HISTORY Of BROADWAY DANCE EXPANDED ANALYSIS

Broadway Dance Expanded Analysis

Rough Draft

PLEASE READ CAREFULLY TO MAKE SURE YOU COMPLETELY FULFILL ALL CRITERIA

Grading:

This is an intermediate assignment on the way to your Broadway Dance Expanded Analysis Final. You will receive 20 points for completion of all categories of this assignment by this week’s Sunday due date.

Next week, your peer partner will read and review your work against the Broadway Dance Expanded Analysis Final Rubric, then give you feedback to improve your work. Quality of content and evidence to support your original conclusions will be graded by the instructor as part of your final analysis assignment. You will have time to tweak and proofread up until the final analysis due date. Points given for this Rough Draft assignment are not an indication of the quality of your work or of your potential final grade, just a confirmation that you have not missed any of the 10 categories of analysis/information below.

NOTE: YOU WILL BE SUBMITTING THIS ASSIGNMENT IN A DISCUSSION POST SO THAT YOUR PEER PARTNER CAN REVIEW IT NEXT WEEK.

100 points are possible for the Broadway Dance Expanded Analysis Final of this assignment (DUE IN WEEK 13). It is a major assessment of your knowledge. The number of points should indicate to you the depth, quality and articulation of the work required, as well as the course evidence that should be critically connected. Please take your time this week to address all categories. See Broadway Favorite Final Presentation Rubric.]

First

Open the latest version of your Dance Video Analysis – Pick 3. If you did not incorporate feedback from the graded version of your original document, you will want to do that as you complete this assignment. (Even if you received an automatic 6 points extra credit, you should be sure to revise your original.)

Second

READ THE RUBRIC! Check out the BROADWAY DANCE EXPANDED ANALYSIS FINAL RUBRIC to see how your final will be graded. The rubric is located in your ASSIGNMENTS: DUE DATES AND RUBRICS Module, in this week’s tabs and in next week’s tabs.

Third

BROADWAY DANCE EXPANDED ANALYSIS [Rough draft]

Now, you will expand analysis for your Pick 3 dance. INTEGRATE the information below with the information you already have for that dance:

Imagine that you are persuading a ticket buyer to see your show:

DO INCLUDE ALL HEADINGS [highlighted in Orange below]. Headings may be formatted in any creative colors/fonts/etc. that you wish.

DO NOT INCLUDE ASSIGNMENT PROMPTS.

APA references for all resources should ALL be in an alphabetized list, correctly formatted, at the bottom of the document. Grading for APA list will happen in the final presentation.

BROADWAY DVA – EXPANDED

Name of Show (Year of Broadway Opening)

“Title of Dance(s)”

Choreographer: __________

Performers: _____________

About this show:

Get your prospective ticket buyer excited to see the show by including information, reviews, and gossip about the show. [Quality counts! Make sure you keep track of APA info for all resources you use.]

Include a very brief plot of your musical.

About this dance:

Introduce the dance(s) that you analyzed. Contextualize the dance. Where does it happen in the show? What has happened so far in the show?

Discuss the dance(s) you analyze and tell your reader why they should be excited to see it/them. (Use your first impressions/comments here and expand them if you wish. Be sure to discuss the actual dancing.)

Role of the dance in the show:

What does this dance accomplish in the show? How do you know? [It may be difficult to tell, since we are looking at the dance out of the context of the show. You need to research the show! Give your best conclusion of the PRIMARY REASON(S) you think this dance was included in the show. All dances–hopefully–entertain, but this may not be the main reason for the dance.] Please do not include a kitchen sink list.

Give the main 1 or 2 reasons the dance was included in the show.

A dance in a Broadway musical can…

Entertain [Please do not use this answer, unless it is the only role of the dance.]
Create a mood
Provide a transition (scene change, shift in story, etc.)
Expand or explode an emotion
Describe/Define a character
Make a concept or thought visual and concrete
Provide context (uses distinct steps, postures and movement qualities to show social class/position, economics, time period, culture and/or relationships)
Forward the story
Comment on an issue
Inspire action
Other

Justify your choice(s): What evidence from the dancing supports your choice(s) for Role of Dance above? Be specific and connect the evidence to your ideas. Do not narrate the dance.

Detailed analysis and evidence of dance influences:

You should have more influences to add, now that you know more. Please describe the dance move(s)/element(s)/characteristics/definition for each of your influences and give your example AND the timestamp from the video. ALL INFLUENCES YOU GATHERED FOR THIS DANCE, IN OTHER ASSIGNMENTS, SHOULD BE INCORPORATED IN THIS LIST. In addition, check the list below to see if there are other categories of influences that could be considered or deeper connections than those you already have. It is expected that each strong influence from our course, that can be “seen” in your dance and validated, will be on your list.

People: Are there choreographers, performers, etc. that we have studied who danced or choreographed dance step phrases or styles that you see in the dance?
Shows: Does your dance strongly remind you of any of the shows we have discussed so far in the course? Why?
Dance steps/styles: What style(s) of dance do you see in your video?
Concepts: Be careful with this one. Sometimes, a dance can really remind you of an influence in a conceptual way. For example, Master Juba is both an influence as a person and Juba could also be used as a conceptual/structural influence for a dance. Precision dance is also considered a concept.

Your dance may or may not have influences from all of these areas. List only those influences that are STRONGLY evidenced in your dance and that you can “prove”.

That said, this assignment is a major assessment of your course knowledge. If there is a significant influence in our content, you are expected to know it.

Impact of the dance on musical theatre/evolution of Broadway dance:

What elements did this dance have that might influence dance in future productions? What was new, innovative, unusual about the dancing?

Personal connections:

What in your background, experiences, social/ economic life connects you personally to this dance? Why do you think you like it better than others? Connect specific details from the dance to specific things in your life and include supporting information and resources. (e.g. “I love horseback riding, and Agnes de Mille’s “Out of My Dreams” ballet really brought me back to when I rode every weekend. She captured the feeling of space in the ballet. Look here’s a picture of me riding.”)

Detailed account of the society in the year this show opened and why producers thought that society would like your show:

Describe the specific society, issues and main events for the year that your show opened. Make sure to use the society for your specific production of the show. If you chose a revival, use the year your revival opened. DO NOT USE THE YEAR OF THE STORYLINE IN THE SHOW. IF THE SHOW IS ABOUT THE 1920s BUT OPENED IN 1980, I WANT TO HEAR ABOUT SOCIETY IN 1980. If you chose a revival, talk about the year the revival opened. Be specific about the topics you discuss and talk about the specific year, not the general decade or general temperature of the society.

Include details, then connect the following:

Why do you think the producers thought this show would be successful in the year it opened? Connect your insights to the events, etc., described above.
Why do you think the people in the society you described would or would not buy tickets to this show? Connect insights to the events, etc., described above.

How would the society of the 1920s react to this show?

Why? What issues can you point to that would impact audience reaction? Use evidence from the course to support your conclusions. [Go back to the content to view our topics. For some reason, the 1920s often get mixed up with the 1930s for this part of the assignment.]

How would Rutgers students react to this show?

Give your educated, supported conclusions.

What specific, current social, economic or political issues exist for Rutgers students that would make them buy or not buy tickets to this show? [Do not choose, “They can’t afford tickets.” For the sake of this project, we will stay in our imaginary world where students can afford to go to Broadway shows!]
What specifically in the dance/show speaks or doesn’t speak to students and their lives, concerns or issues?

APA

A big reminder about APA citations and references….DO THEM! Your presentation should include citations, and references for any resource used. If you searched for additional info on political or economic issues, etc. include your source! Please group all references TOGETHER and alphabetize them at the bottom of your final presentation.

Polish it up

When you are finished, you should have some sort of product that advocates for this musical from many perspectives.