Jazz-a-Matazz encapsulates a dance style within a musical genre that was shaped by a cultural period. Performers are led in a creative exploration and presentation of physical, emotional and artistic expressions through dance, stage dialogue, narrative and media displays. Classes are grouped as follows:
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2 & 3 graders |
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4 & 5 graders |
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6, 7 & 8 graders (middle school students) |
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9-12 graders (high school students) |
EXPOSITION
Performers are introduced to the dance experience of different musical eras. Through music, dance, print and multimedia, performers meet the music and its makers… the entertainers and shakers. They also discover how and why musical genres and dance styles were influenced by societal and world events.
IMMERSION
This is how Grooves truly differs from standard dance classes. Performers are immersed in a plethora of music genres and dance styles. They are instructed in staple dance moves that incorporate theatrical expression and participate in choreographed ensemble dance performances. The dance instruction emphasizes body awareness, physical strengthening, and bodily and facial expression. The activity encourages music appreciation and familiarity with all music used in class. Guest instructors may periodically lead classes in specialized dance styles. And, perhaps most importantly, the program builds self confidence by cheering each performer's unique contributions to the ensemble no matter their shape, size or ability level. Every student is truly recognized as "one singular sensation!"
Early in the process, the spotlight shifts from pure dance "technique" and skill level to time and place, via informal discussion, of why music and dance styles flourished. These are what we call Backstage Lessons. "Backstage" is an area of the Grooves studio dedicated to hanging out and exploring the who, what, when, where, why and how of music and dance evolution. It's a comfy niche, full of floor pillows, bean bag chairs, records, DVDs, CDs, books, Broadway program booklets and era-specific decorative items. During a backstage lesson, the instructor may use video, digital and print resources to present information, specifically to demonstrate examples of the era as they relate to music, dance and other cultural influences. Why, for example, did the "Charleston" become THE dance craze of the Roaring '20s? Because it embodied the youthful vitality of our country that emerged victorious from a world war. It also embraced the new "jazz music" migrating from New Orleans to Chicago to New York. With its high flying kicks and swinging arms, this sensational series of steps expressed jubilation and freed partners to dance individually to the burgeoning jazz of Louis Armstrong and the like. Flappers, sporting their stylish dresses, beaded headwear and rouged knees, epitomized society's carefree attitude. The 1920s gave a nation time to unwind, rebuild its economy, laugh and live before it crashed into breadlines and closed bank doors.
Why were so many children placed in orphanages during the early 1930s? Because our country, in the midst of the Great Depression, had few jobs to offer. Lack of employment and money tore many families apart, forcing some parents to place their children in orphanages with the hope that once they started working they could take their children home once again. Within this historical framework, students are introduced to the Broadway musical, "Annie," and dance as the characters of orphans, who dream of families, warm blankets, pretty dresses, kisses and happy lives, as mean Miss Hannigan forces them to scrub floors, wash windows, launder clothes, change bed linens, cook food and clean dishes.
Why did Elvis' pelvis rock the world? He didn't earn the title "King of Rock-n- Roll" for nothing. Elvis Aaron Presley shook up teenage girls to the point of fainting; outraged parents with his "indecent" stage moves; and eventually introduced the world to a legendary music genre. He, and other rock-n-roll pioneers, jitterbugged, strolled and twisted the baby boomers out of the swing era and into a new one that sported slicked-back hair, poodle skirts, jocks and greasers. This was a time of innocence for an adolescent generation.
Other iconic musical influences that we have studied and performed to include The Beatles and Aretha Franklin. In the early 1960s, the "Fab Four" from Liverpool were shaking up the music world (and making teenagers shake their heads) with their now legendary rock beats. Yeah, Yeah, Yeah for John, Paul, George and Ringo!! Then, along came Lady Soul, introducing the world to her gospel-influenced, earthy vocal dynamics, and demanding that we show her - and her music -- some R-E-S-P-E-C-T. In the late 1960s Aretha Franklin ruled the soul - and pop - music charts becoming one of the biggest international recording stars. When we dance to her music, we embody her larger-than-life attitude while having fun with props like beehive wigs, microphones and feather boas. We've also explored the Hippie Generation of the 1960s. Students have incorporated the "Peace, Love & Togetherness" mantra of a young generation who expressed their opposition to the Vietnam War through their freeform style of dance, "long beautiful hair" and far-out, expressive clothing.
Disco dancers Madonna wanna-be's Latin partner dancers country cowgirls we've done it all. Each musical genre with its own dance style. And each exploration resulting in a different characterization as a performer. Heck, we've even produced our own music video to Madonna's hit song "Hung Up"! Click here to watch our own material girls!!
Most classes learn 4-6 dance numbers that are performed as part of the show at the end of a Performance Session. Additionally, classes of grades 4 and up also try their hands (and feet!) with choreography. As a class, they choreograph a complete dance to a song of their consensual choosing (with the instructor's approval). This dance is presented during their end-of-session performance! Plus, each performance typically bills a special performance in which performers dance with family members or friends. Past performances have included a Mommy-Daughter disco dance, a Daddy-Daughter waltz, a sibling dance, a BFF (Best Friends Forever) dance, and a family/friend encore.
In addition to dancing and theatrical expression, performers build narration, presentation and stage dialogue skills. And, humor is always encouraged! These scripted lines and group narrations comment on students' personalities and present interesting cultural factoids as transitions within a performance. They are a particular favorite among students and audiences alike.
Performers engage in other fun activities that reinforce their knowledge of music, dance and cultural history. They play Groovy Jeopardy during which they answer questions about musical artists, dance styles, dance steps and influential factors of the songs/dances they are learning. They also attend Movie Nights munching on pizza and goodies while watching a musical or dance/pop culture documentary.
PERFORMANCE
The culmination of a Performance Session, students perform their show in their community. The performance marks a celebration of their contribution to the Grooves Generation. Students may also participate in smaller scale performances either in-studio (i.e., Summer Sessions) or at local fairs and carnivals.
For High School Performers Only
During selected Performance Sessions, high school participants may produce a music video as follows:
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Contribute to dance choreography |
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Storyboard the video's tale |
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Partner with video production personnel |
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Act and dance as the cast of the music video |
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Participate in post production (edit and graphic design) |
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Document and present highlights of project as part of multimedia performance |
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Communicate regularly with Grooves Creative Director |
Students may inquire if Music Video Production or Dance Choreography qualifies for a Senior Project. Based on access to a video production facility, there may be an additional cost for those who participate in producing music videos.
Jazz-a-Matazz 2010-11 Performance Session
September 20, 2010 - April 30, 2011
One 1-hour class per week
Click here for class schedule
Session Fee: $750
Performance Venue Fee: $20 per student; $35 per family who have two students; and $50 for families who have three or more students participating in the Performance. This fee is subject to change based on performance-related expenses.
Costume/Props Fee: items that are purchased by Grooves for use by students in the Performance. These items become the property of families after the Performance. The cost, on average, ranges from $10-35 per student but will not exceed $50 per student.
Logistics
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A $250 Session Fee deposit is required at time of registration. |
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The first 6 weeks of the session (Sep. 20 - Oct. 29) is the Introductory Period, which is intended for new students to sample the program. Standard deposit applies. If at the end of this 6-week period a student does not want to continue with the program, you can withdraw with no further financial responsbility. |
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Registrations will be accepted up through November 19. Session Fee will be adjusted accordingly. |
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Family Session Fee Schedule: Full Session Fee for one participant; 10% discount off least expensive second and subsequent participants. |
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Session Fee includes studio walk-through and dress rehearsals. |
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Parents/Guardians of students up through 5th grade must provide notice when their children will be picked up by someone who is not on their Authorized Pick-up List. |
| * | Dress Rehearsal on Friday, April 29 from 4:00-7:30 p.m. and Performance on Saturday, April 30, at 7:00 p.m. Both events will be at Barrington High School, Barrington, Rhode Island. |
Registration Packet will be available August 2nd.
This requires Adobe Acrobat Reader which you can obtain here
Jazz-a-Matazz Summer Camp Sessions 2010
(1 week sessions)
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Learn several choreographed dances to a selection of music as determined by the session's theme. (See descriptions below for each session.) |
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Engage in "Backstage Lessons" about the recording artist, dance style, musical or movie, and popular culture surrounding a particular song or dance genre. Through print and multimedia, performers meet the music and its makers... the entertainers and shakers. They may also discover how and why musical genres and dance styles were influenced by societal and world events. |
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Generate ideas for, and may create, costume/prop items for their performance! |
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Collaborate in writing narrative introductions or dialogue that compliments their dance performance! |
Each Summer Session culminates with an informal |
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SUMMER CAMP SESSION THEMES
Kindergarten & Grade 1: "Radio Disney & The Disney Channel"
During this fun session — a new addition to our age groupings — our youngest Groovy Girls will learn dances to music they hear on Radio Disney and The Disney Channel television shows. Students will also engage in a craft activity to create a prop(s) for use during their in-studio performance. Students may also journal to help them visualize their characterizations within the dances.
Dates: Tuesday, July 6 — Friday, July 9
Times: 9:30 a.m. — 12:00 p.m.
Instructor: Cheryl Burns ('Miss Cheryl")
Grade 2 & 3: "Summer of 2010"
Be the first of your friends to learn dances to the new songs of summer! All song choices for this session will be from new musicals or from summer blockbuster hits like Toy Story 3, Shrek 3, Eclipse, etc. We will also create an appropriate costume item to go along with one of the dances.
Dates: Monday, August 2 — Friday, August 6
Times: 10:00 a.m. — 12:00 p.m.
Instructor: Cheryl Burns ('Miss Cheryl")
Grade 4 & 5: "Broadway Babes"
This session will immerse students in theatrical dances from popular Broadway family-friendly musicals including You're a Good Man Charlie Brown and Seussical. In the true tradition of the Broadway musical, students will play characters within each dance, including the narrative dialogue that accompanies their in-studio performance.
Dates: Monday, August 16 — Friday, August 20
Times: 10:00 a.m. — 12:00 p.m.
Instructor: Alison Angelone ('Miss A.")
Grade 4 & 5: "Contemporary Choreographers"
In this session, students will learn about how to choreograph a musical theatre and/or character number(s). They will create solos or duos to either Broadway songs or music from new soundtrack releases such as Eclipse or Shrek 3. Students will also learn how to record their choreography in written format. They are encouraged to bring an iPod/MP3 player to each class as well as a written list of suggested songs to the first class.
Dates: Monday, July 12 — Friday, July 16
Times: 10:00 a.m. — 12:00 p.m.
Instructor: Cheryl Burns ('Miss Cheryl")
Grade 6 — 8: "Pop Century"
During this fast-paced session, middle school students will take a trip through select decades of the 20th century, being exposed to some of the most influential music and recording artists who shaped the culture of their times. Students will also engage in an art project to create a costume item/prop to enhance one or more of their pop culture dance hits!
Dates: Monday, August 9 — Friday, August 13
Times: 10:00 a.m. — 12:00 p.m.
Instructor: Alison Angelone ('Miss A.")
Logistics
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Maximum class size: 16 |
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$50 Session Fee deposit required at time of registration |
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$20 discount for second and subsequent family members who register for any class |
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Parents of students up through 5th grade must provide notice when their children will be picked up by someone who is not on their Authorized Pick-up List |
Click here to download Registration Packet.
This requires Adobe Acrobat Reader which you can obtain here
