Darla Jackson

Darla Jackson is an experienced Appalachian clog dancer and has visited many schools as a performer and dance instructor.  For the past four years, Darla has completed TIP residencies ranging from the five day residency to the more detailed twenty day residency. Whether it is an hour performance or a month-long residency, Darla’s goal is always the same: to give students and teachers an experience that will encourage them to learn more about this fascinating way of life and to give students the components and vocabulary of dance and dance culture.

Darla danced as a full time performer with a large clogging group in southeastern Kentucky for nearly 10 years. Growing up in the mountains of Harlan County, she was exposed to different styles of Appalachian dance and music, but clog dancing remains her passion.

Darla’s heritage is very diverse and not only is she knowledgeable about mountain culture, she is also a Cherokee Indian and is enrolled in a state recognized Native American tribe. During her residencies, Darla also touches upon Native American culture and its influence on clog dancing.

Darla and her family travel to schools, from elementary to university, giving presentations on Cherokee language, song, and dance, and also perform at powwows and festivals around the state, most of the time combining Cherokee song, dance, and Appalachian clog dancing. During Darla’s visits students experience two unique and important cultures.

This is my most popular five day Appalachian clog dance residency and can be used with any grade level with adjustments. This particular format is for fifth graders. The goals of this residency are for students to learn the basic steps of clogging so that they can continue clogging if they so choose, to have a polished dance to perform, to learn the core content of dance, and to get an understanding of Appalachian culture and dance. This residency also develops coordination and promotes physical fitness. This residency could be part of an arts and humanities dance unit, a social studies unit, or a physical education unit.

Monday: Clog dancing is defined. Core content vocabulary is introduced. Terms that are discussed: Appalachian dancing and how it is considered social or recreational dancing. Native American dance and how it is most times ritual or ceremonial. All key terms are fully explained during this segment.

Students then begin learning the basic steps of clogging. This is about a ten minute segment of the steps being performed very slowly and broken down into parts.

Students listen to several songs and then choose a song they would like to dance to. A scaled down easier step is taught so students can begin dancing. Students work on the dance until the end of class with a brief review of steps the last five minutes.

Tuesday: Class begins with a review of Monday’s terms and a discussion of the components of dance: space, force, and tempo. Students are asked to demonstrate and define use of space by way of levels, pathways, etc. and to examine the space they are using to dance in. Force is also discussed and different dance styles are discussed to determine whether they are forceful styles. Students listen to different songs to hear a range and speed in tempos and how they may be fast or slow and even change, but they are always steady.

Students then continue learning basic clogging steps, continue working on dance, and end with a brief review of steps.

Wednesday: Class begins with a review of Monday’s and Tuesday’s core content terms. The terms locomotor and non-locomotor are introduced and discussed. Students demonstrate a variety of locomotor and non-locomotor moves.

Students work on basic clogging steps and by Wednesday are performing them quicker and more comfortably. More difficult steps are introduced.

Students complete dance and end with a review of steps.

Thursday: Class begins with a review of all terms taught throughout the week. Students are tested and are asked several open response questions. Students are asked their opinions of the activities and can get up and demonstrate things they enjoyed. Students are asked to perform different types of moves and to create new moves.

Students then rehearse their completed dance and prepare for the Friday performance. They work on the different aspects of a performance and are shown how every part of a dance: beginning, middle, and end are important. Students also rehearse moving to and from their performance space.

Class ends by a review of all clogging steps taught.

Friday: This is the day of cumulative event which is a performance of the dance. Student body, school staff, and parents are invited to attend.

Students perform their dance which consists of different steps, use of space by using many pathways in many directions, changing formations to greater use their space, and using arm motions to create interest.