Line Dances Around The World

This contemporary title explores line dances around the world in today s health-oriented world. The young reader is exposed to the health and fitness perspective of line dancing, and is encouraged to draw conclusions as to the appropriateness of the activity in his or her life. A variety of line dances, including the Electric Slide, the Cupid Shuffle, the Macarena, and the Wobble are presented, along with the History and origin of line dancing. Safety issues are presented where appropriate. Line Dances Around the World has been developed to encourage young readers to analyze the information and satisfies many of the Common Core specific goals, higher level skills, and progressive strategies for middle grade and junior high level students.

A teachers' resource which provides step-by-step instructions with graphics for eight popular folk dances from around the world. Includes sound disc containing musical accompaniment.

Mike and Barbara Bivona have danced their way around the world, embracing the colorful rhythms of each country and culture in their travels. Now, Mike, the author of Dancing Around the World with Mike and Barbara Bivona, returns to share more of their globe-trotting adventures in part one of a new travel memoir series. While cruising the islands, they witnessed lava flowing into the surf off the shores of Hawaii and danced on a nightclub floor that once saw the white-uniformed officers of the warships anchored at the naval station in Pearl Harbor. Mike describes the thrill and challenge of learning the intricate steps of the Argentine tango in Buenos Aires and, more importantly, absorbing its proper attitude from master dancers. The brimstone fumes wreathing the slopes of Mt. Vesuvius transported them back in time, as the frozen bodies of the unlucky residents of Pompeii and Herculaneumas well as the evidence of Romans lively erotic imagination left on walls and sculptured into clayinspired numerous colorful conversations. Mike and Barbaras shared passion for art and history has led them to seek out the haunts of other lovers of adventureColumbus, Ponce de Leon, General Custer, circus impresario John Ringling, and the elderly jazz musicians in New Orleans. Part memoir and part travelogue, this volume offers you a trip around the world with the Bivonaswithout ever leaving your chair. Traveling Around the World with Mike and Barbara Bivona by Michael Bivona CPA, published by IUniverse, was a winner in the Annual Eric Hoffer Awards for Short Prose and Independent Books 2014 for eBooks nonfiction The US Review of Books reviewed by Barbara Bamberger Scott.

Provides instructions for different steps used in line dancing, including the boot scootin' and the electric slide.

Martial arts have been around for centuries, yet they are just as popular today as ever. The various techniques which are part of aikido, karate, and tae kwon do can prove to be extremely valuable self-defense skills. Practicing martial arts is also an excellent way to stay in good physical condition. In the mood for a fast-paced workout? Kickboxing or Tae Bo may be just your thing. Tai chi, on the other hand, is known for having calming and even healing qualities. Whichever type of martial art you choose to learn, it can help you become a more disciplined and self-confident person.

In these essays, dancers and scholars from around the world carefully consider the transformation of an improvised folk form from North Africa and the Middle East into a popular global dance practice. They explore the differences between the solo improvisational forms of North Africa and the Middle East, often referred to as raqs sharki, which are part of family celebrations, and the numerous globalized versions of this dance form, belly dance, derived from the movement vocabulary of North Africa and the Middle East but with a variety of performance styles distinct from its site of origin. Local versions of belly dance have grown and changed along with the role that dance plays in the community. The global evolution of belly dance is an inspiring example of the interplay of imagination, the internet and the social forces of local communities. All royalties are being donated to Women for Women International, an organization dedicated to supporting women survivors of war through economic, health, and social education programs. The contributors are proud to provide continuing sponsorship to such a worthwhile and necessary cause.

Teaching Children Dance is back and better than ever. The fourth edition of this text retains everything dance educators have loved in previous editions while providing significant updates and new material. What’s New in This Edition? New material in the text—which contains learning experiences for physical education, dance, and classroom settings and is geared toward K-12 students of all ability levels—includes the following: Two new chapters that feature 32 new learning experiences for popular, fitness, and social dances, as well as for folk and cultural dances based on traditional movements and songs from around the globe Instructional videos of teaching techniques, movements, and dances from the two new chapters Online resources, accessed through HKPropel, that include PowerPoint presentations, gradable assessments, and forms that can be used as is or adapted Other new material includes suggested answers to chapter-ending reflection questions; updates to discussions on dance and the whole-child education initiative; new material on how 21st-century skills promote creative thinking, collaboration, communication, global awareness, and self-direction; and a description of the link between dance and the 2018 Physical Activity Guidelines for Americans. Dance an Inherent Component of Education “This latest edition of Teaching Children Dance brings a new perspective focused on dance as an inherent component of a child’s education,” says coauthor Susan Flynn. “Since our last edition, educational issues have refocused on students gaining knowledge and skills that can be applied to all aspects of their lives. Dance is one mode for learning that involves using the body and the senses to gather information, communicate, and demonstrate conceptual understandings.” Book Organization The text is organized into two parts, with part I’s seven chapters providing the foundation for developing dance learning experiences and offering ideas for planning a yearlong program, a unit, or a single lesson. Part II contains two chapters of creative dance learning experiences and two chapters on choreographed learning experiences. Each learning experience includes learning outcomes; ideas for the introduction and warm-up, development, and culminating dance; variations and adaptations; and assessment suggestions that are directly linked to each outcome. Fun Learning for All Ability Levels Teaching Children Dance offers dance instructors insight into designing lessons for students of all skill levels, including those with disabilities, and provides a variety of teaching strategies, assessment tools, and instruction on effective demonstrations—all to make the learning experience fun and motivating for the dancers. “We’ve developed learning experiences that encourage creativity, positive social interaction, and motor skill development,” says Flynn. “Students view dance as a way to have fun. This opens the door for dance to be a welcomed activity in the school curriculum.” Note: A code for accessing HKPropel is not included with this ebook but may be purchased separately.

This book describes the terminology, dancing and teaching techniques used for modern line dancing. It describes the skills and competencies required for participants in all facets of the line dance industry, from dancer and instructor, through to choreographer, event coordinator, DJ and stage performer. For anyone writing up a line dance dance-sheet, this book should be essential reading. Way too many dance sheets do not consider the consumers of the dance sheet and are far too brief and ambiguous. The information in this book will assist in producing a much clearer sheet, enabling the dance to be more likely to be understood and adopted. I have attempted to capture what works for me and my organisation over the past quarter century. I have proposed a lot of things that work for us, that are likely to be very different from what others are doing. If this book makes people think about what they are doing, and commences a standardisation process across the world, then I will have achieved my major goal.