS
309W" (“...") 7 - 9 74., /////[///[/[/////////fl 45%
Boys - No Dance
I
St. Jaeepn 7- 9 NO DATA NO DATA
1 4oz
Sprtnq Lake 7 - 9 2| 5 Ban _ “9 Dance
46%
Trenton 7 - 9 600 46‘
FIGURE 2

NUMBER 8 PERCENT OF BOYS 8 GIRLS RECEIVING DANCE EXPERIENCE
IN JUNIOR HIGH SCHOOL SURVEY.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

   

 

  

     
 

      
   

 
 
 

   

 

 

 

 

 

 

 

 

 

 

 

TI‘IOOTAOF
STUDENTS NO OF BOYS AND GIRLS
SCHOOL GRADES GRADES '00 500 600 700 800 900
ALPENA 9 -I2 950 / g/flléfl. :[l 17/107»
ANN ARBOR -
'0 '2 "200 BOYS- -No Danae ff//////
BATTLE CREEK IO -l2 I,soo W/flz //K///1IK 20%
GIRLS- No Dance
BAY CITY (COHITOI) 9 'I2 “450 BOYS‘ NO Dance
BENTON HARBOR 9 -I0 I300 710: [54/5077 177/312”
' ~ 0 once
DEARBORN 9-II I390 ""7137/22///“//J7W371
DETROIT (Case Tech) No Data No 0an No I
(Mackenzle) 9 -I2 3,I58 I
(Redford) 9 -I2 3,600 S: J
‘ ’ ‘: 7 Hrlrrr v fry 7,, v “
1' , 4 4 4 4 29
FLINT (0mm) l0 -I2 2,400 573‘- 1% 87%.“1’” 1”” [727/ [mg I‘
7:?“ 77¢r71777777rvlr17y
GRAND RAPIDS (Creston) T-IO I500 “““"““" .////(1/:/ 1
' BHOYS- No Dance I
*7 7 r '7 : vvvvvvvvvvvvv y p y‘
A _ [a ‘ 1‘41; 441 III/1“ {23%
.I CKSON IO I2 I,540 BOYS— M) can“ t I 2 I
y’IV‘IFIFF’Vp' yyp yyyrpu r
KALAHAZOO (CQHIVOI) '0_|2 |'700 7 7 {‘4f11414’(/14l11(dll//ll//’////(/7///z:jl///// ///A// 48‘
'n’ rvvyrrrlrpyrvvryrvyvvv
_ I 4 a 4 1 l/ t a" 14 4 1 4 1 4’ l J ( ('4 30
LANSING (Eastern) I0 I2 I'TOO BOYS— N6 Dom 1. I 222/3 '2' "
:‘7‘7‘71 v v‘v vvvvvvvvvvvv I, nnnnnn p 7 y ‘y r 27%
MONROE 7_'2 "850 {go‘Y‘S‘lN‘O £4oacledl 4.44411441444(1111411l I
f f 7 ' V I
MUSKEGON HB'TS Io -I2 950 IVY/7W?” h “ '9‘
BOYS- No Dance I |
Puma TH 2 2 o r "r” '7 "7 ’ ' 33%.
-I I " ’ ‘
u . 0 y; p 337.
poumc .0- .2 2 200 Bow M33 ///r1};§/ZZT£IILI* at: :1”: 242(1/77////////7/// //// m
_ GIRLS-No Dance I
PORT HURON 9 '2 I 400 BOYS-No Dance
_ “7 257.
SAGINAW IO l2 I 200 ; 25%
- ./72 I721"2LY// 4/364 {7441
TRAVERSE CITY 9 l2 I.OOO BOYS‘ Nd 057ml 1 1 A
_ .71.; 721.7? 26% I
VAN DYKE (LIncaln) IO I2 616 (BOYS—N10 Dong”. _
GIRLS - No Dance
WAYNE 9"2 "300 ,BOYS- N0 Dance I
I

 

FIGURE 3

 

 

 

NUMBER 8 PERCENT OF BOYS 8 GIRLS RECEIVING DANCE EXPERIENCE
IN CLASS A HIGH SCHOOL SURVEY.

- BOYS

I: JGIRLS

31
schools offering dance, Figure 4 (page 32), four schools provide ex-
perience for all their students, five offer it to the same number of
boys as girls, sixteen offer it to girls only, and one school shows a
wide range of 40 percent for girls and 3 percent for boys. The last-
mentioned school, incidentally, is also the school with the largest en-
rollment. Of the thirty-two Class C senior high schools offering this
training, Figure 5 (page 33), no school offers opportunities of this
kind to all its students, four offer it to the same number of boys as
girls, and ten offer it to girls only. A large percentage of schools
in this classification do not offer dance. Of the fifteen Class D
senior high schools offering dance experience, Figure 6 (page 34),
one school offers this training to all students, five offer it to the
same number of boys as girls, two offer it to more boys than girls,
and two offer it to girls only. The lack of dance training is particu-
larly evident among Class D schools, with thirty-nine giving no dance
training. Of the two Class E schools giving sufficient data, Figure 7
(page 35), one school offers dance experience to all its students. How-
ever, in both schools, more girls than boys receive training.

It is apparent that junior high schools and Class E senior
high schools rank high as regards percentage of students participating.

On the other hand, Class A. senior high schools rank low. In general,

32

 

 

 

 

 

L 3%.
SCHOOL canoes 6mg“ '"
ADRIAN IO-I2 GIO
ALLEGAN 7-l2 647
ALMA lO-l2 390
ALPENA (Cam Cent) 9-I2 350
BATTLE CREEK (Lakeweu) IO-I2 525
BIG RAPIDS 9-I2 492
CADILLAC 8-I2 400
CARO 7-I2 609
CHARLOTTE 7-I2 700
CHEBOYGAN 9-12 400
CLIO 942 696
GOLDWATER IRaaeevelt) 942 560
DETROIT (Lutheran) 9-I2 460
Notlvity) 9-l2 360
(ROOIOMT) 942 696
(mama Umon) B-I2 8I6
(St. Anthony) 942 790
(SoutMieId) 9-!2 648
DURAND 7-I2 450
GRAND RAPIDS (East) 7-I2 650
HASTINGS 9 -IO 6 50
INKSTER 9- I2 600
IONIA 9-!2 530
KALAMAZOO (Comm: Trommg) 542 NO DATA
LAPEER 7-IO 500
LESLIE 9-I2 330
MANISTEE 9-!2 430
MANISTIOUE 9-I2 460
MARQUETTE 942 700
HARYSVILLE I0-I2 350
MASON 7-I2 500
MT CLEMENS (St Mary) NO DATA NO DATA
NILEs T-I2 I,559
NORTHVILLE 9-IO 355
PETOSKEY 9-I2 450
ROGERS CITY 8-!2 420
SAGINAW (Arthur HIII Tvode) NO DATA NO DATA
ST JOHNS 9-I2 600
SANDUSKY 9-!2 47I
STE ST MARIE 9-!2 900
SOUTH HAVEN I0-I2 309
STURGIS 9-l2 600
THREE RIVERS 9-IO 550
TRENTON 9—l2 640
WYANDOTTE (SI Poinck) 9-I2 525
ZEELANO IO-I2 265

 

 

 

 

 

 

 

‘va Q
500

 

‘ NO or BCYS a

300 “NO 700

     

NO DATA

 

 

'I/I/I/l/I/I/I/I/I/l/I/Il 701
BOY S - No Dance

 

 

BOYS- No Dance

I97.
BOYS- No Dance

 

 

 

 

9%
BOYS - No Dance

- BOYS
V/A ems

BLANK SPACES:
INDICATE NO
DANCE

  
   
 

NO DATA

 

42%
BOYS - No Dance

  
 

38%

 

BOYS — No Dance

I81
YS - No Dance

 

5m
49%

FIGURE 4

NUMBER BI PERCENT OF BOYS BI GIRLS RECEIVING DANCE EXPERIENCE IN

CLASS 8 HIGH SCHOOL SURVEY

33

 

 

 

 

 

  
   

 

 

 

 

 

 

 

NTOTAL
0- OF NO. Y
STUDENTS or B0 S B GIRLS
SCHOOL GRADES IN GRADES I00 200
ALGONAC mm 215 NO DATA
ANN ARBOR BtThemoe) 9-I2 No DATA NO DANS!
um 942 335 ?O.: THE FOLLOWING LIST IN THE CLASS 6 HIGH
V "° 0"“ SCHOOL SURVEY Do NOT TEACH DANCING:
BAY CITY Meamlon) 9.I2 NO DATA No DATA
SCHOOL GRADES No. OF STUDENTS
BESBENER 742 322 NO DATA '" "”53
Z? ADDISON 9-I2 230
BRECKENRIDGE T-I2 220 BELLEVUE 9"? 34°
90‘3”“ 00"“ CEDAR SPRINGS 9-I2 200
9; CHARLEVOIX 7-I2 350
"0"" a" 9": '90 n CONSTANTINE 9-I2 IBB
DECATUR 7-I2 27 I
DELTON 9-I2 250 :2: EAST TAINAS 9-I2 Ieo
FOWLERVILLE 9-I2
DETROIT (Annunciation) 9-I2 268 No DATA GLADWIN 942 450
‘ ggANg RAPIDS (Lee) :42 :83
299. AN -I2
(Harper “M" 7"2 35° 292 GRAYLING 7-I2 2e:
HARBOR BEACH 9-I2 O NO 225
("00" 0' Nam 9-I2 297 NO DAT ”on“ ._.! ‘ ' 239 '9 ”TA
JACKSON (Beet) 7- 9 DAN!!! 320 '0 DATA
(St. Bernard) No DATA No DATA No DANCE MARION B-I2 202
NcBAIN 9-I2 ISO
E T N T‘ N ATA A MUSNEGON (“NITM 942 2'0
‘3 "m." o 0‘ ° ° "0 D we! NEWAYGO 9-I2 IBO
NEW TROY 9-I2 ea
DUNDEE 742 455 NO DATA ”7,5,0“, 7-,2 27.
EVART 942 350 aovsmo can“ PORTLAND 9-I2 220
I 3. RAVENNA T-I2 2B4
FLAT BOOK 7. 9 320 BOYS-N D * RICHMOND 9- I2 225
° °“°‘ gAGINAW (Lutheran) 9-I2 22e
% ARANAC 9-I2 I O
"J" M” "'2 “° m" BOYS-NO Dance SCOTTVILLE 942 250
A“ SEBENAING 9-I2 279
(Dre) 7 - 9 '70 52$ SHELBY 7-I2 zeo
I STANDISH 942 me
(We!) 9-H! '00 N0 0‘" STOCRBRIDGE 942 275
‘l TRAVERSE CITY ’ 2 n
GLEN ARDOR (Leelem) O-IZ I00 _ (ST. French) -I I
BOYS NO Dance WAYLANO 942 SIO
HARRISON 940 I20
HUDSON 942 290
- ATA
LAINCWR. 7 '2 NO 0 BOYS-NO Dance
NANCELONA 7- e Geo
NANTON 9-I2 200
NARINE CITY 942 397
NASHVILLE 9-I2 300
DEW BUFFALO e-II 300
ONOSSO (St. Paul) 942 I53
38$
PONTIAC SI. Frederick 942 242
‘ ’ 3:“ .BOYS
ST. LOUIS 9-!2 3'6 DOES-No Deuce
NEST BRANCH 7-I2 No DATA NO DATA
mum?“ 7-l2 NO DATA I NC DA lCE
FIGURE 5

NUMBER BI PERCENT OF BOYS 8 GIRLS RECEIVING DANCE EXPERIENCE IN
CLASS C HIGH SCHOOL SURVEY.

34

 

 

 

 

 

 

 

 

 

TOTAL
NO. OF
STUDENTS m NO. OF BOYS B GIRLS
SCHOOL GRADES GRADES ICC 200
CARSON CITY (SI. Mary) 942 I50 NO DATA fiTHE FoLLome LIST OF CLASS 0
HIGH SCHOOLS TEACH NO DANCING
”a; AKRON 942 I00
DEERFIELD 9 -I2 80 26% ALANSON 942 I5
SEHLEY 742
a. LDwIN 942 I42
EMPIRE 9 -I2 I30 236 BARODA 9- I2 S?
32TH 742 I40
AR LAKE 942 BC
FREDERIC 9-I2 65 NO DATA CEMENT crry 7-32 I00
CHATHAM NO DATA 94
4B CLINTON 7 42 I45
MINES 7 42 '05 5-, COLUMBIAVILLE 9-l2 B7
33% OgNGORD 942 500
D TROIT (St Am.) 942 I00
GLEN ARBOR 9 -l2 75 33% DEWITT 942 I43
, ELBERTA 942 2l5
«a. ELstIIORTH 942 263
GWINN 7-'2 235 80,540 Dom FIFE LAKE 942 56
GOBLEs 942 5|
HERMANvaLLE NO DATA NO DATA NO DANCE 3233.55 LAKE 32:: I218
HARRISVILLE g- I5 I30
HERSEY -| 4
MACKINAMI CITY 942 64 NO DATA .IOHANNESBURG 942 80
K‘ALRE‘NOE 34% 33
w -I
MORLEY NO DATA NO DATA NO DATA LITCHFIELD 9_|2 I42
MASS 942 I25
MID 942 70
OTISVILLE 9 42 332 g: MORRICE 74 420
MUSKEGON (St JooIIINO DATA NO DATA
NEW ERA 942 I3
PARMA 9-I2 200 NO DATA PORT HOPE 9,|2 72
RAPID CITY S42 58
«a; TUSTIN 9- I2 I IS
SAUGATUCK 9 - '2 65 «'5 vERMONTVILLE 7- I2 2I5
WALDRON 7- I2 I48
, 20% wEBBERVILLE 9- I2 I26
TEI‘ONSH“ 7 9 '50 BOYS-NO Dance WEIDMAN 942 no
3%
THREE OAKS 9 42 I50 I395
VANDERBILT NO DATA 54 NO DATA .30”
’GIRLs
FIGURE 6

NUMBER BI PERCENT OF BOYS BI GIRLS RECEIVING DANCE EX-
PERIENCE IN CLASS D HIGH SCHOOL SURVEY.

35

 

  

 

 

 

TOTAL
NO. OF
STUDHENTS NO. Of Boys GI Girls
SCHOOL GRADES GRADES I00 200
CHASSELL (Doelle) 7-I2 III 2;?
GRAND MARIAS 7-I2 NO DATA NO DATA
MARENISCO 7 -|2 - 93 W23;
TRENARY 9 -'2 64 355353: 3:35:
_ GIRLS-NO DORCB
WINONA 9 '2 '5 IBOYS-NO DORCB
-Boys
”/1 Girls
FIGURE 7

NUMBER BI PERCENT OF BOYS BI GIRLS
RECEIVING DANCE EXPERIENCE IN CLASS
E HIGH SCHOOL SURVEY.

36
more than half of the junior high schools offer training to both boys
and girls, including, in most cases, a large percentage of their total
school enrollment. In comparison, a notably smaller percentage of
students, particularly boys, receive this experience in Class A senior
high schools. Class B schools offer training to more girls and boys
than Class A, but to fewer than junior high schools. Class C and D
schools show a very small percentage of students receiving instruc-
tion in dance. Most of the schools in all classifications offer this
experience to girls only. Class A and B senior high schools show
somewhat greater ranges in the number of girls and boys receiving
dance within the same schools than do the other classifications of

schools.

CHAPTER VI
TYPES OF DANCE EXPERIENCE

From the data gathered, it is apparent that square dance is
receiving most emphasis among the types of dance experience offered.
One school stated that this type of dance had held a prominent place
in their physical education program for the past six to seven years,
and that professional people were brought in to teach figures as well
as calls. This school also mentioned that extensive demonstrations
were put on in the community as well as in other areas. Several
schools mentioned that the only type of rhythmic experience offered
to boys was square dancing. Several others, particularly Class A
schools, said that social dance was the only form offered to boys.

A. few mentioned both square and social as part of the program for
boys, and one school added folk dance. Most of the schools, how-
ever, placed little emphasis on coeducational dancing. Some of the
very limited programs consisted of an occasional class for girls
only. Five Class A. and B schools reported an extensive modern
dance program for girls, with some stating that it was part of the

required physical education program, and others that it was on an

37

38
elective basis for junior and senior high school girls. A few schools
mentioned a very limited program of modern dance. Folk dance holds
some prominence in the school program, but is introduced most often
as part of the square dance program. One Class A. school stated
that all sophomore girls have modern, folk, and square dancing in
their physical education classes.

Information concerning the types of dance experience mentioned
by classification of schools is found in Table 11 (page 39). In examin-
ing the first category of the questionnaire shown in this table, "Music
Fundamentals” (learned), it will be noted that items receiving highest
and lowest emphasis by classification of schools include: note values
-—highest by Class D schools and lowest by Class B; accent, measure,
tempo, time signature ('3/4), and time signature (4/4)—-highest by Class
A. schools and lowest by Class E schools; phrase--highest by Class A
and lowest by Class D; time signature (5/4)--highest by Class E
schools and lowest by Class B; syncopation—-highest by Class A and
lowest by Class B. The category "Music Fundamentals" (applied to
dance) shows that items were stressed in the following order: note
values were given greatest stress by junior high and no stress by
Class C, D, and E schools; accent, measure, tempo, time signature

(3/4), and time signature (4/4) received greatest emphasis by Class A

NUMBER OF SCHOOLS, BY CLASS, WHICH ANSWERED
QUESTIONNAIRE ITEMS

TABLE II

39

 

 

Type of School

 

 

 

 

Item Jun- Senior High Total
ior
High A B C D E
1. Music Fundamentals

No. of schools

offering dance . 26 19 37 34 17 3 136
Note values:

*1” ............. 7 7 9 15 8 1 47

MC ............ 3 2 4 o o o 9
Accent

* ............. 10 14 13 16 9 1 63

** ............. 7 10 5 5 2 O 29
Measure

* ............. 9 9 13 14 8 l 54

** ............. 5 4 4 1 1 0 15
Phrase:

* ............. 7 9 10 11 4 1 41

** ............. 3 3 6 2 0 0 14
Tempo

* ............. 10 12 15 19 8 1 65

** ............. 10 8 9 6 3 0 36
Time signature (3/4)

* ............. 12 12 14 17 8 l 64

** ............. 8 8 8 7 1 0 32
Time signature (4/4)

* ............. 11 11 13 16 7 1 59

** ............. 7 8 7 5 1 0 28
Time signature (5/4)

* ............. 5 3 3 8 3 1 23

** ............. l 3 2 1 O 0 7
Syncopation:

* ............. 7 9 4 9 2 1 32

** . . 3 5 2 3 0 0 l3

 

TABLE II (Continued)

4O

 

 

Type of School

 

 

 

 

 

Item Jun- Senior High Total
ior
High A B C D E
2. Accompaniment
No. of schools
offering dance 26 19 36 32 15 3 131
Records:
***d , ...... 26 19 33 31 11 2 122
Piano:
*** . . . . ..... 11 10 10 14 9 2 56
Singing voices:
*** . ........ 8 8 14 6 5 0 41
Words or poetry:
*** ............. 1 3 3 3 2 0 12
Drum:
*** ......... 4 12 17 4 0 O 37
3. Dance Steps
No. of schools
offering dance 26 19 36 32 15 3 131
Dance-walk:
*b. . ....... 16 13 20 16 6 o 71
****e ....... 5 4 4 3 o 0 16
Step-hop
* ......... 21 16 24 16 4 O 81
**** ........ 6 4 3 0 O 17
Waltz step:
* .......... 24 16 27 25 7 2 101
**** ........ 5 7 6 1 O 0 19
Balance:
* .......... 20 12 21 17 5 0 75
**** 5 3 1 O O 12

 

TABLE II (Continued)

41

 

 

Type of School

 

 

 

 

 

Item Jun— Senior High Total
ior ‘—
High A B C D
3.___I_)_ar_1_ge__5teps (Continued)

Grapevine:

’1‘ ............. 8 7 16 12 5 48

**** ............ 1 2 3 1 O 7
Bleking

* . . . . ....... 6 5 10 2 0 23

**** . . . . . . . . Z 0 l O O 3
Buzz:

* ........... . 15 6 14 1 42

**** . . . . ...... 1 O l 1 0 3
Chas sé (side step):

* ............. 15 13 15 14 6 63

**** ........... 2 3 2 2 0 9
Cut step:

* ............. 3 4 3 18

**** ........... 1 2 l O O 4
Two-step

* ............. 22 14 23 21 7 87

**** ........... 5 5 6 0 17
Rock

* ............. 5 11 8 7 4 35

**** ........... O 3 2 2 0 7

4 Dance Forms

No. of schools

offering dance . . . . 26 19 36 32 15 131
Schottische:

*b ............. 19 18 25 18 8 90

****e 4 6 5 3 4 22

 

42

TABLE II (Continue d)

 

 

Type of School

_———v-—————_ u..—

 

Item Jun- Senior High Total
ior
High A B , C D E

 

 

4. Dance Forms LContinued)

 

Polka

* ............. 22 18 25 24 7 1 97

**** ........... 8 5 4 4 3 O 24
Mazurka:

* ......... . 2 5 3 O 0 O 10

**** ....... . . O 1 0 0 O 0 1
Waltz

* ........ . ..... 22 15 27 24 9 2 99

**** . . . . . ...... 7 5 5 l 2 0 20
Foxtrot:

* ............. 21 13 24 19 9 1 87

**** ........... 7 4 4 l 2 O 18
Jitterbug:

* ............. 7 7 10 9 4 l 38

**** ........... 2 2 1 2 O 0 7
Charleston:

* ............. 7 8 8 7 4 0 34

**** ........... 3 0 2 2 2 0 9
Tango

* ............. 8 8 6 7 1 O 30

***’| ........... 2 3 1 0 0 0 6
Samba

* ............. 1 3 3 1 1 0

**** ........... O 1 0 O l
Rhumba:

* 3 8 6 6 2 0 25

 

TABLE II (Continued)

43

 

 

Type of School

 

 

 

 

 

Item Jun- Senior High Total
ior
High A B C D E
5. Dance Figures

No. of schools

offering dance 26 19 36 32 15 3 131
Allemande left:

*b.... ......... 25 16 33 28 12 1 115
Grand right and left:

* . .. 25 17 33 27 11 l 114
Swing:

* ............. 25 16 33 26 12 l 113
Balance

* . ......... . 23 14 26 25 11 1 100
Dos-a—dos:

* . ............ 26 16 30 27 11 l 111
Right and left through:

* ............. 19 15 27 25 9 l 96
Ladies chain:

* ............. 17 13 22 19 7 1 79
Promenade:

* ............. 26 16 33 27 13 1 116

6. Dance Positions

No. of schools

offering dance . . . . 26 19 36 32 15 3 131
Closed:

***d ........... 23 15 26 15 5 o 84
Open:

*** . . .......... 20 15 24 17 5 0 81
Side (r. hip to r. hip):

*** 7 10 14 9 3 O 43

 

44

TAB LE II (Continue d)

 

 

Type of School

 

Item Jun- Senior High Total

 

io r
High A B C D E

 

7. Fundamental Dance Movements I

 

No . of schools

offering dance . . . . 26 19 36 32 15 3 131
Walk:

*bw.w 17 15 25 19 8 1. 85
Run

*...... ..... .. 13 13 16 11 5 1 59
Hop:

*............. 14 12 21 16 7 l 71
Jump:

* ............. 11 8 15 7 2 0 43
Lead

* ............ . . 8 10 14 4 O 0 36
Skip

* ............. 14 10 16 8 4 1 53
Slide

* ............. 15 13 23 12 5 l 69
Gallop

* ............. 11 7 12 0 1 O 31
Stretch:

* ............. 5 9 8 4 O 0 26
Twist

* . ............ 2 6 6 2 0 0 16
Roll

* ............. 3 7 6 l 1 0 18
Sit:

* ............. 4 7 8 0 0 0 19
Fall

* ............. 1 8 6 l 0 0 16
Push

 

45

TABLE II (Continue (1)

 

 

Type of School

 

ltem Jun- Senior High Total
ior
High A B C D E

 

 

7. Fundamental Dance Movements (Continued)

 

Pull:

* ............. 5 7 5 2 2 0 21
Strike:

* . . . . . ........ 3 2 2 O 0 0 7
Change of size:

****e . . ...... . . 4 3 8 2 2 o 19
Change of direction: .

**** ........... 10 9 l7 3 4 O 43
Change of level:

**** ........... 2 7 8 1 0 O 18
Change of force:

**** ........... 3 6 6 1 O 0 16
Change of accent:

**** ........... 5 6 8 3 2 0 24
Change of tempo:

**** ........... 7 8 ll 5 2 O 33
Working with partner:

**** ........... 8 8 18 11 5 0 50
Working with group:

**** ........... 8 10 15 9 4 O 46

 

f t
I _

 

Class B schools include one extra school offering music
fundamentals only. Class C and D schools each include two extra
schools offering music fundamentals only.

Indicates that students have learned the meaning.

c
Indicates that students have made use of the terms with
dance activity.

Used in conjunction with dance.

Used in a creative way.

46
schools and least by Class E schools; phrase, time signature (5/4),
and syncopation received greatest stress in Class A schools, and none
in Class D and E schools.

The category "Accompaniment" shows that records are being
used most extensively. All schools mentioned this item most fre-
quently, with Class E schools placing the same emphasis on records
and piano. Every school offering dance in Class A and in junior high
school mentioned the use of records. Piano is the next-most used
form of accompaniment. All schools mentioned ”words and poetry"
as being the least used except those in Class D, which have made no
use of "singing voices," ”words or poetry," or ”drum." The drum
received more attention in Class A and B senior high schools than in
other classifications.

In the category ”Dance Steps" (learned), items receiving
highest and lowest emphasis by classification of schools include:
dance—walk and step—hop-—highest in Class A. schools and none in
Class E; waltz-step--highest among junior high and lowest among
Class D; balance and buzz--highest in junior high and none in Class
E; grapevine-—highest in Class B and none in Class E; bleking--
highest in Class B and none in Class D and E; chassé and rock steps

--highest in Class A. and none in Class E; cut-step--highest in Class D

47
and none in Class E; two-step--highest in junior high and lowest in
Class E. The category ”Dance Steps" (used creatively) shows that
items were stressed in the following order: dance—walk and step-hop
-—highest in Class A and none in Class E; waltz-step, grapevine,
chassé, and two-step--highest in Class A schools and none in Classes
D and E; balance--highest in junior high and none in Classes D and
E; b1eking-—highest in junior high and none in Class A, C, D, and E
schools; buzz step--highest in junior high schools and none in Class
A, D, and E schools; cut-step--—highest in Class A and none in Class
C, D, and E schools; rock--highest in Class A and none in junior
high and Class D and E schools. In the category ”Dance Steps” (both
learned and as applied to dance), Class A schools and junior high
schools have placed greater stress on this type of dance experience
than the other classifications of schools. Class D and E schools
have given the least emphasis.

In the category "Dance Forms" (learned), items receiving
highest and lowest emphasis by classification of schools were: schot-
tische and jitterbug--highest in Class A and lowest in Class D; polka
-—highest in Class A. and lowest in class E; mazurka-—highest in
Class A. and none in Class C, D, and E schools; waltz--highest in

junior high and lowest in Class D; foxtrot--highest in junior high and

48
lowest in Class E; Charleston, tango, samba, and rhumba--highest in
Class A schools and none in Class E schools. The category "Dance
Forms" (used creatively) indicated that items were stressed in the
following order: schottische—-highest in Class A, and none in Class
E; polka, waltz, and foxtrot--highest in junior high and none in Class
E; mazurka--highest in Class A and none in junior high schools;
jitterbug and charleston--highest in Class A and none in Classes D
and E; tango-—highest in Class A and none in Classes C, D, and E;
samba and rhumba--highest in Class A. and none in junior high and
Class B, C, D, and E schools. It may be observed that Class A
senior high schools have, as a whole, emphasized this category more
than other classifications of schools. In general, very little creative
experience has been used.

Under ”Dance Figures” items receiving highest and lowest
emphasis by classification of schools were: allemande left, grand
right and left, swing, balance, dos-a—dos, and promenade--greatest
attention by the junior high schools and least attention by Class E
schools. Right and left through and promenade--greatest attention
by Class A. schools and least by Class E schools. In this category,
junior high schools exceed other classifications of schools. Class A

schools exceed in only two items. In every item, Class E schools

”in ‘L

49
are the lowest. It is of interest that all twenty-six junior high
schools mentioned two of the items, “dos-a-dos" and "promenade.H

Under "Dance Positions" it may be noticed that the ”closed"
dance position receives most emphasis among all schools. However,
Class A and D place the same emphasis on ”closed" and ”open"
positions, while Class E mentions none under the three items. Of
the classification of schools, junior high exceeds others under the
item "closed," and Class A under the items ”open” and “side.”

The first sixteen items listed under "Fundamental Dance
Movements” show that Class A has generally exceeded other schools
in including this type of dance experience. Class E schools have
done very little, and mention only five items. In general, locomotor
movements have received more attention than the axial type of move-
ment, which may indicate that the area of modern dance receives less
stress. Under the items "change of size," ”direction," "level,"
force," ”accent," and ”tempo," it appears that change of direction
is used most frequently by the schools, with Class A again leading
other schools. Most schools indicate little eXperience in change of
force. Class E schools did not mention any of these items.

In examining Table III, page 50, it may be noted that, of the

131 schools offering dance experience, not more than half mentioned

TABLE III

50

QUESTIONNAIRE ITEMS IN ORDER OF FREQUENCY OF MENTION

 

 

 

 

 

 

 

Total No. Pct. Pct.
Item of Schools of of b
Answering 131aL 225
1(a) . Music_fundamental§_l_e_a_r_ne_dr -
Tempo ................ . . . . . 65 50 29
Time (3/4) . . . ............. . . 64 49 28
Accent ................ . . . . . 63 48 28
Time (4/4) . . . . . . ........... . 59 45 26
Measure.............. ...... 54 41 24
Notevalues.................. 47 36 21
Phrase . . ...... . ............ 41 31 18
Syncopation . . . . . . . ........ . . . 32 24 14
Time(5/4) ............. ..... 23 18 10
1C9). Music fundamentals applied
29.312222:
Tempo . . . ........... . ...... 36 27 16
Time (3/4) .................. 32 24 14
Accent . . ................... 29 22 13
Time (4/4) ......... . ....... . 28 21 12
Measure .................... 15 11 7
Phrase ..................... 14 11 6
Sync opation .................. 13 10 6
Time (5/4) . . . . . ............. 7 5 3
Note values .................. 6 5 3
2(a) Accompaniment:
Records . ................. 122 93 54
Piano . ....... . . ........... 56 43 25
Singing ..................... 41 31 18
Drum . . .................... 37 28 16
Words or poetry . ....... . . 12 9 5
3(2). Dance steps learned:
Waltz . . . . . . ................ 101 77 45
Two-step . . ..... . . ........... 87 66 39

51

TAB LE III (Continued)

 

 

Total No. Pct. Pct.
Item of Schools of of
Answering 131 225

 

 

3(a). Dance steps learned Lcontinued):

 

 

Step-hop .................... 81 62 36
Balance ........... . ......... 75 57 33
Dane e - walk .................. 71 5 4 32
Chassé . .................... 63 48 28
Grapevine .................. . 48 37 21
Buzz . . . . .................. . 42 32 19
Rock...._.... .............. . 35 27 16
Bleking . . . . . . ............... 23 18 10
Cutstep........ ........ l8 l4 8
3(b). Dance steps used creativcfllz
Waltz . ..................... 19 15 8
Two-step ................. . . . 17 13 8
Step-hop . ....... . ........... 17 13 8
Dance-walk .......... . . . . . . . . 16 12 7
Balance .................... . 12 9 5
Chassé ................. . . . . 9 7 4
Grapevine ................... 7 5 3
Rock ....................... 7 5 3
Cut step .................... 4 3 2
Bleking ..................... 3 2 1
Buzz ................... . 3 2 1

4(a). Dance forms learned:

 

Waltz . ..................... 99 76 44
Polka ...................... 97 74 43
Schottische . . . . . . . . . . ........ 9O 69 40
Fox trot .................... 87 66 39
Jitterbug .................... 38 29 17
Charleston ................... 34 26 15
Tango . ..................... 30 23 13
Rhumba ..................... 25 19 11
Mazurka .................... 10 8 4

Samba . . .................... 9 7 4

 

TAB LE III (Continued)

52

 

 

 

 

 

 

 

Total No. Pct. Pct.
Item of Schools of of
Answering 131 225
4(1)). Dance forms used creatively:
Polka ...................... 24 18 11
Schottische ............. . . . . . 22 17 10
Waltz ...................... 20 15 9
Fox trot .................... 18 14 8
Charleston . ......... . ........ 9 7 4
Jitterbug .................... 7 5 3
Tango..... ............ 6 5 3
Rhumba............ ......... 3 2 l
Mazurka . . . . ............... . 1 0.8 0.4
Samba............ .......... 1 0.8 0.4
5(a). Dance figures learned:
Promenade . . . ............... 116 89 52
Allemande left . . ........ . ..... 115 88 51
Grand right and left . . ......... . 114 87 51
Swing.. ............. 113 86 50
Dos—a-dos ................... 111 85 49
Balance ..................... 100 76 44
Right and left through ........... 96 73 43
Ladies chain ................. 79 60 35
6(a). DanceJositions learned:
Closed ..................... 84 64 37
Open ....................... 81 62 36
Side ....................... 43 33 19
7(a) Fundamental dance movements
learned: -
Walk ....................... 85 65 38
Hop ....................... 71 54 32
Slide .................... . 69 53 31
Run ....................... 59 45 26
Skip ....................... 53 4O 24
Jump . . . ............. 43 33 19

 

53

TAB LE III (Continued)

 

 

Total No. Pct. Pct.
Item of Schools of of
Answering 131 225

 

 

7(a). Fundamental dance movements
learned (continuegz

 

 

Leap. ..... . ............. 36 27 16
Gallop.. .................... 31 24 14
Stretch ..................... 26 20 12
Pull ...... . ..... . .......... 21 16 9
Sit..... ...... . ............ 19 15 8
Roll............ ........... 18 14 8
Push......... .............. 18 14 8
Twist............ ......... . 16 12 7
Fall............ ........... 16 12 7
Strike.......... ............ 7 5 3

7(bL Fundamental dance movements
used creatively by:

 

Working with partner ........... 50 38 22
Working with group ....... . . . . . 46 35 20
Changing direction ............. 43 33 19
Changing tempo . . . ............. 33 25 15
Changing accent ............... 24 18 11
Changing size ................ 19 15 8
Changing level ................ 18 14 8
Changing force .......... . ..... 16 12 7

 

 

a The figure, 131, represents the number of schools offering
dance experience.

b
The figure, 225, represents the total number of schools

surveyed.

54
any item in the category “Music Fundamentals" (learned). An even
smaller percentage of schools mentioned items under ”Music Funda-
mentals” (applied to dance), with the highest being 27 percent for the
item "tempo." The first five items under the two headings (learned)
and (applied to dance) have been placed in similar order or stress by
the schools. The last four items show that note values have received
most stress under the (learned) heading and least stress under the
(applied to dance) heading.

The category "Accompaniment” shows that records exceed
all other types of accompaniment by more than half. Piano is being
used by less than half of all the schools offering dance experience.
Words and poetry have received very little stress.

“Dance Forms," Category 3, shows that less than one-fourth
of the schools have used any of these steps creatively. Of the total
number of schools, not more than 15 percent have offered creative
experience, as compared with 77 percent offering the learned expe-
rience.

The small percentage of schools offering creative experience
is also shown in the category ”Dance Forms.” This is particularly
noticeable in the last two items, "mazurka" and ”samba,” where

less than 1 percent of all the schools have replied affirmatively.

55

It is evident that the first three items, ”waltz," ”polka," and ”schot-
tische," which are often presented with square and folk dance, have
been emphasized more than ”fox trot,” ”jitterbug,” et cetera, which
are more often presented as social or ballroom dance. .The "ma-

zurka," which is placed most often with folk dance, has received very
little attention.

”Dance Figures" have, without a doubt, been given the great-
est attention of all dance experiences. In this category, "promenade,"
which is often used in many types of dance experience other than
square dance, has been mentioned most frequently. “Ladies chain"
has received considerably less emphasis than the other figures.

The first eight locomotor movements listed under the category
"Fundamental Dance Movements" tend to follow the order of the
difficulty of each movement. It is also apparent that locomotor move-
ments have been given more consideration than the axial type of
movement. In this category, several schools mentioned items included
in their modern dance program. However, some may have included
items used as basic movements preparatory to other types of dance
experiences.

In general, Class A. schools exceed all other school classifica-

tions mentioning types of dance experience. Junior high schools follow

56
closely, and then Class B, C, D, and E schools, in that order. Class
D and E schools have very limited programs of dance experience.
Music fundamentals as applied to dance have, for the most part, re-
ceived little emphasis in all the schools. In all instances except one
(Class A schools who mentioned ”accent”), less than half of the
schools offering dance experience have devoted time to this part of
the program. Creative uses of dance steps and forms have not been
given much attention. The ”waltz" has received particular stress
under steps and forms, and the ”promenade” takes the lead under
figures. Axial type of movements have received less stress than
locomotor type of movements. Creative uses of fundamental move-
ments have, in general, received more emphasis than creative uses

of dance steps and forms.

CHAP TE R VII

SUMMARY AND CONCLUSIONS

Summary

Dance areas as well as nondance areas are found to be scat-
tered throughout all parts of the State of Michigan. Dance educators
are therefore represented in a wide area. In the Detroit and sur-
rounding districts, the junior high schools are predominantly dance
areas. Other classifications of schools, however, show similar
distributions of nondance and dance areas both in the Detroit dis-
tricts and in other parts of the state. The schools surveyed are
especially concentrated in the lower and eastern parts of the state
because of the higher population found there.

Larger numbers of junior high school boys and girls are of-
fered dance experience than senior high school students. There is
a noticeable drop in numbers of students, particularly boys, who re-
ceive this type of activity in senior high school. In many cases
schools include dance training only through the tenth grade, which

may in part account for this condition. Competitive sports, particularly

57

58
in the boys' program, tend to take precedence over other kinds of
physical activities at this level. Class A schools indicate a particu-
larly low percentage of boys. These schools have large enrollments,
greater segregation of boys and girls with greater number of instruc-
tors for each group, and often offer this kind of activity on an elective
basis. It is noteworthy that Class E senior high schools rank high in
the percentage of girls and boys receiving dance experience. Because
of the relatively small number of students enrolled in these schools,
more are given the opportunity to participate in experiences offered
by the school.

In general, Class A schools exceed all other school classifica-
tions for types of dance experience. Because larger school systems
are able to hire qualified instructors, students in these schools are
often able to get a wide variety of experiences of this kind. The
smaller schools, Classes D and E, have very limited programs of
dance.

Square dance is stressed over any other dance area, indicat-
ing that Michigan schools have followed the trend of other schools in
the United States. Modern dance receives more attention in the
larger school systems, but is still stressed the least. Music funda-

mentals have received little attention, and are offered most generally

59
by the music departments. Creative experiences in dance programs
have not received much attention. This trend in education is still
fairly new, and most instructors still tend to use the traditional

imitative app roach ..

Conclusions

The data obtained support the following conclusions:

1. The geographical distribution of dance areas and nondance
areas are not grouped in any particular place in the State of Michigan,
but are fairly well scattered.

2. Of the 224 schools surveyed, 131 schools, or 58 percent,
offer rhythmic experience.

a. By classification of schools, junior high schools lead with

90 percent offering this experience. Then, following in
order: Class A senior high schools, with 83 percent;
Class B, with 78 percent; Class E, with 60 percent;
Class C, with 47 percent; and Class D, with 28 percent.

b. Programs in the 131 schools offering dance vary from a

few well-integrated programs to several very limited

programs.

6O

3. Most junior high and Class A and B senior high schools
conduct dance activities within the school program, while most Class
C, D, and E senior high schools carry them on outside of school
hours.

4. Reasons most often expressed for poor programs or no
dance programs were inadequate facilities, unqualified staff, large
classes, and lack of time.

5. The largest total number of boys and girls receiving dance
experience are found in the junior high schools. Then, following in
order: senior high schools of Classes E, B, A, C, and D.

6. More girls than boys are receiving dance experience in
all classifications of schools.

7. The area of dance experience being stressed most is
square dance, followed by folk, social, and modern.

8. Class A. senior high schools and junior high schools ex-
ceed all other school classifications mentioning types of dance expe-
rience.

9. Music fundamentals, particularly as applied to dance, re-
ceive little emphasis.

10. The ”waltz" is stressed more than any other dance step

or dance form.

61

11. The figure "promenade" was stressed more than any
other item in the questionnaire, except the use of records.

12. In general, creative experiences have received little em-
phasis, although creative use of fundamental dance movements has
been stressed over dance steps and forms.

13. Locomotor movements have received more attention than
axial movements.

14. Records have been used to a greater extent by the schools
than any other type of accompaniment.

15. ”Open" and "closed" dance positions have been given

like emphasis, but ”side” position has been used much less.

BIBLIOGRAPHY

Books

Blanchard, Vaughn 5., and Laurentine B. Collins. A Mogern Physical

Education Prgram. New York: A. S. Barnes and Company,
1940. 350 pp.

 

Christianson, Helen Marguerite. Bodily Rhythmic Movements of Young
Children in Relation to Rhythm in Music. New York: Bureau
of Publications, Teachers College, Columbia University, 1938.
196 pp.

Jersild, Arthur J., and Sylvia F. Bienstock. Development Rhythm
in Young Children. New York: Bureau of Publications,L
Teachers College, Columbia University, 1935. 97 pp. .\‘~\6

"x

Radir, Ruth A. Modern Dance for the Youth of America. New York:
A. S. Barnes and Company, Inc., 1945. 337 pp.

 

Rogers, Frederick R., editor. Dance: A Basic Educational Technigie.
New York: The Macmillan Company, 1941. 351 pp.

Thompson, Betty Lynd. Fundamentals of Rhythm and Dance. New
York: A. S. Barnes and Company, Inc., 1937. 230 pp.

Pennington, Jo. The Importance of Beigg Rhythmic. New York: G. P.
Putnam's Sons, 1925. 142 pp.

Pe riodic a1 Lite ratu re

Steinhaus, Arthur H. ”What is this Dance?" Journal of the American
Association for Health, Physical Education and Recreation, 23:
10—34, February, 1952. 64 pp.

 

62

63

Unpublished Mate rial

Benton, Rachel Jane. ”The Measurement of Capacities for Learning
Dance Movement and Techniques." Unpublished Doctor of
Philosophy dissertation, The University of 'Iowa, 1942. 47 pp.

Kraus, Richard G. “The Interdivisional Program in Dance at Teach-
ers College, Columbia University." Unpublished Doctor's dis-

sertation, Teachers College, Columbia University, New York,
1951. 191 pp.

Newspapers
New York Herald Tribune, October 28, November 4, 11, 1951.
Other Sources

Mains, Margaret Small. Modern Dance Manual. Dubuque, Iowa:
William C. Brown Company, 1950. 41 pp.

APPENDIX

64

65
MICHIGAN STATE COLLEGE

EAST LANSING

Department of Physical Education,
Health and Recreation for Women April 27, 1953

Dear Physical Education Instructor:

The enclosed questionnaire is an endeavor to find out what
dance background students in high school have received, in order
that a better program may be offered to them upon their entrance
into college.

Your school has been recommended by Michigan State College
for this study. May we have your cooperation? It is important that
you return the questionnaire, even though few answers or checks (V)
are given. It is also important that we receive an answer to these
particular statements in the questionnaire: (1) the approximate num-
ber of students in your school, and (2) the approximate number of
girls and boys who have received the type of training included in the
que stionnaire .

The return must be in our hands no later than May 15th. The
study will have little value without your help. We will appreciate

your inte re st.

If any significant findings result, we will be glad to send them
on to you.

Sincerely,

Mrs. Margaret Thorleifson
Dance Instructor

99.115. EQNJ‘IAIBE

A Survey of Dance Training

 

 

GRADEs______
NUMBER OF STUDENTS IN SCHOOL_

 

66

 

_h

NUMBER OF STUDENTS RECEIVING DANCE TRAINING:

SCHOOL

GIRLS

BOYS

 

 

 

BY

 

1 . MUSIC FUNDAMEN TALS:

 

learned the meaning.
made use of the below terms with dance activity.

__ if students have not been taught the following:

2 . AC COMPANIMENT:

 

use of the following with dance activity.

note values
accent
measure
phrase
tempo (rate of speed)
time signatures:

3/4 .....
4/4 .....
5/4 .....

s ync op ation ...........

students have not used the following with dance activity:

records .
piano

singing

drum

voices

words or poetry ........

Place one check (/) if students have
Place two checks (//) if students have
Leave blank

_—--q-

Place one check (./) if students have made
Leave blank ___

if

_—— ——-

3. DANCE STEPS:

 

67

Place one check (\/) if students have learned

the step. Place two checks (/,/) if students have varied, com-

bined or rearranged them into patterns of their own.

Leave

blank _______ if students have not been taught the following:

4. DANCE FORMS:

 

dance-walk (shuffle) .....
step-hop .............
waltz step ............
balance ..............
grapevine ............
bleking ..............
buzz ................
Chassé' (side step) ......
cut step .............
two-step . . . . .........
rock . ...............

Place one check (\/) if students have learned

the form. Place two‘checks (//) if students have made use of
it in a creative way. Leave blank _ _ if students have not
been taught the following:

5 . DANCE FIGURES:

 

the figure. Leave blank

the following:

schottische ...........
polka . ..............
mazurka .............
waltz . ..............
fox trot ..............
jitterbug .............
Charleston . . ..........
tango ...............
samba ...............
rhumba .......

Place one check (\/) if students have learned

allemande left .........
grand right and left .....
swing ...............
balance ..... . ........
dos-a-dos ............
right and left through

ladies chain ...........
promenade ............

if students have not been taught

6. DANCE POSITIONS: Place one check (/) if students have

 

learned the position. Leave blank _____ if students have not
been taught the following:

closed ...............
open ................
side (R hip to R hip)

. FUNDAMENTAL DANCE MOVEMENTS: A. Place one check (I/)
if students have made use of the following in their dance activi-

 

ties. Leave blank _______ if students have not made use of the
following:

walk ________ l e ap _ s tre tc h __ fall __ __
run ________ skip _______ twist push ______
hop __ slide __ r 011 _ p ull _
jump gallop sit strike ________

B. Place one check (,/)
if students have experimented with some of the above 16 move-
ments in the following way:

change of size ..... . . . . ______
change of direction . . . . . . ______
change of level . . . . . . . . ________
change of force . . . . . . . . _____

change of accent .......
change of tempo . . . . . . . .
working with a partner

working with a group . . . .

COMMENTS: Any comments you wish to make will be welcomed.

 

Please write on back of this page.

'5‘
ROOM USE ONLY .
ma 9 I '

I
I
I

I ROOM USE ONLY

737%

    

 

 

ER

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