Info for DCE 205

Course:  DCE 205 Dance History

Instructor: Julie Mulvihill

Office: 220 G

Office hours by appointment

Phone: 334-3046

Email: jamulvih@uncg.edu

 

This class meets Tuesdays and Thursday 11:00-12:15 in HHP 306

 

Catalogue Description: Study of the histories and aesthetic systems of selected world dance traditions, emphasizing interconnections between aesthetic practice and religious and social need and the impact of cultural convergence on dance.

 

 

Students must wear the appropriate dancewear for this course when directed.  Out of respect for the learning environment there will be no cell phones tolerated.

 

Student Learning Goals:

Over the course of the semester students will have opportunity to:

 

1.   Describe certain aims and methods of artistic and intellectual expression through dance;

2.   Interpret and Evaluate information and writing about dance in and from diverse global cultures;

3.   Discuss interconnections among historical and contemporary global dance practices in terms of cultural and aesthetic developments, values, identity, and intercultural exchange;

4.   Demonstrate sensitivity to differences among global dance forms and cultures through the creation of movement/choreography studies;

5.   Write and speak clearly and coherently about distinct global dance forms and cultures and their interconnections, and incorporate constructive feedback from the instructor and other readers to improve written work. 

 

 

Teaching Strategies:

To enable student achievement of the learning goals, students will have an opportunity to:

 

 

  1. Write responses to and descriptions of teacher-led and other personal movement experiences;
  2. Create movement and/or dance ÒstudiesÓ in response to instruction and/or course materials, and write reflectively about their own and othersÕ works;
  3. Read assigned texts on dance and related areas of inquiry, and write responses to information and ideas in these texts;
  4. Research assigned areas and create written responses and reflections of specific cultural comparisons.

 

* Not every student will receive individual feedback during each class, but all students will receive individual feedback regularly throughout the course of the semester. 

 

Evaluation Methods and Guidelines for Assignments:

 

The fundamental and ongoing assignments in this class are to:

 

  1. Attend to discussions of the reading and movement material presented, as well as to explanations and analyses of specific historical, cultural, and theoretical components;
  2. Reflect in writing as assignments on issues discussed in class and readings assigned;
  3. Participate in class discussions and movement exercises.

 

I will assess your progress toward and your actual achievement of the learning goals through:

 

  1. Daily oral feedback to you and/or others on work done in class;
  2. Tests of your achievement based on material covered in class;
  3. Oral and/or written feedback of the accuracies and inaccuracies I perceive in your written work.

 

Your achievement in mastering areas covered in class is based on two test grades, online discussion, research projects, and a creative project.  Participation, including a respectful attitude toward teachers and fellow classmates, is essential and imperative to work in the class.  Attendance will affect your grade.  The relationship between attendance and your final letter grade is as follows:  1/3 of a letter grade will be deducted for each absence incurred over 3 absences, the maximum allowed for this class. 

 

Attendance:

 

The Dance Department requires an 80% participation rate to get credit for the course.  Because this class meets twice a week, you will be permitted three absences without penalty.  1/3 of a letter grade will be deducted for each absence incurred over the maximum absences allowed for this class.  Two tardies or early dismissals equals one absence.  A tardy constitutes being more than ten minutes late to class or leaving early.  If you are more than ten minutes late to movement portions of this class you will be asked to sit out and not participate for that class.  Non-participants will be asked to take written observations of the class and may be asked for intermittent criticism and feedback within that class.

 

Assignments: 

 

Students must keep a notebook of reflections on assigned topics related to class discussion. 

 

Test 1: 15%

Test 2: 15%

Court Dance Research Project: 15%

Contra Dance Assignment: 10%

Discussion Questions: 15%

Research Paper: 20%

Creative Reflection of Perspective: 10%

 

 

The following is a description of each assignment in detail:

 

Tests-30%:  Three will be two tests over the semester.  Each test will cover material discussed in class including reading and movement material as well as video descriptions.  The tests may include matching, multiple choice, fill in the blank, short answer, and an essay question.  What I canÕt read, I wonÕt grade.  For the final test, the essay will be assigned and due before the exam date to expedite grading for the end of semester. Test 2 will be Tuesday May 13, 2008  12-3pm which is the day of the scheduled final for this class.

 

Court Dance Research Project-15%:  Using the skills discussed in The Craft of Research reading excerpts you will design a topic, questions, problems, and sources in the area of Court Dance.  You will research your topic and develop questions and problems that will lead you to sources.  You will turn in a summary of your problem and an annotated bibliography of five sources. First two of five sources DUE Jan 29, 2008. Whole document DUE Feb 5, 2008.

 

 

Contra Dance Assignment-10%:  You will attend a Contra Dance event (many are listed under ÒCourse AssignmentsÓ on blackboard) and write a two-page reflection of your experience.  When you turn in your reflection paper also submit documentation of your attendance at the event, i.e. ticket stub, business card, or flyer for the sponsoring organization.  DUE Feb 12, 2008.

 

Discussion Questions-15%: Periodically throughout the semester I will assign a prompt on blackboard that you will respond to that gets at readings, hot in class discussion topics, or a synthesis of class material.

 

Research Paper-20%: Using the skills developed in the Court Dance Research Project, you will investigate a topic of your choice related to the course material.  You will investigate a topic and turn it into a problem to research.  You will fine five sources and then turn your investigation into a paper reflecting your study and findings.  A more detailed rubric of this assignment will be discussed in class and posted on Blackboard.

 

            Draft 1 (remarkably similar to the Court Dance Research Project)-5% DUE March 18, 2008

            Draft 2- 15% DUE April 17, 2008

 

Creative Reflection of Perspective-10%: As a culminating project for the semester, you will design and create a creative reflection of your own growth and perspective of holding history.  This project can be a dance, collage, or other arts project and should be a gauge of your personal history and perspective.

 

 

Good Student Credit:

I will add ten points to your final grade total is you do one of the following with exceptional thought and clarity:

♦Attend ÒThe Lining of ForgettingÓ at Weatherspoon Art Gallery 2/9/2008 at 7pm or 2/19/2008 at  3:30pm or ÒReadings on MemoryÓ 3/6/2008 5pm check the Weatherspoon website for more information.

♦Attend either of Deborah Ascheim event- 4/17/2008 1pm or 4/17/2008 7pm at the Weatherspoon.

♦Attend the African American Atelier featured artists as par tof the African American Festival exhibit Jan 13- March 31.

♦Attend a Dance Concert in the community or at UNCG (that you are NOT dancing in) and write one page describing the most intriguing experience as part of the concert.

 

 

SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION

by Arthur W. Chickering and Zelda F. Gamson

From the Wingspread Journal-- special edition

SUMMARY Following is a brief summary of the Seven Principles for Good Practice in Undergraduate Education as compiled in a study supported by the American Association of Higher education, the Education Commission of States, and The Johnson Foundation.

1. GOOD PRACTICE ENCOURAGES STUDENT FACULTY CONTACT
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

2. GOOD PRACTICE ENCOURAGES COOPERATION AMONG STUDENTS
Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to other's reactions improves thinking and deepens understanding.

3. GOOD PRACTICE ENCOURAGES ACTIVE LEARNING
Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

4. GOOD PRACTICE GIVES PROMPT FEEDBACK
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. GOOD PRACTICE EMPHASIZES TIME ON TASK
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for student and professional alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty and administrators, and other professional staff can establish the basis for high performance for all.

6. GOOD PRACTICE COMMUNICATES HIGH EXPECTATIONS
Expect more and you will get it. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fullfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

7. GOOD PRACTICE RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well in theory. Students need to opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily.