teacher resource guide schooltime performance series alvin ailey american dance theater Glenn Allen Sims in Alvin Ailey s Revelations. Photo by Andrew Eccles
about the performance in the spotlight Linda Celeste Sims in Alvin Ailey s Cry. Photo by Paul Kolnik (AAADT) is a uniquely American modern dance company known for its vibrant blend of modern, ballet and other dance styles. In the 1950s, dancer and choreographer Alvin Ailey envisioned a company where African- American dancers could not only display their talents and skills, but also express their experiences and heritage. He brought together a group of young African-American modern dancers and premiered in March 1958 at the 92nd Street Y in New York City. That now fabled performance forever changed the perception of American dance with its expressiveness, technical prowess and influences from African-American culture. The Company s early days were spent traveling on what Alvin Ailey called the station wagon tours where the dancers were transported from performance to performance in a station wagon driven by one of Ailey s friends. From these modest beginnings, has grown to be one of the foremost modern dance companies in the world. Dancers of all races and backgrounds perform with the company. Born on January 5, 1931, in Rogers, Texas, Alvin Ailey began his dance career at a time when African-American dancers like himself had few opportunities. He was first introduced to dance through performances of the world renowned Ballet Russe de Monte Carlo and the Katherine Dunham Dance Company. His formal dance training began with Lester Horton, whose Lester Horton Dance Theater was one of the first racially-integrated dance companies in the United States. Horton soon became one of Ailey s mentors and, when Horton died in 1953, Ailey became the company s director. There, he began choreographing works of his own. The first performance by was in 1958, but it was Ailey s masterwork Revelations, which premiered in 1960, that catapulted the Company and Mr. Ailey to stardom. Drawing on memories of his rural Texas childhood, with movement set to gospel music, spirituals and the blues, Ailey created a dance that powerfully expressed the African-American experience. Ailey called the experiences that inspired Revelations blood memories because he felt that they were as much a part of him as the blood running through his veins. Since its premiere, more than 23 million people in 71 countries have seen Revelations more than any other modern dance work in history. In 1969, Ailey established a school in New York City, Alvin Ailey American Dance Center, now called The Ailey School. He also formed the Alvin Ailey Repertory Ensemble, now Ailey II, in 1974. Both institutions supported Ailey s pioneering work promoting arts in education, particularly to benefit underserved communities. In 1987, Alvin Ailey received the Samuel H. Scripps American Dance Festival Award, modern dance s most prestigious honor. And in December 1988, he received The Kennedy Center Honor for lifetime contribution to American culture through the performing arts the nation s highest official distinction for creative artists. Since his death in 1989 at the age of 58, Alvin Ailey Dance Foundation has continued to carry out Ailey s vision. In 2008, a US Congressional resolution designated Alvin Ailey American Dance Theater as a vital American cultural ambassador to the world. With more than 235 works by over 90 choreographers the Company repertory, including 79 of Ailey s own ballets, the Company continues to enrich the American modern dance heritage and preserve the uniqueness of the African-American cultural experience. In 2014, Alvin Ailey posthumously received the Presidential Medal of Freedom, the country s highest civilian honor, in recognition of his contributions and commitment to civil rights and dance in America. An interview with What makes different from other dance companies? In March 1958, Alvin Ailey launched his own dance company because he didn t see enough people of color dancing on the concert stage at the time. That first performance changed forever the perception of American dance, and six decades later, Alvin Ailey American Dance Theater is now the most popular and most-traveled modern dance company in the world a cultural community that includes performances, education, and community programs. Alvin Ailey s signature work, Revelations, has been seen by more people around the world than any other modern dance. Alvin Ailey s seminal work, Revelations, drew on his roots in the rural American South. Does continue to address to specific aspects of the African-American experience? If so, what aspects and how? The Company s repertory does address aspects of the African- American experience through classic works like Mr. Ailey s enduring Revelations as well as more recent additions like Rennie Harris Exodus (about urban unrest) or Kyle Abraham s Untitled America (about the impact of the US prison system on families). However, the Company has long been embraced by audiences of all races and we continue Mr. Ailey s mission to use dance as a means to enlighten and unify people of all backgrounds. In 2008, the U.S. Congress designated the Ailey company as a vital American cultural ambassador to the world that celebrates the uniqueness of the African-American cultural experience and the preservation and enrichment of the American modern dance tradition. Part of Ailey s mission is to provide arts in education for underserved communities. Why is this important and how has that work been achieved? Alvin Ailey said, Dance is for everybody. I believe that dance came from the people and that it should always be delivered back to the people. The Ailey School, Ailey Arts In Education & Community Programs, the Ailey Extension ( Real Classes for Real People ) and outreach conducted by and Ailey II dancers represent a large-scale continuation of Mr. Ailey s original vision to use the power of dance to enrich and positively impact lives, especially those of young people. Many of the 100,000 young people who participate in these programs each year face serious academic, social, and domestic challenges that have been linked to an increased risk of dropping out of school. These challenges include exposure to drugs, violence, poor nutrition, and a lack of structure or positive role models in their everyday lives. Ailey Arts In Education programs provide a strong foundation and positive influences for participants, helping them to identify their own decision-making power and individual potential. With two changes in leadership since Mr. Ailey s untimely death first to Judith Jamison, one of the Company s early stars, and more recently to Robert Battle how has the Company s focus evolved? What remains the same? Artistic Director Robert Battle is committed to upholding Alvin Ailey American Dance Theater s unique legacy while simultaneously re-imagining the Company s role in the 21st century. Mr. Battle is committed to the preservation of the Company s legacy of choreographic innovation and eclecticism. With each new season, he aims to further enrich the repertory through thoughtful and inspiring selections of choreography that stretch the dancers abilities while also honoring the Company s artistic traditions. To this end, Mr. Battle continues to balance each season with beloved repertory gems alongside Company premieres and commissioned new works that, together, illustrate the Ailey dancers outstanding versatility. Do the dance pieces in today s performance share any common themes? Do they demonstrate unique dance styles or other aspects of the Company s repertory? You will see two works; the first is an excerpt from Stack-Up, choreographed by Talley Beatty which is set to the background of a throbbing 1970 s beat and an urban landscape, patrons in a crowded disco dance with attitude, sass, and at times, fierce despair; and Revelations, choreographed by Mr. Ailey which uses Negro spirituals and gospel music to take you on a journey from struggle to surrender to salvation. Revelations features a distinctive dance technique called Horton named for Lester Horton, a white choreographer who taught Mr. Ailey in the 1950s and created one of the first mixed-race dance companies in America. Do artists and dancers of color face the same challenges that they did during the early days of Ailey? What things have changed? Are there new challenges ahead? During the height of the Civil Rights Movement, Alvin Ailey was a pioneer of creating opportunities for marginalized artists of color. Today, serves as a cultural ambassador to the world that celebrates the whole of human experience with an eye toward diversity. What can we expect to see from Ailey in the future? Does the Company have any important upcoming events or projects, particularly those that may be of interest to young people? Ailey Arts In Education staff are currently conducting interviews for a 6-week summer program called AileyCamp (in both Newark and New York City) for children ages 11 14. No prior dance experience required. www.alvinailey.org/about/arts-education-communityprograms/aileycamp The Ailey School offers a Summer Intensive and, during the school year, it has creative movement, pre-professional training and professional training programs available for students ages 3-25 at Ailey s home in midtown Manhattan. www.theaileyschool.edu The Ailey Extension program, also located at the Ailey building in NYC, offers weekly dance classes for young people in ballet, hiphop and contemporary jazz techniques, as well as 1- and 2-week summer workshops called The Ailey Experience. www.aileyextension.com 2 njpac.org/education 3
inspired ideas in the classroom Teacher Focus Student Activity NJ Student Learning Standards P Prepare for the performance Prepare your students for the performance by listening to gospel music and African-American spirituals. Learn about the roots of the blues. Look at images of rural life in the South from the mid-20th century. Then watch a video excerpt from Alvin Ailey s Revelations. Listen deeply to the music of the rural American South and imagine what life might have been like for people living there and then. Discuss how Revelations expresses and reflects upon those experiences. SL 6-12.2 I nterpret information presented in diverse media SL 6-12.1 Engage effectively in a range of collaborative discussions E Experience the performance As you bring your students to the performance, encourage them to let the excitement and energy of the presentation sink in. They should pay close attention to how the performers movements and music work together to communicate thoughts, feelings and ideas. With body and mind, encourage them to experience the performance flowing over them. Observe how the dancers use their bodies individually and as a group, the expressiveness of their movements and the interplay between music and dance. Do some dancers seem to play a character or role? Does a particular dance seem to tell a story? What elements in the choreography, music, costumes or props feel particularly appropriate to communicate an emotion or idea? 1.4 Aesthetic Response & Critique R Reflect, respond and read Encourage your students to discuss the performance and how it reflects on what they ve learned about the African-American experience. Go back to source materials on the web and elsewhere to dig deeper into the message and meaning behind the dances they ve seen. Using source materials on the web or elsewhere identify specific aspects of the performance, including music, costuming, choreography and more, that represent the heritage and experiences of African-Americans. Read more about its origins and meaning. Consider how these experiences relate to all Americans and how they may have changed over time. SL 6-12.4 P resentation of Knowledge and Ideas Social Studies 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world. F Focus Ask your students to focus on their own experiences with childhood memories and cultural identity. Is there a cultural or family story or memory that they can turn into a presentation whether as a story, poem, artwork or song? Describe one of your most powerful childhood memories especially one that relates to your heritage and culture. How can you use that experience as a springboard to self-expression whether it s a story, poem, artwork or song? SL 6-12.4 Presentation of Knowledge and Ideas O Originate Prepare your students to use their specific memory or family story to write a story, poem, song, or create an artwork. Write a story, poem, song, or create an artwork based on that childhood memory. Focus on a single recollection and develop it fully. Don t be afraid to relate emotions and dialogue in your writing, even if you don t remember exactly what was said. Use your imagination. Taking risks is always part of making art! 1.1 The Creative Process R Rehearse Ask your students to read aloud their stories, songs, poems or share their art. With artwork, ask students to explain aloud the story or experience that their work represents. Encourage students to discuss what they ve heard and give constructive feedback to help make each student s work clearer and stronger. Have students revise and reread their works as a kind of rehearsal: practicing sharing aloud so that they polish their ideas and build confidence in their presentation. Share your poem, story or song and ask for feedback from your listeners. If you ve created an artwork, explain aloud the story behind it. Listen to the feedback with an open mind and try to incorporate some of the comments to polish and improve your creation. Reread or share again to build confidence in your work and presentation. 1.1 The Creative Process M Make magic Set up your classroom as a coffeehouse where students can present their creations. Hang artwork on the walls as a gallery-style backdrop and invite family, friends or other classes to visit, look and listen to the stories, poetry and songs that the students have made. Encourage visitors to clap or snap their fingers after each reading. Now it s time to share your creations with confidence! After you ve experienced the thrill of sharing your work, make sure to talk with your audience and listen to their reactions. What did they think? Were they inspired by your creation? 1.3 Performance 1.4 Aesthetic Response & Critique
standards new jersey student learning standards NJ Standards 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art. 1.2 History of Arts & Culture All students will understand the role, development and influence of the arts throughout history and across cultures. 1.3 Performance All students will synthesize skills, media, methods and technologies that are appropriate to creating, performing and/ or presenting works of art in dance, music, theatre and visual art. 1.4 Aesthetic Response & Critique All students will demonstrate and apply an understanding of arts philosophies, judgment and analysis to works of art in dance, music, theatre and visual art. National Arts Standards 1: Generate and conceptualize artistic ideas and work. 5: Develop and refine artistic techniques and work for presentation. 6: Convey meaning through the presentation of artistic work. 7: Perceive and analyze artistic work. 8: Interpret intent and meaning in artistic work. 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. NEW JERSEY STUDENT LEARNING STANDARDS SL 6-12.1 Engage effectively in a range of collaborative discussions SL 6-12.2 Interpret information presented in diverse media SL 6-12.4 Presentation of Knowledge and Ideas RL 6-12.7 Compare and Contrast Jacqueline Harris and Megan Jakel in Robert Battle s Ella. Photo by Christopher Duggan FIND THE STANDARDS For more detailed information on the standards, visit these websites: NJ ENGLISH LANGUAGE ARTS www.state.nj.us/education/cccs/2016/ela/ NJ SOCIAL STUDIES STANDARDS www.state.nj.us/education/cccs/2014/ss/ NJ WORLD LANGUAGE STANDARDS ww.state.nj.us/education/aps/cccs/wl/ NJ ARTS STANDARDS www.state.nj.us/education/cccs/2009/1.pdf NATIONAL ARTS STANDARDS www.nationalartsstandards.org Social Studies 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world. 6.1.12.D.13.a Determine the impetus for the Civil Rights Movement and explain why national government actions were needed to ensure civil rights for African Americans. 6.1.12.D.13.b Compare and contrast the leadership and ideology of Martin Luther King Jr. and Malcolm X during the Civil Rights Movement and evaluate their legacies. 6 Robert Battle s Mass. Photo by Paul Kolnik njpac.org/education 7
cultural connections In the early and mid-20th century, the world of dance was in the midst of breaking free from the limitations of classical ballet. New choreographers were experimenting with modern movements, improvisation and ballets with no characters, no story, and no theatrical intent. Movement for movement s sake with pure lines and abstract ideas had shaken the foundations of this extremely physical art form. But dance was still heavily influenced by its Western European origins and dance companies still idealized uniformity in the shape, appearance and movement style of its dancers. Because of these expectations, African-American dancers found few opportunities to display their talents or to express their art. Alvin Ailey set out to change that when, in 1958, he founded the. With the Civil Rights Movement brewing, the time was ripe for a new form of dance expression that reflected the African-American experience. The debut in 1960 of Ailey s timeless piece, Revelations, with its mix of spiritual and gospel music, was not only the company s first major success. It transformed people s expectations of what dance could express of the human heart and soul. If you were dancing and you were African-American, my God, did you have a lot to say because your story wasn t being told. [Ailey] knew what that truth was about and he was unafraid to reveal it, said Judith Jamison, one of the Company s early stars who became the company s director after Alvin Ailey s death. Ailey s expressive interpretation of authentic human movements set to spirituals, gospel songs and holy blues fervently expressed the emotional breadth and depths of grief, longing and rapture. Jamison explained, [The choreography] has to do with the burden of life and its heaviness. You ve been weighted down by the world and aspiring to touch something that you cannot touch, that you can only feel and therefore the reaching to the sky with hands spread wide reaching for something that you cannot touch but you know you re going to get there. Ailey s choreography transcended the African-American experience to express the struggles, longings and triumphs that all humanity shares. His celebrated solo ballet, Cry, created in 1971 and originally performed by Judith Jamison, was dedicated to all black women everywhere especially our mothers. In the piece, a long white scarf is used to represent many different objects and the emotions faced by different generations of black American women. Ailey explained, I am trying to express something that I feel about people, life, the human spirit, the beauty of things. These two works are just a sampling of the emotions and experiences that Ailey s dances explore. Ailey s choreography and the work of the have transcended cultural barriers and articulated the rich emotions that make dance a universal art form that speaks to people from every walk of life around the globe. 8 Talley Beaty s Stack-Up. Photo by Paul Kolnik njpac.org/education 9
resources vocabulary Blues One of the root forms of jazz music, evolved from African American slave songs such as field hollers, work songs, spirituals, and country string ballads. Websites: Choreography The art or practice of designing combinations and sequences of movements of physical bodies. The person who creates the steps, combinations and patterns of a ballet or dance is called the choreographer. The History www.alvinailey.org/about/history About The www.alvinailey.org/about/company/ alvin-ailey-american-dance-theater Alvin Ailey Then and Now www.danceadvantage.net/alvin-ailey-then-and-now/ Alvin Ailey Biography www.notablebiographies.com/a-an/ailey-alvin.html Gospel music Music that relates or celebrates the teachings of Christianity and events of Jesus life. Master + Work: Alvin Ailey and Revelations artsedge.kennedy-center.org/students/features/ master-work/ailey-revelations Katherine Dunham Dancer/choreographer who was one of Ailey early inspirations. Dunham s dance style combined Caribbean, African and American dance influences. African American Spirituals www.authentichistory.com/1600-1859/3-spirituals/ Smithsonian Folkways Website www.folkways.si.edu Kinesthetic Awareness The sensory skill that allows you to know where your body is in space and in relation to other people and things around you. Dancers must develop a strong kinesthetic awareness in order to keep their spacing during choreography. What is the Blues? www.pbs.org/theblues/classroom/essaysblues.html The Women of Alvin Ailey www.njpac.org/about-njpac/spotlight/features/ the-women-of-alvin-ailey#.vlexeharsuk Lester Horton African-American dancer and choreographer who was one of Ailey s early mentors and teachers. African American Dance, a Brief History www.aaregistry.org/historic_events/view/ african-american-dance-brief-history Martha Graham Pioneering modern dancer and choreographer whose technique, based on the opposition of contraction and release within the body, has been called the cornerstone of American modern dance. Videos: The on Vimeo vimeo.com/channels/ailey Alvin Ailey s Revelations www.alvinailey.org/about/company/alvin-aileyamerican-dance-theater/repertory/revelations Modern dance A form of contemporary theatrical and concert dance that uses special techniques and the entire body in movements that express abstract ideas. Alvin Ailey talks about Revelations www.alvinailey.org/about/company/alvin-aileyamerican-dance-theater/repertory/revelations Multi-racial Consisting of or representing members of more than one racial group. Cry Part 1 www.youtube.com/watch?v=3qk4vs33age Repertory A stock selection of plays, dances or pieces that a company or performer knows or is prepared to present regularly. Slave Songbook : Origin of the negro Spiritual www.youtube.com/watch?v=8zeshn_ummu In Performance at the White House: The Gospel Tradition 2015 www.youtube.com/watch?v=1ibmaxgha98 Revelations Things that are revealed or disclosed, especially something striking that has not been realized before. Books: Ailey, Alvin, and Peter Bailey Revelations: The Autobiography of Alvin Ailey by Alvin Ailey. Replica Books, 2000. Rural Relating to, or living in the country, as opposed to living in towns or cities. Cline-Ransome, Lesa My Life, My Dance. Robert Battle s Journey to Alvin Ailey. Simon and Schuster, 2015. Spirituals Music that relates to religion, the spirit or soul. DeFrantz, Thomas F. Dancing Revelations: Alvin Ailey s Embodiment of African American Culture. Oxford University Press, 2003. Time A measurable period during which movement, dance or music occurs. Dance and music make the passage of time palpable by dividing it into anything from complex, rhythmic patterns to periods of long, unbroken stillness. Dunning, Jennifer Alvin Ailey: A life in Dance. Da Capo Press, 1996. Gladstone, Valerie, and Jose Ivey A Young Dancer: The Life of an Ailey Student. Henry Hold and Co., 2009. Jamison, Judith Dancing Spirit, Doubleday, 1993. Alvin Ailey s Night Creature Photo by Rosalie O Connor 10 Tracy, Robert - Ailey Spirit: The Journey of an American Dance Company. Stewart, Tabori and Chang, 2004. njpac.org/education 11
njpac staff (partial lsiting) John R. Strangfeld, Chair, NJPAC Board of Directors John Schreiber, President & CEO Alison Scott-Williams, Vice President, Arts Education Jennifer Tsukayama, Assistant Vice President, Arts Education Operations Betsy True, Senior Director, Artistic Faculty & Curriculum Development Cathleen Plazas, Senior Director, Curriculum and Program Evaluation Mark Gross, Director, Jazz Instruction Jamie M. Mayer, Director, Curriculum & Professional Development Rosa Hyde, Senior Manager, SchoolTime & Assemblies Victoria Revesz, Senior Manager, School and Community Programs Roneasha Bell, Manager, On-site and Community Programs Kyle Conner, Manager, Sales & Partnerships Ashley Miskoff, Manager, Professional Development Danielle Vauters, Manager, School and Summer Programs Raven Oppong-Boateng, Coordinator, Program Registration and Operations Daniel Silverstein, Coordinator, On-site and Community Programs Patricia Sweeting, Coordinator, Performances & Engagement Tara Baker, Administrative Assistant/Office Manager, Arts Education Denise Jackson, Administrative Assistant to the VP and AVP, Arts Education teacher resource guides The Writer s Circle, LLC: Judith Lindbergh, Michelle Cameron, Scott Caffrey, Chris Knapp the arts in your school Lia DiStefano, Graphic Design liadidadesign.com In-School Residencies: Drama + Social Studies. Dance + Math. It all adds up in NJPAC s In-School Residencies in which professional teaching artists partner with educators to bring the arts into the classroom. Each 7- to 10-week program culminates in a student performance or an interactive family workshop. All programs address state and national standards. NJPAC is the regional provider in New Jersey for international arts programs like the Wolf Trap Institute s Early Learning Through the Arts Program and Dancing Classrooms Global. Assemblies: NJPAC presents engaging school assembly programs that are presented by professional artists that invite students into the enchanting world of live performance. NJPAC s assembly series promotes cultural awareness and invigorates learning by presenting works that are connected to your s school s curriculum. study the arts at njpac Saturday Programs: NJPAC s Saturday programs are geared towards students at every level from those who dream of starring on Broadway to those who are still learning their scales. Students work with professional artists to build technique and develop their own creative style in film, contemporary modern dance, hip hop, jazz, musical theater and symphonic band. Summer Programs: Want to begin to explore the arts? Or immerse yourself in the study of one genre? Then join us at NJPAC next summer in one of seven programs that spark the creativity in every child through the study of music, dance and theater. For more information or to schedule an appointment, please call our education sales team at 973.353.7058 or email artseducation@njpac.org. Visit www.njpac.org/education Generous support for Schooltime provided, in part, by 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, The Joan and Allen Bildner Family Fund, Albert and Katherine Merck, and The Sagner Family Foundation Generous annual support for NJPAC Arts Education Programs is provided by: NJ Advance Media/The Star-Ledger, McCrane Foundation, Inc., care of Margrit McCrane, John and Suzanne Willian/Goldman Sachs Gives, MCJ Amelior Foundation, Amy Liss, Jennifer A. Chalsty, Johnson & Johnson Family of Companies, Panasonic Corporation of America, and Atlantic, Tomorrow s Office, Stewart and Judy Colton