Required: Smiley, P. (1996). Ballroom Dance Guide. First Steps- Counting 5-6-7-8. May be purchased in the bookstore.
Optional: DANCE A WHILE: Harris, Pittman, and Waller (1994) (Sll:F1)
TEACHING MOVEMENT AND DANCE: Phyllis Weikart (1992) (S5:F3 )
MOVEMENT IN STEADY BEAT: Phyllis Weikart (1992) (S17:F3)SELECTED READINGS: Reserve section of the library (see course outline).
Contemporary physical education is a multi-disciplinary field. This course includes scholarly literature in theory of dance, rhythm analysis, movement education, pedagogy, and multi-cultural education. Through the infusion of literature, analysis and critique, the student in this course will improve their ability to teach physical education as a multi-disciplinary field.
Inherent in teaching implies: working cooperatively with peers and maintaining an excellent professional attitude. As a member of a prerequisite course to a professional education program, you are in the initial stages toward entering a profession where you are responsible for young people. My responsibility as a professor is to help you understand what is acceptable and unacceptable behavior as a student and as a potential teacher.
As per the Commission on Teacher Credentialing for the State of California (CTC Standards) student outcomes will be achieved through these course objectives. (*Numbers in syllabus relate to the current CTC standards).
l. Develop a personal dance understanding and vocabulary for describing and valuing dance as an art form. S20:F4
2. Engage in new dance experiences by cooperatively participating in: viewing of live dance as an art performance; viewing dance as art or sport in video; viewing dance as it relates to physical education. S9:F5; S10:F2; S20:F3; S19:F5
3 Study appropriate strategies for teaching dance in physical education to all populations, including the unique needs of individuals with disabilities. *S21:F7. And engage in movement exploration, improvisation, and problem solving activities relating to dance. S11:F1; S18:F1; S20:F5; S5:F2
1.Analyze and state (through discussion and written evaluations) reactions to the physical response (emotional) of choreography. S18:F3,4,7; S12:F2; S20:F5
2.Study of dance criticism through observation, description, analyzing, and judging movement sequences in the dance forms of ballroom, folk, and square. S20:F1,2,3,4; S18:F5; S12:F1
3. Study, engage and work cooperatively with others in performing fundamental movement skills; i.e. locomotor and non-locomotor skills, sequencing movement; rhythm; and the elements of time, space, and energy. S17:F1,2,3
1.Recognize and distinguish through performance, observation and reading assignments that dance has a past, present, and future. S19:F1,3,4
2.Observe and cooperatively engage in discussions of the history and ethnic influences in ballroom, folk, and square dance. S8:F1.2.4; S19:F2
1.Demonstrate competence in fundamental locomotor skills (beginning level or better) as described in course content. S17:F1; S5:F1; S20:F2
2.Execute sequential patterns of locomotor and axial (non-locomotor) movements. S5:F1
3.Study improvisation for movement fundamentals. Working cooperatively with peers, create a dance sequence , for the swing (or other dances) in ballroom dance S5:F2; S9:F2; S18:F1,3,5,6; S17:F1,2
4.Study of and competence in performing established movement patterns in folk and square dance. S5:F3; S17:F1,2
5.Demonstrate ability to lead class (organization, speaking ability, professional behavior) in a short dance activity, in preparation to teach dance as part of a physical education program. S11:F1; S9:F2; S17:F2; S18:F2; S19:F5
6.Study of the styles and music used in the various dance forms (ballroom, folk, square). S5:F3; S18:F2,4; S9:F2
7.Ability to recognize music identification with each dance form. S5:F1; S19:F4
1. Dance, movement education and rhythms will be taught through lecture, live demonstration, selected guest speakers, video, and film.
2. Students will study rhythms and sequencing movement patterns as explained in the following movement skill charts. Students will need to demonstrate competency in sequencing movement to enhance their performance and teaching of dance, rhythms, and movement education.
Axial Movement
Locomotor Movement
4 basic movements Movement Qualities
Bend
Walk
Sustained
Stretch
Run
Percussive
Twist
Jump
Swing
Turn
Hop
Collapse
Elevate
Vibratory
Fall
Combinations of above:
Leap (one foot to the other foot/airborne)
Skip (step + hop)
Slide (sideward leap)
Gallop (forward gallop)
Waltz (3/4)
Schottische (4/4)
Polka (2/4)
FOLK:
BALLROOM:
SQUARE:
Zemer Atik
Waltz
Patterns - Level 1
Teton Mt. Stomp
Fox Trot
Singing Dances - Level 1
Road to The Isles
Swing
Oslo Waltz
Cha-Cha
Doudlebska Polka
Samba
Miserlou
Rumba
MaNa Vou
Tango
Patty Cake Polka
Salty Dog Rag
La Raspa
Please, no baseball hats. For movement fundamentals, comfortable clothes and bare feet. For the other dance forms ibid, or soft-soled shoes. No street shoes should be worn in the dance studio.
1. This is Professional Activity Class for physical education majors, it is required for your major area of study. Liberal Studies students, this is an elected course for your major. Please note that attendance is mandatory in order to assimilate the lectures, develop skills and complete all assignments. Students must maintain a professional attitude at all times. Excellent professional behavior and conduct is expected in class at all times. Unprofessional behavior will result in a deduction of points (determined by the instructor). Think of this class as a job. Being late or absent usually results in unemployment. Class starts at 1:05 p.m.
2. Assessment: S11:F1,2,3,
(movement fundamentals)10 points 10 points 10 points 10 points 10 points
3. Completion of a class notebook 20 points
4. Written critiques/analysis of dance concepts 20 points 5. Maintain professional behavior. Work cooperatively with peers 10 points 6. Unit Lesson Plans 20 points
Point Totals: (This may vary with total work assigned during the semester. Point totals are figured on a 90%, 80% etc. scale).
A =
108-120 Points
B =
96-107 Points
C =
84-95 Points
D =
72-83 Points
F=
less than 72 points
The point system allows for the following absences. 2 absences = A; 3 absences = B; 4 absences = C; 6 absences = D; 7+ absences = F.
Add and Drop dates are strictly enforced by the department. Drop Date Spring: Feb. 6.
WEEK 1
INTRODUCTION TO CLASS - Review COURSE SYLLABUS
WEEK 2
Analysis: MOVEMENT FUNDAMENTALS: Axial Movement
WEEK 3
Analysis: MOVEMENT FUNDAMENTALS: Locomotor Movement
WEEK 4
REVIEW AND FINAL PROJECTS
WEEK 5
GUEST SPEAKER -Dance and Physical Education in Public Schools
WEEK 6
Analysis: BALLROOM DANCE- Swing
WEEK 7
Analysis: BALLROOM DANCE- Fox Trot
WEEK 8
Analysis: BALLROOM DANCE- Waltz
WEEK 9
Analysis: BALLROOM DANCE- Latin Dances
WEEK 10
Analysis: FOLK DANCE- America
WEEK 11
Analysis: FOLK DANCE- European
WEEK 12
Analysis: FOLK DANCE- Mexico
WEEK 13
BREAK
WEEK 14
SQUARE DANCE- Patterns
WEEK 15
SQUARE DANCE- Singing Dances
WEEK 16
SQUARE DANCE-Final
WEEK 17
Final Dec 17 Wed 3- 3:50 pm
Assignments will be made throughout the semester for the readings listed below. These may be found in the reserve section of the library, under the instructor's name.
Blythe, T & Gardner, H. (April, 1990). Pedagogy. A School For All Intelligences. Educational Leadership Article.
Gardner, H. (1993). Pedagogy. Mutiple Intelligence's. pp. 1-20.
Gardner, H. (1995). Pedagogy/Theory. Leading Minds, pp. 1-41.
Graham, G. (1992). Theory. Teaching Children Physical Education, pp. 93-101 and 163-173.
Harris, J; Pittman, A; and Waller, M. (1994). Multi-Cultural: Handbook for Folk, Square, and Ballroom Dance. History and Cultural Significance, pp. 1-20.
Smiley, P. (1996). Ballroom Dance Guide. First Steps- Counting 5-6-7-8. Historical/ Multi-Cultural, pp. 1-4. Review dances sections as we progress in skill development.
State Board of Education. (1996) Visual and Performing Arts Framework.. Multi-Cultural. pp. 1-35.
Weikart, P. (1992). Theory: A Sequential Approach to Rhythmic Movement. pp. 1-13 and 18-34.
Weikart, P. (1992). Pedagogy/Theory: Movement in Steady Beat, pp. 1-13 and 26-30 and 56-66.
Wheeler, M. (1996). Pedagogy: Ballroom Dance. JOPERD article.