time the next generation of dance New jersey performing arts center Ailey II in Wings. Photo: Eduardo Patino, NYC

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1 s c h o o lp e r f o r m a n c e s e r i e s time the next generation of dance I I Ailey II in Wings. Photo: Eduardo Patino, NYC a i l e y Generous support for SchoolTime provided, in part, by New jersey performing arts center

2 about the founder Alvin Ailey ( ) was a dancer, choreographer, and activist who founded Alvin Ailey American Dance Theater in Born in Texas, Ailey was raised by his mother in humble surroundings in an era of intense racial strife. His art was forever shaped by what he observed and experienced in his childhood: violent racism, the Baptist church, and local clubs where Blacks gathered for music and nightlife. After moving to California for junior high school, his introduction to dance came through his classmate Carmen de Lavallade, who would later become a famous dancer herself. She took Ailey to dance classes taught by Lester Horton. Horton taught ballet, jazz, and Native American dance, and was Ailey s fundamental dance influence. By age 22, Ailey had progressed enough to take over Horton s company when he died in His career as a dancer and choreographer expanded as he and de Lavallade moved to New York to dance in a Broadway show. While he was impressed with Martha Graham and other modern dance luminaries he met in New York, he also imagined a technique that was rooted in Horton s style. By the time Alvin Ailey American Dance Theater had their debut performance in 1958, he had created choreography and dances that were uniquely his style, but also reflected his many influences modern, African, jazz, and ballet. Ailey led his company to international fame during his decades as director. He raised the image of American dance and was a leader for inclusion of diversity in the performing arts Ailey received a Kennedy Center Honor in 1988 and died in I am trying to express something that I feel about people, life, the human spirit, the beauty of things. My ballets are all very close to me they re very personal. I think that people come to the theater to look at themselves, to look at the state of things. I try to hold up the mirror to my audience that says this is the way people can be, this is how open people can be. Alvin Ailey Ailey II in Revelations. Photo: Eduardo Patino, NYC 2 The Next Generation of Dance Ailey II

3 about the company Alvin Ailey American Dance Theater is among the world s most famous dance companies. It has performed for an estimated 25 million people at theaters in 48 states and 71 countries on six continents as well as millions more through television broadcasts. Alvin Ailey American Dance Theater grew from a now-fabled dance performance in March 1958 at the 92nd Street Y in New York City. Led by Alvin Ailey and a group of young African-American modern dancers, that performance forever changed the perception of American dance. In 2008, a U.S. Congressional resolution designated the Company as a vital American cultural ambassador to the world, one that celebrates the uniqueness of the African-American cultural experience and the preservation and enrichment of the American modern dance heritage. Before his untimely death in 1989, Alvin Ailey named Judith Jamison as his successor, and over the next 21 years, she brought the Company to unprecedented success. Jamison, in turn, personally selected Robert Battle to succeed her in 2011, and The New York Times declared he has injected the company with new life. Ailey II Ailey II is universally renowned for merging the spirit and energy of the country s best young dance talent with the passion and creative vision of today s most outstanding emerging choreographers. Founded in 1974, the company embodies Ailey s pioneering mission to establish an extended cultural community that provides dance performances, training, and community programs for all people. Under the direction of Sylvia Waters, Ailey II flourished into one of the most popular dance companies in the country. With new Artistic Director Troy Powell at the helm, Ailey II will continue to thrive as he brings a fresh dimension to this beloved company. Influential Choreographers lester Horton A dancer and choreographer who taught Alvin Ailey modern dance drawing from various schools of ethnic dances Martha Graham An inspiration and teacher to Ailey who created and taught him a modern dance technique based on contractions Katherine Dunham An inspiration to Ailey whose dance style combines Caribbean, African, and American dance Shay Bland and Jamal White in Wings. Photo by Eduardo Patino, NYC Aubree Brown and Jamal White in Revelations. Photo: Pierre Wachholder The Next Generation of Dance Ailey II 3

4 P.E.R.F.O.R.M. The P.E.R.F.O.R.M. activities will enable students to get the most out of a SchoolTime performance. Prepare for the performance Learn about Alvin Ailey American Dance Theater. In groups, ask students to write about Alvin Ailey American Dance Theater. Provide students with articles and websites, and ask each group to share 5 facts about the company. Experience Revelations Read Focus on the performance Originate Rehearse Make magic! Watch a video clip from Ailey II List five movements that you see. What do you think they mean? Discuss the movements as they appear in the video. Now look at the lighting. Does the lighting in the video clip enhance or detract from the dance performance? Interpret lyrics from the music of Revelations. Provide students with lyrics from the songs in Revelations. Ask students to interpret the lyrics by answering questions such as: What does this song mean? Who would sing this song? How do you expect the dancers to move to the lyrics? Write a review of the performance. Ask students to write a review of the Ailey II dance performance in response to the questions: What is the story being told? How does the music help tell the story? How does the movement help tell the story? How does the lighting tell the story? Are there any set pieces or props? If yes, did they help tell the story? If no, were you able to follow the story without a set or props? Does a dance performance always have to tell a story? Create a dance to tell a story. As a project, students will create a dance that tells a story inspired by music, just as Alvin Ailey was inspired. In groups, create a dance that: Tells a story Uses movements like the Ailey dancers Is set to the music of an artist that inspires you Include a light plot and a design for costumes Film a rehearsal to critique your practice. Perform in front of your classmates. Discuss your performance.. 4 The Next Generation of Dance Ailey II

5 activity page What s your inspiration? Create a dance to tell a story. the music for the dance is the story i am telling is the movements I will use are: The lighting for the dance will look like: The costumes will look like: The Next Generation of Dance Ailey II 5

6 NJ core curriculum content standards & common core standards english language arts Grade 6 SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Grade7 Grade 8 Grades 9 & 10 Grades 11 & 12 Social Studies Grades 9 12 SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL : Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL : Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL : Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL : Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. Visual and Performing Arts Grades : The Creative Process 1.2: History of the Arts and Culture 1.3: Performance 1.4: Aesthetic Responses & Critique Methodologies 6 The Next Generation of Dance Ailey II

7 resources Ailey, Alvin, and Peter Bailey. Revelations: The Autobiography of Alvin Ailey. Replica Books, Gladstone, Valerie, and Jose Ivey. A Young Dancer: The Life of an Ailey Student. Henry Holt and Co., DeFrantz, Thomas F. Dancing Revelations: Alvin Ailey s Embodiment of African American Culture. Oxford University Press, Jamison, Judith. Biographical information about Alivin Ailey About Alvin Ailey American Dance Theater Arts Edge: Alvin Ailey and Revelations Library of Congress: Online Exhibition Revelations: 50 Years in Pictures VOCABULARY 1. space the whole design and use of the place in which a dance unfolds. 2. time a measurable period during which movement or dance occurs. Dance makes the passage of time felt by dividing it into anything from complex, rhythmic patterns to periods of long, unbroken stillness. 3. energy the amount or force of the movement, also sometimes referred to as the color or texture of the movement 4. Choreographer Person who creates dance compositions and original arrangements of movements 5. Modern Dance Style of dance birthed primarily in the US during the late 19th through early 20th centuries that broke out of the classical ballet conventions of movement Technical Elements of theater 6. props items used to create a sense of place, or items used by the dancers in the movements of the dance. 7. scenery the environment or setting of a dance created through the use of large pieces like backdrops 8. score the musical or sound accompaniment for the dance, which may be created for the dance or may be pre-existing music or sound. 9. stage lights electrical equipment used to illuminate the stage or an area of the stage or to suggest a mood or setting. 10. costume designer the person who creates the costumes for the dancers. 11. lighting designer the person who designs and arranges the illumination of a performance. 12. stage manager the person who calls the cues for the dance, e.g., changes in lighting, raising and lowering curtains, moving scenery, and directs the theater technicians backstage. The Next Generation of Dance Ailey II 7

8 why arts education? Champions of Change: The Impact of the Arts on Learning Study The ultimate challenge for American education is to place all children on pathways toward success in school and in life. Through engagement with the arts, young people can better begin lifelong journeys of developing their capabilities and contributing to the world around them...the arts can play a vital role in learning how to learn, an essential ability for fostering achievement and growth throughout their lives. Young people can be better prepared for the 21st century through quality learning experiences in and through the arts. Richard Riley, former Secretary of Education An extensive study performed by Judith Burton, Robert Horowitz and Hal Abeles of the Center for Arts Education Research at Columbia University looked into the effects of arts education on cognitive development and overall academic success. The study revealed that students at high arts schools out-performed students at low arts schools in several key areas: Creative Thinking Solutions: a greater number of ideas or approaches to solve problems. Originality: more innovative approaches to solving problems. Elaboration: mentally constructing more detail in formulating solutions. Resistance to closure: tendency to keep an open mind, to avoid rushing to premature judgments or being satisfied too quickly with a possible solution. General Competencies Expression: better able to express thoughts and ideas to teachers and peers and to do so in different ways. Risk-taking: an increased willingness to try new things, use new materials and approaches, even at the risk of failing; more willing to risk expressing novel ideas to peers and parents. Cooperation: worked better with peers and with teachers. Synthesis: better at unifying divergent thoughts, feelings and facts. Perception of Self as Learner Higher self-concept in reading, math and general academics. Teachers rated them as having more self-confidence. njpac arts education William J. Marino and John R. Strangfeld, Co-Chairs, NJPAC Board of Directors John Schreiber, President & CEO Alison Scott-Williams, Vice President, Arts Education Kristina Watters, Administrative Assistant & Office Manager Jennifer Tsukayama, Senior Director of Arts Education Christopher Phillips, Administrative Assistant & Office Manager Caitlin Evans-Jones, Director, Partnerships & Professional Development Eyesha Marable, Manager, Sales & Partnerships Rosa Hyde, Manager, Arts Education Performances Marcus George, Customer Care Coordinator Rebecca Hinkle, Director of Arts Education Patricia Sweeting, Coordinator, After School & Summer Programs Michele Wright, Director, Music Programs & New Initiatives Alexis Almeida, Program Coordinator, Music Programs & New Initiatives Jamie M. Mayer, Director, In-School Programs Erika Hicks, Program Manager, In-School Programs (Music) Rochelle Herring-Peniston, Curriculum Consultant Michelle Vames, Editor of Teacher s Resource Guides Lia Di Stefano, Graphic Designer THE FOUNDATION NJPAC Arts Education programs are made possible through the generosity of our endowment donors: The Arts Education Endowment Fund in honor of Raymond C. Chambers, Joan and Allen Bildner, Toby and Leon Cooperman, Albert and Katherine Merck, and The Sagner Family Foundation Generous annual support for NJPAC Arts Education Programs is provided by: The Star-Ledger, McCrane Foundation, Inc., care of Margrit McCrane, Surdna Foundation, John and Suzanne Willian/Goldman Sachs Gives, MCJ Amelior Foundation, The Johnny Mercer Foundation, Jennifer A. Chalsty, Johnson & Johnson Family of Companies, Panasonic Corporation of America, and Atlantic, Tomorrows Office For more information or to schedule an appointment, please call our education sales team at or us at artseducation@njpac.org. Visit us at New Jersey Performing Arts Center One Center Street Newark NJ New jersey performing arts center