UNIVERSITY OF NORTH CAROLINA (UNIT: School of Health and Human Performance)
AT GREENSBORO (DEPT: Dance)
COURSE SYLLABUS - (SEM/YR: Spring 08)
1. Course Prefix and Number: DCE 345
2. Course Title: Dance in Elementary Schools
3. Credits: DCE 345 (2 credits)
4. Course Prerequisites/Corequisites: None
5. For Whom Planned: Elementary Education majors and Option II (lateral entry education majors).
6. Instructor Information: Instructor: Melinda Waegerle
Office: 220E HHP
Phone: (O) 334-9853, (H) 545-1877, (before 9pm)
Office Hours: Tuesday 11-12:30 , please see me for an appointment
Email address: mhwaeger@uncg.edu
Course Purpose/Catalog Description:
DCE 345: Observation/participation of dance education with elementary schools, as well as some special populations of varying ages, with reflection on the nature of dance and its educational significance.
7. Teachers Academy Conceptual Framework Mission Statement: The mission of professional education at UNCG is to prepare and support the professional development of caring, collaborative, and competent educators who work in diverse settings. This mission is carried out in an environment that nurtures the active engagement of all participants, values individual as well as cultural diversity and recognizes the importance of reflection and integration of theory and practice. UNCG's professional education programs are guided by shared commitments to: (a) equity and excellence in teaching, research, and service; (b) professional integrity and ethical deliberation in dealing with students and colleagues (university-based, school-based, and community-based); (c) the construction of a professional knowledge base through collaboration and collegiality; and (d) the dissemination of professional knowledge, skills and dispositions through the preparation and continuing professional development of teachers, principals and other school personnel.
8. Course Goals and/or Objectives/Student Learning Outcomes: Instructor's statement of learning outcomes OR goals/objectives from state or national professional standards (please identify the organization, e.g. DPI, CEC, etc.)
A. To explore the nature of dance as creative , aesthetic experience and learning experience.
B. To explore the basic elements of dance; to discover their relationship to other areas of living and learning.
C. To recognize the capacity and right of every person to dance.
D. To become aware of the diversity of response to dance in oneself and of various age groups, including multicultural and special populations.
E. To recognize dance as a basic human expression.
F. To experience the basic processes involved in teaching and learning dance and become aware of their significance in the development of individuals as well as dance.
G. To observe dance taught in an integrated curriculum format and its impact on teaching and learning.
9. Teaching Strategies: For example, lecture, class discussion, group work, conferences, student presentations, discussionboard (blackboard).
In class: minimal lecture, group discussion, small group discussion and projects, group work, observation of videotapes of teaching, and a focus on movement exploration
Outside class: observation and participation in demonstration dance classes in the schools, taking notes and writing reflective papers, writing lesson plan, writing two reflective journals (one from class and one based on observations from the field). Watch for announcements on blackboard.
10. Evaluation Methods and Guidelines for Assignments: Statement of how students will be evaluated in the course and/or list of course requirements
See attached for specific assignments and criteria for evaluation
Please refer to the University policy on grades in the student handbook. Please note that a grade of C is designated as the appropriate grade for "the quantity and quality of work as may be fairly expected of a student of normal ability who gives to the course a reasonable amount of time, effort, and attention."
DCE 345 grades will be based upon -
1. Class participation 40%
Attendance is mandatory. Each class counts for points. Missing a class will reduce the number of points you have. For example 1 absence 96, 2 absences 92, three absences 88. 4 will trigger a suggested withdraw from the course.
2. Reflective journals - (Dates on schedule) 30%
If you miss a class you are responsible for the material missed and you will have another topic to reflect on. Contact me for your topic.
3. Collaborative teaching project 20%
Must be turned in for review prior to publishing on blackboard..
4. Book Response— 10%
See suggested book list. Other books need to be approved.
11. Required Text(s)/Readings/References: Use full citations. There are no required readings in this class since the dance classes themselves are considered the required readings. However, there is a list book list included to help students with their observations and lesson plans. See attachment 1.
12. Topical Outline: This might also be your calendar. The course outline should contain sufficient detail to permit assessment of agreement between actual content and stated objectives and catalog description. See attachment 2.
13. Other Information: Any other items you normally include on your course syllabus such as Academic Honor Code, Attendance Policy, Additional Requirements, etc.
See attachment 3.
14. Recommended Text(s) and/or Readings: A bibliography or list of references highlighting recent scholarship (pedagogy and research) in the subject area
See attachment 1.
15. Alignment with State and National Standards: Attach a matrix aligning the course goals/objectives with INTASC and/or NBPTS, DPI guidelines or competencies, standards of your professional organization (CEC, NCTM, NCTE, NCSS, NASD, etc.). See the CUI 553 matrix as an example. If these were included as part of the course goals/objectives listed #9, you do not have to repeat them in a matrix.
See attachment 4, Matrix.
Attachment 1. Recommended Readings: Check with me if you select another text for review. There are many interesting texts in the library. Find one you are interested in to review. Reviews are @ 2 pages in length and focus on the main points, a particularly useful idea or two that you select and your personal recommendation (or not) and why.
DCE 345 Book List - Elementary School
Barlin, Anne. Teaching Your Wings to Fly: The Nonspecialists Guide to Movement Activities for Young Children.
Benzwie, Teresa (1987). A Moving Experience: Dance for Lovers of Children. Zephyr Press.
Benzwie, Teresa (1996) More Moving Experiences: Connecting Arts, Feelings, and Imagination. Zephyr Press.
Canner, Norma (1975). And A Time to Dance. Boston: Plays.
Dimondstein, Geraldine (1971). Children Dance in the Classroom. N.Y.: Macmillan Publishing Co.
Ellfeldt, Lois (1976). Dance: From Magic to Art. Dubuque, Iowa: Wm C. Brown.
Fleming, Gladys Andrews (1954). Creative Rhythmic Movement for Children. N.Y.: Prentice Hall.
Gilbert, Anne Green (1992). Creative Dance For All Ages. Reston, VA: AAHPERD.
Hawkins, Alma (1964). Creating Through Dance. Englewood Cliffs, N.J.: Prentice Hall.
Hendricks, Gay and Kathlyn (1983). The Moving Center: Exploring Movement Activities for the Classroom. Englewood Cliffs, N.J.: Prentice Hall.
Jensen, Eric. Arts with the Brain in Mind. Alexandria, VA: The Association for
Supervision and Curriculum Development, 2001.
Joyce, Mary (1994). First Steps in Teaching Creative Dance. Mountainview, CA: Mayfield.
Lynch-Fraser, Diane (1982). Danceplay/Creative Movement for Very Young Children.
Mettler, B. (1976) Creative Dance in Kindergarten.
Morningstar, Moira (1986). Growing with Dance: Developing Through Creative Dance from Ages 2-6.
Murray, Ruth L. (1975). Dance in Elementary Education. (3rd edition). Harper & Row.
Rowen, Betty (1994). Dance and Grow: Developmental Dance Activities for Three- Through Eight-Year-Olds. Pennington, N.J.: Dance Horizons, Princeton Book Company.
Purcell, Theresa (1994). Teaching Children Dance: Becoming a Master Teacher. Human Kinetics.
Russell, Joan. Creative Dance in the Primary School.
Russell, Joan (1975). Creative Movement and Dance for Children.
Stinson, Susan W. (1982, April). Aesthetic Experience in Children's Dance. JOPERD, pp. 72-74.
Stinson, Sue (1988). Dance for Young Children: Finding the Magic in Movement. Reston, VA: AAHPERD.
Sullivan, Molly (1982). Feeling Strong, Feeling Free: Movement Exploration for Young Children.
DCE 345 Book List - Special Populations
Canner, Norma (1975). And A Time to Dance. Boston: Plays.
Hill, Kathleen. Dance for Physically Disabled Persons.
Attachment 2. Topical Outline DCE 345
Spring 2008
SCHEDULE
|
1/15 1 |
Introduction, discuss objectives, schedule, introduce class structure |
|
1/17 |
Observation Jesse Wharton * |
|
1/22 2 |
Dance vs. movement, managing movement in your class |
|
|
Observation Jesse Wharton Elementary * pending scheduling by teachers |
|
1/29 3 |
Integration of movement and dance- what is it/ why do it? Elements of Dance, kindergarten emphasis |
|
|
Observation Jesse Wharton Elementary* |
|
2/5 4 |
Brain research and kinesthetic learning, 1st grade emphasis |
|
|
Observation Jesse Wharton Elementary* |
|
2/12 5 |
Diverse populations and dance, 2nd grade curriculum emphasis |
|
|
Observation Jesse Wharton Elementary* |
|
2/19 6 |
Assessment for learning, using movement to assess other content areas, UNCG journals due (1-5) |
|
|
|
|
2/26 7 |
3rd grade curriculum emphasis, dance and literature / |
|
|
Observation Jesse Wharton Elementary* |
|
3/4 8 |
Multicultural approaches with dance Book Review Due |
|
|
Observation Jesse Wharton Elementary* |
|
3/11 |
Spring Break |
|
|
Observation Jesse Wharton* |
|
3/18 9 |
Integration across the”Arts”,4th grade curriculum emphasis |
|
|
Observation Jesse Wharton Elementary* |
|
3/25 10 |
Planning dance classes, lesson plan formats, collaborative planning, emphasis on fifth grade |
|
|
NO Jesse Wharton observation* |
|
4/1 11 |
Collaborative lesson planning across the curriculum including dance, groups will plan |
|
Jesse Wharton observation* |
|
|
4/8 12 |
Collaborative lesson planning across the curriculum including dance, groups will plan |
|
|
|
|
4/15 |
Complete collaborative lesson plan /prep to present |
|
4/29 |
Group presentations, Collaborative plans due ,Reflective journals due(10UNCG/ 5 Jesse Wharton) TBA final exam/journals turned back |
IF YOU ARE ABSENT Contact me for an alternative journal assignment. Please see attendance policy.
Directions to Jesse Wharton Elementary
Travel North on Lawndale. Lawndale becomes Lake Brandt Road. You can turn left or go straight and be on Lake Brandt! GO STRAIGHT!!!!!! Jesse Wharton Elementary School is located @ ˝ mile up on the left. You may park in the uppermost lot. The lot is the first entrance into the school property. You also may park at my house. I live directly across the street from the school at 2013 Trosper. I live on the first house on the right. There is a large barn on the property. Please feel free to park in the gravel driveway or on the parking pad by the pine tree. estimated time from UNCG 20 minutes
Attachment 3. Other Information
Educational beliefs
A. That every student will learn in this course, but every student will not learn the same things or in the same way.
B. Tteaching/learning is a cooperative endeavor, with responsibilities for both teacher and learner. That it is the students' responsibility to learn, to reflect on the learning process, and to reveal that learning and reflection to the instructor. That it is the instructor’s responsibility to offer both challenge and support.
C. That learning is messy, no teaching is perfect, and there is no such thing as a perfect class. The teacher's goal is not to be perfect, but to think critically about the theory and practice of teaching.
Components of the Course and Assignments
Components of the course
A. Laboratory/Field Observations TBA according to Jesse Wharton Elementary and UNC-G students needs. (5)
B. Discussion/Workshop, Tuesdays 11-12:15 and 12:30-1:45 208 HHP
C. Outside assignments
DCE 345: 2 reflective journals (one is class based and the other is from on site observations), 1 book review, 1 collaborative lesson plan project
Assignments
I. First Reflective Journal Assignment This is required!
1. What is Dance? (Your definition, not one from a book).
2. What does it mean to teach; how does one go about doing it?
3. What does it mean to learn; how does one know when it is learned?
4. Describe what it means to you to be an excellent educator.
II. Reflective journals: Instructions for later journal entries
A. Frequency: One for each discussion / workshop and one for each field observation. Length:
Equivalent of one full typed page (double-spaced) per lab class (minimum).
B. Content:
1. Introduction: State the movement content of each class (brief list of concepts, not a play-by- play
description). This should take up only a few lines of the paper.
2. Major body of paper: Reflect upon what you learned/what insights you gained/what questions
were raised for you about several of the of the following:
d. Students (as diverse learners, within/across age groups and ability levels)
e. Schools and schooling
f. Or a question posed by the teacher or yourself and your reflective answer at this point.
To get an A on this assignment:
Write about several of the items above and or develop a question that intrigues you and your thoughtful answer at this point in time. Ground your insights in specific incidents (tell what happened in the class to generate that insight), but go beyond description to reflection. Describe/discuss what you learned, thought about, realized, confirmed, etc., not just what you, the students, or the instructor did. These insights should be ones that you can "take with you" into other teaching/learning situations. Go beyond the obvious; raise significant issues.* Significant problems in grammar, sentence structure, spelling, and organization may lower your grade. Score for complete journal entries for UNCG 0-10 (10 total journal entries for UNCG class experience) . Score for complete Jesse Wharton Journal 0-5 ( 5 for field observations at Jesse Wharton).
*All reflective journals should by typed (no exceptions), bound in a folder, clearly dated, and a divider between UNCG and Jesse Wharton observations. You may submit by email one or two entries or so for review before due date for brief feedback.
III. CollaborativeTeaching project (for DCE 345):
1. Select an objective from the Standard Course of Study K-5 and develop a lesson plan that involves movement as a teaching method. Be prepared to present this lesson to the class on April 29th.
2. Turn in lesson plan and present lesson to class as the teacher. All lessons will be posted on blackboard for the class to access. You must have your plan checked by me and must post with all group members names at the top in order to get credit for you r work.
3. Grading
An A level project will have clearly written lesson plan, following the form given in class (objectives for students and teacher, a focus or theme, a list of equipment, and each activity, purpose, directions, and important cues that get to qualities and/or the how of the movement). The activities selected should be appropriate to the age group and NCSOS. Lesson should have opportunities for student decision making. The evaluation will not only describe clearly what happened and objectives met, but will follow the standards for an A level reflective paper (above).
|
|
93-100=A |
79-82=B- |
66-68=D+ |
|
|
89-92=A- |
76-78=C+ |
63-65=D |
|
|
86-88=B+ |
73-75=C |
59-62=D- |
|
|
83-85=B |
69-72=C- |
0-58=F |
H. Academic Integrity: Please go to academicintegrity.uncg.edu to view complete policy. This course will adhere to this policy. Cheating, plagiarism., misuse of academic resources, falsification and facilitating academic dishonesty are the types of violations outlined as well as a process for dealing with them. If you have questions please see me or direct questions to Dr. Shaw.