Evidently, there’s more than one way to dance the minuet! In the past, I’ve shared different steps to the French dance as seen in this video at a Baroque Bash in Fort Collins, Colorado. This post is an unexpected and exciting addendum to the activities included in Go Baroque. At the great balls of the French court at Versailles, the minuet was the high point of the festivities, which culminated in a suite of dances. You’ll also learn how teachers amplify this “back-in-time” immersion into a community festival. In the realm of the social dance, the years between 16 were called the age of the minuet by the dance and music historian Curt Sachs. It includes repertoire, apps, off-bench activities and even tips on how to create powdered wigs for your digital natives to wear as they perform music from the time period. To learn how to immerse your students in the Baroque period, follow this link to a resource I created a couple of years ago called Go Baroque. This video gives a demonstration of minuet combinations. A minuet is a social dance of French origin for two people. In this video, a man performs a French, Baroque-era (17th Century) style dance, the minuet. The scene portrayed by Tiepolo is Venetian, but the numerous minuets by Luigi Boccherini (1743. In the mid-eighteenth century it was a dance in couples which was very well marked, and the music helped to organize and highlight the choreography. Just when students may think that the Baroque period seems irrelevant, the time is ripe to share that the famous canon from Pachelbel and his timeless chord progression come from the 17th century! Dance the minuet step of three movements. When Tiepolo painted The minuet dance had for some time already been established throughout Europe. Why? Because if I don’t expose students to this vibrant repertoire, who will? By the way, I always let my students choose from a couple of Baroque pieces and they always seem to find one they like, even REALLY like.īy the way, how many of your students ask to play that “canon” or “wedding” piece. I find ways to do so every couple of years so that as students progress, they manage to add a number of Baroque “hits” to their growing playlist.
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