Roots Rhythm Slides Roots of Rhythm
Africa Meets Europe in America
The Big Question:
If we mix an Irish jig with a West African drum beat, what kind of dance do we get?
West African Rhythms
Polyrhythms: Many different rhythms happening at the same time!
Call and Response: One person starts, everyone else answers back.
Grounding: Dancing close to the earth with bent knees.
In many African cultures, music and dance are one and the same!
Clogging and Jigging use hard-soled shoes to make "click" sounds.
European Footwork
Upright Posture: Keeping the back straight and still.
Fast Feet: Moving the ankles and feet very quickly.
Steady Beats: Following simple, clear counts (1-2-3-4).
The Cultural Mashup
African Rhythm
European Steps
TAP & JAZZ
When these styles met in America, people began to copy each other's moves. They added African syncopation (unexpected beats) to European footwork.
Let's Try: Call and Response
Step 1: The Leader (Call)
The teacher (or a student) claps a short, 4-beat pattern.
Clap... Clap-Clap... Clap!
Step 2: The Group (Response)
The rest of the class repeats the exact same pattern with their feet.
Stomp... Stomp-Stomp... Stomp!
"It's like having a conversation, but with your body instead of words!"
Rhythm Roots Worksheet Rhythm Roots Explorer
Lesson 1: Africa Meets Europe
Name:
Date:
Part 1: The Cultural Mashup
Draw a line to match each dance characteristic to its cultural root. One has been done for you.
West African Traditions
Bent Knees / Low to Ground
Fast Footwork (Clogging)
Call and Response
Upright / Straight Posture
Polyrhythms
European Traditions
Part 2: Rhythm Lab
Create your own 4-beat rhythm pattern using Claps (C) and Stomps (S). Draw your pattern in the boxes below, then practice it!
Beat 1
Beat 2
Beat 3
Beat 4
Reflect:
How did it feel to change your rhythm from your hands (claps) to your feet (stomps)?
Part 3: Creating Something New
When two different cultures share their dances, it isn't just a mix—it's an invention . Why do you think people in early America wanted to learn each other's styles of dance?
"Jazz and Tap are uniquely American dances born from the meeting of many worlds."
Roots Rhythm Teacher Guide Teacher Guide
Roots of Rhythm: Africa Meets Europe
Lesson 1
Time
60 Minutes
Objective
Analyze cultural fusion in dance
Skills
Rhythm, History synthesis
Instructional Steps
1
The Hook (5 mins)
Pose the question: "If we mix an Irish jig with an African drum beat, what do we get?" Allow students to guess before revealing the answer: The foundations of Jazz and Tap!
2
Comparing Traditions (15 mins)
Use the slides to contrast West African traditions (polyrhythm, grounding, call & response) with European clogging (upright posture, fast footwork). Highlight that these groups interacted in early America, often in shared labor or social spaces.
Key Term: Syncopation – accenting the "off" beats.
3
Rhythm Practice: Call & Response (20 mins)
Teacher claps a 4-beat rhythm.
Students "answer" by stomping the same rhythm.
Transition to students leading the "call."
Challenge: Can they answer with a *different* but complementary rhythm?
4
Synthesis Worksheet (15 mins)
Students complete the "Rhythm Roots Explorer" worksheet to formalize their understanding of the cultural blending.
Discussion Prompts
"Why might someone who isn't allowed to have a drum (as many enslaved Africans were) use their body to make music instead?"
"How does dance help people from different backgrounds communicate without using words?"
"Can you think of a modern dance or song that is a mix of two different styles?"
Differentiation
Scaffolding
Provide a rhythm "cheat sheet" with visual dots for beats (1 2 3 4) to help students track timing.
Extension
Encourage students to create an 8-beat "conversation" with a partner where they never use the same rhythm twice.
Harlem Savoy Slides The Harlem
Renaissance
A cultural explosion of Art, Music, and Dance in 1920s New York City.
A Cultural Rebirth
In the 1920s, Harlem became the center of African American culture.
"It was a time when African American writers, musicians, and dancers showed the world their brilliance."
Poetry
Jazz
Painting
Harlem, NYC
The "Capital" of Black Culture
The Savoy Ballroom
"The World's Finest Ballroom"
No Color Bar
Unlike most places in the 1920s, the Savoy was open to everyone, regardless of the color of their skin.
The Track
The dance floor was so big (a whole block long!) it was nicknamed "The Track."
Worn Out Floors
The dancing was so intense they had to replace the floor every 3 years!
Meet the Lindy Hop
Born at the Savoy, the Lindy Hop was a high-energy partner dance that mixed:
Jazz Rhythms
Tap Footwork
Acrobatics (Aerials)
"It was fast, it was joyful, and it was revolutionary."
The Power of the Dance Floor
At the Savoy, people didn't care where you came from. They only cared about one thing...
Can you dance?
Dance was a way to break down barriers and bring people together.
Savoy Postcard Activity Postcard from Harlem
Imagine you are visiting the Savoy Ballroom in 1928!
Explorer Name:
Date:
April 1928
Dear ____________________,
You won't believe the Savoy! The music is so loud I can feel it in my chest. The dancers are doing the Lindy Hop and it looks like they are...
The ballroom is so big it feels like...
Wish you were here!
From, ____________________
Savoy Stamp
On the back: Draw the energy of the Savoy floor!
Show the "aerials" (dancers flying), the big band, or the polished wooden floor.
Artist's Space
Savoy Secret:
Why was it special that people of all races could dance together at the Savoy?
Harlem Savoy Teacher Guide Teacher Guide
Harlem Renaissance and the Savoy
Lesson 2
Time
60 Minutes
Theme
Cultural Explosion & Inclusion
Key Dance
The Lindy Hop
Instructional Steps
1
The Hook (5 mins)
Tell students: "We are going to visit the only ballroom where the floor had to be replaced every three years because the dancing was so intense." Ask them to imagine what kind of dancing could do that.
2
Harlem & The Savoy (20 mins)
Use the slides to explain the Harlem Renaissance. Focus on the Savoy as a "democratic" space—it was one of the few places in America where segregation was explicitly challenged on the dance floor.
Historical Context for Teachers:
The Savoy opened in 1926. While the rest of the country was segregated, the Savoy had a "no discrimination" policy. This led to a melting pot of dance styles as dancers observed and learned from one another.
3
Lindy Hop Observation (15 mins)
If possible, show a clip of the 'Hellzapoppin' Lindy Hop scene (1941) or similar archival footage from the Savoy. Ask students to look for:
Athleticism (jumps, flips)
Joy/Energy
Partnership connection
4
Savoy Postcard Activity (20 mins)
Students write and draw their "Postcard from Harlem," synthesizing what they've learned about the ballroom's atmosphere and social importance.
The "Swing" Concept
Explain that Swing isn't just a type of music; it's a feeling. It's the "bounce" or "pulse" that makes you want to move. At the Savoy, the pulse of the big band music drove the movement of the dancers.
Differentiation
Visual Learners
Use photographs of 1920s Harlem and the Savoy's interior to help them visualize the scale and elegance of the space.
Kinesthetic
Have students stand up and try a "Savoy Bounce"—a relaxed, rhythmic pulsing of the knees that stays low to the ground.
Learning Charleston Slides The
Charleston
The Dance that Changed Everything
A New Spirit
Before the 1920s, dancing was very polite and formal.
The Charleston was fast, wild, and messy! It was about having fun and expressing yourself.
"People thought it was shocking because dancers kicked their legs and flapped their arms!"
Energy
Freedom of Movement
How to Charleston
1
The Swivel
Turn your heels out and in with every step. It's all in the ankles!
2
The Kick
Step back, then kick forward. Step forward, then kick back.
3
The Flap
Swing your arms side-to-side or "flap" them like a bird!
Can you do it?
The Charleston is like patting your head and rubbing your tummy... but with your legs and arms!
Legs do the KICKS
Arms do the SWINGS
SPEED UP!
Charleston music gets faster and faster. Let's see if we can keep the "swivel" even when the music flies!
Slow & Steady
Picking up Steam
FAST AS LIGHTNING
Charleston Reference Sheet The Charleston Cheat Sheet
Master the Move of the Roaring 20s!
Step-by-Step Footwork
1
STEP BACK
Right foot steps behind.
2
TOUCH BACK
Left foot touches back.
3
STEP FORWARD
Left foot steps forward.
4
KICK FRONT
Right foot kicks front!
The "Swivel" Secret
The Charleston isn't just about stepping; it's about twisting. Every time you move, your heels should turn out and in!
Feet Together
Heels move OUT as you bend your knees.
The Pivot
Stay on the balls of your feet!
Student Practice Challenge
Can you keep the rhythm? Check off each level as you master it!
Level 1: Just the Feet (Slow)
Level 2: Add the Arm Flaps
Level 3: The "Full Swivel" at Top Speed!
© Jazz Age Explorers Society
Charleston Teacher Guide Teacher Guide
Learning the Charleston
Lesson 3
Time
60 Minutes
Focus
Coordination & Stamina
Vibe
Wild & Energetic
Instructional Steps
1
The Hook (10 mins)
Play a fast 1920s jazz track (e.g., James P. Johnson's "The Charleston"). Ask students: "If your legs were made of rubber and your feet were on fire, how would you move?"
2
The 4-Count Breakdown (15 mins)
Teach the 4-count pattern without music first:
1: Step back (Right)2: Touch back (Left)3: Step forward (Left)4: Kick front (Right)
Tip: Keep knees bouncy and weight on the balls of the feet.
3
The "Swivel" Layer (15 mins)
Once the 4-count is steady, introduce the pivot. As they step, they must turn their heels out then in. This "pigeon-toed" look is the signature of the Charleston.
4
Arm Integration (10 mins)
Introduce the arm swings—opposite arm to opposite leg. "Flapping" the hands at the wrists adds to the 1920s "Flapper" style energy.
5
Stamina Challenge (10 mins)
Perform the dance for 1 minute straight. Then 2 minutes. Discuss how the dance reflects the "wild and free" youth of the 1920s.
Troubleshooting Tips
Issue: Flat Feet
Fix: Encourage them to "stay on their toes" like they're sneaking across a room.
Issue: Stiff Arms
Fix: Tell them to "shake their hands like they're drying water off them."
Post-Dance Reflection
"How does doing a dance like this change your mood? Why might people in the 1920s have wanted to dance like this after a very serious time in history (like WWI)?"
Tap Music Slides Body Percussion
In Tap dance, you aren't just a dancer...You are the instrument.
Making Noise
The Toe
A sharp, high-pitched "Click" made by the front of the foot.
The Heel
A deep, thumping "Thud" made by dropping the back of the foot.
The Scuff
A sliding, scratching "Swish" made by dragging the foot.
IMPROVISATION
"Making it up as you go along."
Jazz and Tap are based on freedom . Even when there's a beat, dancers often improvise to express how they feel in that exact moment.
The Conversation Game
A
Dancer A stomps a "sentence" (a short rhythm).
B
Dancer B "answers" by building on that rhythm.
No Words Allowed!
Speak through your feet.
Bill "Bojangles" Robinson
One of the most famous tap dancers ever! He was known for his "Light" and "Clear" sounds. He could make the most complex rhythms look easy.
"I'm 70 years old and I'm still learnin' to dance!"
Tap Rhythm Notation Game Rhythm Notation Game
Be the Composer, Be the Dancer!
Student Name
Part 1: The Sound Code
We don't need tap shoes to make music! Use these symbols to write your rhythm.
T
Toe Tap
H
Heel Drop
S
Scuff / Slide
_
Silence (Rest)
Part 2: Compose Your Solo
Write your 8-beat rhythm. Try to mix sounds to create an interesting pattern!
1
2
3
4
5
6
7
8
Practice Log:
I can perform my rhythm at a slow tempo.
I can perform my rhythm at a fast tempo.
Part 3: Partner Rhythm Chat
Perform your rhythm for a partner. Then, listen to theirs. How did they sound different?
My Rhythm sounded like...
My Partner's Rhythm sounded like...
"Improvisation is not about being perfect; it's about being present."
Tap Music Teacher Guide Teacher Guide
Tap Dance and Making Music
Lesson 4
Time
60 Minutes
Focus
Musicality & Improvisation
Skills
Rhythm Composition
Instructional Steps
1
The Hook (5 mins)
Tell students: "In this style of dance, you are part of the band. You aren't just moving to the beat—you are *creating* the beat."
2
Anatomy of a Sound (15 mins)
Break down the three basic sounds of "street tap" (without shoes):
Toe: Front of the foot only. Sharp, high sound.Heel: Drop the heel while keeping the toe down. Bass sound.Scuff: Heel slides across the floor. Sandy, scratching sound.
3
Improvisation Lab (15 mins)
Put on a steady jazz track. Have students walk in a circle. Every 8 beats, call out "SOLO!" and one student has to improvise a 4-beat pattern using the sounds they just learned.
4
Notation & Performance (25 mins)
Distribute the "Rhythm Notation Game." Students compose their own 8-beat sequence, practice it, and then "trade" sequences with a partner to see if they can read someone else's rhythm.
Teaching Improvisation
Many students are afraid of "doing it wrong" when improvising. Use these prompts to lower the pressure:
"Don't think about your feet, think about the sound you want to hear."
"Try to repeat one sound four times—sometimes simple is best."
"If you make a mistake, do it again! Now it's a new rhythm."
Historical Highlight
Bill "Bojangles" Robinson
Emphasize his contribution to tap by moving the dance from the whole foot onto the balls of the feet (toes). This allowed for much faster, cleaner sounds and more complex jazz rhythms.
Broadway Jazz Slides Final Act
Broadway
Jazz
Taking the energy of the ballroom and the rhythms of the street to the Big Stage!
The Theatrical Turn
On Broadway, jazz dance became more polished and dramatic.
Dancers stopped just dancing for themselves and started dancing for an audience.
Projection
Dancers use their whole bodies to tell a story.
Skill: Isolations
"Moving just one part of the body at a time while everything else stays perfectly still."
Head
Tilts and turns.
Shoulders
Rolls and pops.
Ribs
Side to side.
Hips
Sway and snap.
JAZZ HANDS
The most iconic move in theater jazz! Fingers are spread wide and palms face the audience.
SHAKE THEM!
Putting It Together
Social Dance
Savoy, Charleston, Community, Improvisation, Conversation.
Theatrical Dance
Broadway, Storytelling, Audience, Isolations, Jazz Hands.
Final Performance Time!
Jazz Performance Reflection Performance Review
Reflecting on our Broadway Debut!
Performer:
Show Date:
My Top Skills
How did you do with these Broadway basics?
Jazz Hands
Isolations
Big Smiles
Movement Reflection
What was the hardest part to move isolated (by itself)?
How did you show projection (dancing for the audience)?
The Big Picture
Think back to Lesson 1. We learned that Jazz and Tap come from different cultures mixing together. Why do you think it is important for dancers to learn about the history of their steps?
"Dance is the hidden language of the soul." — Martha Graham
Broadway Jazz Teacher Guide Teacher Guide
Jazz Dance on Broadway
Lesson 5
Time
60 Minutes
Theme
Evolution & Performance
Key Concept
Isolations & Projection
Instructional Steps
1
The Hook (5 mins)
"Lights, camera, action! We are taking our steps from the ballroom to the big stage." Discuss how dancing for an audience is different from dancing with friends.
2
Isolation Lab (15 mins)
Practice moving only one body part while the rest stays "frozen":
Head only (nod, tilt)
Shoulders only (up, down, roll)
Rib cage (slide side to side)
Hips (snaps and circles)
3
The Broadway Combination (25 mins)
Create a short sequence combining everything learned in the unit:
4 counts of Charleston (Lesson 3)
4 counts of "Rhythm Conversation" footwork (Lesson 4)
4 counts of shoulder/head isolations
Final "Jazz Hands" pose with a big smile!
4
The Final Reflection (15 mins)
Students complete the "Performance Review" to reflect on their skills and the overarching historical theme of the unit.
Teaching "Projection"
Projection is about sending energy out to the back row of the theater. Tell students: "Your chest is a flashlight. Shine it up at the balcony!" This helps with posture and stage presence.
Unit Closure
Revisit the Essential Question : "How does the blending of different cultural backgrounds lead to the invention of new dance styles?" Remind students that Jazz and Tap are living histories of people meeting, sharing, and creating something new together.
