1. Course prefix and number: DCE 557-01
2. Course
title: Dance Pedagogy for ages 3-18
3. Credits: 3
4. Course
Prerequisites/Corequisites: DCE 546
5. For Whom
Planned: Undergraduate students in
Dance and Dance Education
Required for students in Teacher Education/Dance
6. Instructor
Information:
Sue Stinson
Department of Dance
University of North Carolina at Greensboro
PO BOX 26170
Greensboro, NC 27402-6170
Office: 220C HHP
email: sue_stinson@uncg.edu
Office Phone: 336-334-3048 , Home Phone: 336 275 8141 (please call before
10 p.m. or after 7am)
Office Hours by appointment. (Sign
up sheet just outside 220C)
7. Catalogue description:
Methodology for teaching dance in public school and community
settings. For dance and dance
education majors only.
8. 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.
9. Course
Goals and/or Objectives/Student Learning Outcomes (items in parentheses refer
to North Carolina Department of Public Instruction standards for Dance
Educators):
By the end of this course, students
will demonstrate the ability to
a. Select/adapt/create lesson plans and
criteria for assessment in dance that
*are
developmentally appropriate for students for whom they are planned
*demonstrate
ability to accommodate the needs of diverse individual learners.
*
demonstrate accurate understanding of some knowledge, concepts and skills
included in the K-12 curriculum.
b. Identify/select/adapt a wide
range of appropriate resources, including technology, for use in teaching K-12
aged students.
c. Demonstrate awareness of
professional and ethical standards for teaching through self evaluation and
reflection, using the UNCG Teachers Academy document for evaluation of
dispositions for teaching.
These objectives are
connected to the following standards for Standard Professional I licensure for
Dance in North Carolina:
Standard
4: Dance teachers demonstrate an
understanding of the cognitive, physical, and emotional development of
students.
Standard
11: Dance teachers celebrate diversity,
practice equity and fairness, and use the multicultural content of dance to
promote opportunities for learning tolerance and acceptance of others.
Standard 12: Dance teachers adapt instruction and design
curriculum to meet the individual needs of their students.
Standard
13 – Dance teachers model attitudes
and behaviors that reflect professional and ethical standards.
10. Teaching
Strategies: class discussion, experiential
group work, micro-teaching, some lecture. Special emphasis is placed on
experiential, cooperative and active learning, and the use of strategies that
affirm the inclusion of diverse learning styles.
11.
Evaluation Methods and Guidelines for Assignments:
Students will have the opportunity to earn up to 115
points in the class as follows:
Resource
File: Up to 95 points may be
earned for specific sections as noted (see end of syllabus.) Note that some parts of the Resource
File involve simply collecting material made available to you on the Blackboard
site; these parts do not receive additional points.
Correspondence
with 5th grade students at Peeler: up to 15 points.
Guidelines and criteria will be posted and distributed. You will be writing letters to students
approximately every other week.
Dispositions
assignment: Up to 5 points.
Guidelines and criteria will be posted and distributed in class.
IN
ADDITION, Up to 5 bonus points may be earned by students with excellent
attendance who consistently demonstrate
Active
participation in all activities of the class, including class discussion
Respectful
treatment of their peers and the instructor
Satisfactory
completion of all in class assignments
Students
who fulfill all of these expectations may earn additional BONUS points
toward the final scores
as
follows: No absences: 5 bonus pts. 1 absence: 3 bonus pts 2 absences: 2 bonus pts
Final grades will be determined as follows (the low
end of each range will be a minus, while the high end will be a plus).
Undergraduate: (There
will be a different scale for any graduate students enrolled in the course)
92-115 A-
to A+
69-91: B- to B+
46-68: C-
to C+
23-45: D-
to D+
Below
23: F
From UNCG Undergraduate Bulletin:
|
A 10 points |
Excellent—indicates
achievement of distinction and excellence in several if not all of the
following aspects: 1) completeness and accuracy of knowledge;
2) intelligent use of knowledge; 3) independence of work;
4) originality. |
|
B 7.5 points |
Good—indicates
general achievement superior to the acceptable standard defined as C. It
involves excellence in some aspects of the work, as indicated in the
definition of A. |
|
C 5 points |
Average—indicates
the acceptable standard for graduation from UNCG. It involves such quality and
quantity of work as may fairly be expected of a student of normal ability who
gives to the course a reasonable amount of time, effort, and attention. Such
acceptable standards should include the following factors:
1) familiarity with the content of the course; 2) familiarity with
the methods of study of the course; 3) full participation in the work of
the class; 4) ability to write about the subject in intelligible
English. |
|
D 2.5 points |
Lowest Passing
Grade—indicates work which falls below the acceptable standards defined
as C but which is of sufficient quality and quantity to be counted in the
hours of graduation if balanced by superior work in other courses. |
|
F |
Failure—indicates
failure that may not be made up except by repeating the course. |
13. Topical
Outline: Subject to change as announced
in class or via e-mail. If
class is cancelled for weather, this will not mean a vacation from class work:
An alternative plan will be posted on Blackboard.
Jan 14: Introduction to each other and the course. READ SYLLABUS BEFORE CLASS AND BRING IT TO CLASS, either on a computer or on paper.
Model for thinking of dance content.
Begin: Movement
skills for dance. (Teaching movement skills as concepts, not just as steps and
exercises; using cues to help students understand
and learn movement as dance)
Jan 18: Continue:
Movement skills for dance.
Explore/form/perform/evaluate sequence. (Guest teacher:
Jill Green)
Jan 21: No class. MLK holiday
Jan 25, 28:
Continue Movement skills; begin dance-making
Jan 25: Resource File 2 due (Legal uses of music and other media)
Feb 1, Feb. 4, Feb. 8: Teaching dance-making
Feb 1: Res File 3 a due (Careers)
Feb. 11: Diverse learners. Prepare for McIver visit
Feb. 15 McIver 12:30-1:15
Feb 15: Res File 3b due (Music references)
Feb. 18: Discuss McIver; Dispositions assignment
Feb 22 McIver 12:30-1:15
Feb 25 Discuss McIver; Class management; lesson planning
Feb 29: Watch video (finish outside class) for cues and class management
Feb 29: Dispositions self-evaluation due
March 3, 7 Teaching
students to watch dance thoughtfully and critically; ArtSource, WildChild,
ArtsEdge, and DPI resources
Mar 10, 14 : Spring Break. No class.
Mar 17: Continue
from March 7
Mon, Mar 17: Resource file 3c3(a and
b) due—diverse learners general and cultural differences
Mar 21: Spring holiday. No class
Mar 24: Lesson planning: will start work on lesson and unit plan assignments
Mon, Mar 24: Resource file 3c3(c and d)
due—diverse learners languages and students with disabilities
Mar 28, 31: Assessment.
Prepare for Peeler visit.
Mon, Mar 31: Resource file 3f due (ArtSource,
ArtsEdge, etc.)
April 4 Peeler
April 7 Accelerated Motion
Resource file 4b due (Sportdance
revision)
Apr 11: Peeler
April 14 TBA
Apr 18: Peeler
Apr 21 Relating to other disciplines
Apr 25: Peeler OR TBA
Apr 28 Relating
to other disciplines
Resource file 4c due (Accelerated
Motion)
May 2 TBA
May 5, TBA, plus Course evaluation online.
All parts of Resource File due
14. Additional
information
a. Except in unusual circumstances outside of a studentÕs control, work
that is turned in more than two hours late will
be penalized by a 20% reduction in points. Students may turn in paper
copies of an assignment or email it to the instructor. Make sure that you keep
a copy of any email messages until the instructor acknowledges receipt. Keep two electronic copies of your work
in this course; it is too valuable to lose.
b. Licensure students must retain an electronic copy of the
complete Resource File, and the self evaluation of Dispositions, for the
Teaching Portfolio. Save multiple
copies for insurance! These assignments will be assessed using
criteria for licensure.
c. Learning
Differences and/or Disabilities
For students with documented physical or learning
differences and/or disabilities, appropriate arrangements will be made for
completion of all class and assessment experiences. However, documentation of
these differences and/or disabilities must be made available to the instructor
prior to the first assessment experience. Information regarding disabilities
and/or differences will be kept confidential. If you are unsure whether or not
you need special accommodations, please contact the UNCG Office of Disability
Services, 336-334-5540 or ods@uncg.edu.
d. Specific expectations for students:
1) To be on time and
prepared for class
2) To participate fully in
class activities, with respect for your peers and for the instructor.
3) To fulfill class assignments to
the best of your ability
4) To raise questions when you donÕt understand, to
ask for help when you need it, to make suggestions regarding the course and my
teaching of it when they could help you learn better
5) To thoughtfully and fairly evaluate the course and my
teaching at the end of the semester.
6) To abide by the academic
integrity policy (See
http://saf.dept.uncg.edu/studiscp/Honor.html for full policy)
Academic integrity is founded upon and encompasses the
following five values: honesty; trust; fairness; respect; and responsibility.
Supporting and affirming these values is essential to promoting and maintaining
a high level of academic integrity. Each member of the academic community must
stand accountable for his or her actions. As a result, a community develops in
which students learn the responsibilities of citizenship and how to contribute
honorably to their professions.
If knowledge is to be gained and
properly evaluated, it must be pursued under conditions free from dishonesty.
Deceit and misrepresentations are incompatible with the fundamental activity of
this academic institution and shall not be tolerated. Members of the UNCG
community are expected to foster in their own work the spirit of academic
honesty and not to tolerate its abuse by others.
First responsibility for academic
integrity lies with individual students and faculty members of this community.
A violation of academic integrity is an act harmful to all other students,
faculty and, ultimately, the university.
e. Specific
expectations of myself
1) To encourage
student-faculty contact: Please feel free to communicate with me through
e-mail,
phone, or in person, both in and
outside of class. Please don't be worried about disturbing me; I'll let
you know if the time is not convenient, but I don't want you to keep quiet if
you have a concern or question that I need to respond to.
2) To encourage cooperation among students: Most of our class activities
will involve cooperative work. I encourage you to work with each other
outside of class as well. After you get your resource files back, I
encourage you to make copies of each otherÕs best ideas. Even in the
process of developing your resource files, you may help each other in many
ways. For example, if you have a great piece of music or find a great
book or article, let the others know. Your resource file will include
different ways for using that piece of music, for example--that part will be
different for each of you.
3) To encourage active
learning: This is a practical, "hands-on" course. We will
spend some time in discussion, and other time in small group
activities/projects.
4) To evaluate your work thoughtfully and fairly, and give you prompt
feedback: I will return assignments within two weeks of the time you turn
them in (usually one week).
5) To emphasize time on
task: I expect you to spend a minimum of six hours a week on this
course, including the four hours in class. (This degree of work is likely
to earn a grade of C. For a 500-level course worth 3-credits, 9 hours a week is
normally the expectation.) This
will not be part of your grade, but will help me better advise you towards
success.
6) To communicate high
expectations: I will be on time and prepared for class, and will do my best to
create learning experiences that are important and engaging. I expect you
to work with me to make the class relevant and engaging for you.
The standards for the assignments are high but entirely attainable.
7) To reflect diverse talents and
ways of learning: I will plan class activities that use different
intelligences. The outside assignments also require different kinds of
thinking.
8) To be
supportive of you personally while challenging you intellectually.
9) To model
different kinds of good teaching, including taking risks to try new ideas, even
when I am
not certain of their success.
10). To reflect critically on my
own teaching of this course and be open in considering your suggestions.
15.
Recommended Text(s) and/or Readings: Will
be shared in class for student check-out.
16. Alignment with State and National Standards: See Student Learning Objectives.
REQUIREMENTS FOR RESOURCE FILE
The source for each entry
must be indicated.
You must keep all of this
material electronically.
You may choose to complete some of
these assignments (indicated by *) individually or as part of a small group (assigned in
class). However, you must indicate
the source of all of these materials, so that I can clearly see what each
person actually did. Each person
needs to turn in an copy of all of the materials indicated below; licensure
students should save ALL materials for their Teaching Portfolio (completed
during student teaching).
Some required pieces below involve simply collecting
class handouts which will be posted on Blackboard. No additional credit will be
given for including these, but points will be deducted if they are not
included.
1. Kinesthetic and
aesthetic cues: Include class
notes, your own classes, your own ideas, external sources. Up to 5
points. An example will be posted
on BB. Due May 5.
1 point: Some relevant material from class notes
and observations is included, but is not in a form that would be useful.
2: All relevant material from class notes
and observations is included, but is not in a form that would be useful.
3: All relevant
material from class notes and observations is included. The notes are in a form that would be
understandable in the future.
4. All relevant
material from class notes and observations is included, as well as additional
material from other sources. The
notes are in a form that would be understandable in the future.
5. All relevant
material from class notes and observations is included.
Either the
entries go beyond what was presented in class and on videos OR there is substantial
additional material from other sources.
All notes are in a form that would be understandable in the future.
2. Legal uses of music and other
media: A statement revealing your
awareness of the legal implications of copyright laws regarding use of
copyrighted music in school or studio productions, use of video tapes in class,
etc. Up
to 5 points. Due Jan. 25.
1 point: Information copied/printed from one
accurate source; source indicated.
2: Information copied/printed from one or more accurate sources
that cover some situations a dance educator would face; sources indicated.
3: Information copied/printed
from one or more accurate sources that cover many situations a dance educator
would face; sources indicated.
Minimal additions from you indicate that you have read and understood
the fair use of copyrighted materials.
4. Information copied/printed from one or more accurate sources
that cover many situations a dance educator would face; sources indicated. Your own additions make clear that you
have thought through a variety of scenarios that might arise for you as a dance
educator and how you would respond within the law.
3. Instructional Resources for Dance
*3a. Bulletin board
materials on dance careers (information in a format ready to print and
post on bulletin board or electronic bulletin board. Make sure that the materials are visually interesting and
attractive enough to catch the eyes of your students. (Include information on
minimum of 5 dance careers.
Include a description of the career: What does a person in this career
do? What is the job market like? What preparation is required? What is the salary range that can be
expected?) Up to 5 points. Due Feb. 1.
1: Most
required questions answered for 5 careers, in a format ready for (printing and)
posting.
2: Most
required questions answered for 5 careers. Sources noted.
Attractive visually with no errors of spelling or grammar.
3. All
questions answered for at least 5 careers, with sources noted. No errors. Plus one of the following: Materials are especially attractive/eye-catching. Two additional careers are
included. Especially in-depth
information.
4: All
questions answered for at least 5 careers that are clearly connected to
dance, with sources noted. No
errors. Plus two of the
following: Materials are
especially attractive/eye-catching.
Two additional careers are included. Especially in-depth information.
5: All
questions answered for at least 5 careers that are clearly connected to
dance, with sources noted. No
errors. Plus three of the
following: Materials are
especially attractive/eye-catching.
Two additional careers are included. Especially in-depth information.
3b. Music references
(annotated for class use) - min: 20 individual pieces of music (must
include contemporary and/or traditional music from diverse cultures. On each
entry, indicate the age group(s) for whom the material is appropriate. Note
that a teaching CD which already designates exercises for each piece counts as
only one piece out of the 20. Up to 5 points. Due Feb. 15. Example will be posted.
1: 20 individual pieces of music with
minimal notations. Includes music
from at least two Òdiverse cultures,Ó with cultural connection indicated.
2: Meets requirements for a 1, plus: Meter
indicated, including some in triple meter. There is indication that you have listened to counts to see
if there are any measures that are irregular.
3: Meets requirements for a 2, plus: Includes
music for creative work/composition as well as technique classes; includes
music with different qualities as well as some that could be general background
music.
4: Meets requirements for a 3, plus: Uses descriptive language to describe
qualities of the music, not just dance genres or exercises.
5: Meets requirements for a 4, plus
includes especially detailed annotations and/or a substantial additional number
of entries.
3c. Strategies
for teaching diverse learners.
1) Expectations of students at different
developmental levels as they relate to teaching dance. Sections from McCutchen used this
semester. Due May 5.
2). Class management strategies (general)
from class notes (including McIver observation and Peeler observations, as well
as Sportdance video) and any other sources you choose to add. Due May 5.
3). Additional materials on teaching
diverse learners: Strategies for
teaching students as indicated below.
*a)
Go to http://www.hellofriend.org/teaching/good_classroom.html
or another website on teaching diverse learners. What do you see there that surprises
you, and why is it a surprise?
What part of this web site do you think will be most helpful to you, and
why? (Total: 1-2 pages) Due Mar 17
1 point: All three
questions answered, but so superficially that I can hardly tell that you looked
at the web site.
2 points: All three
questions answered. It is clear
that you looked at the web site quickly enough to do the assignment, but
without careful thinking.
3 points: All three
questions answered. Answer(s) to either the first two questions or the last
question reveal careful thinking about the website and how to apply what is in
it.
4-5 points: All three
questions answered. Answer(s) to all questions reveal careful thinking about
the website and how to apply what is in it.
*b) Cultural
differences: Include any class
notes in this section. In addition, find three web sites that will help you
accomplish the following: Dance
teachers a)celebrate diversity, b)practice equity and fairness, and c)use the
multicultural content of dance to promote opportunities for learning tolerance
and acceptance of others. Write
about one paragraph on each, describing how it will help you accomplish one or
more of the three tasks mentioned. Due Mar 17
1 point: links to three
relevant web sites included, covering two of the three stated goals.
2 points: links to three
relevant web sites included, clearly covering all of the three stated goals.
3 points: meets
criteria for a score of 2, plus a relatively generic paragraph on each.
4 points: meets
criteria for a score of 2, plus an especially thoughtful paragraph on at least
one site.
5 points: meets
criteria for a score of 2, plus an especially thoughtful paragraph on at least
one site.
c) Language differences: The instructor will give you five dance
vocabulary words. Your job is to
get the translation into Spanish and two other languages useful to you in your
teaching (you may include ASL).
(All will be shared with all students in the class.) Provide source of
translations. Due Mar 24
to earn 5 points:
accurate translation of all 5 words into Spanish and two other
languages; sources included.
(Score will be pro-rated if assignment is not complete.)
*) Disabilities: Include any class notes. Provide links to three good websites that will make you a
better teacher of students with orthopedic disabilities and two other kinds of
disabilities. Write about one paragraph on each web site, describing you will
use it in teaching students with these disabilities. Due
Mar 24
1 point: links to
three relevant web sites included, covering two of the three stated areas.
2 points: links to
three relevant web sites included, clearly covering all of the three stated
areas.
3 points: meets
criteria for a score of 2, plus a relatively generic paragraph on each.
4 points: meets
criteria for a score of 2, plus an especially thoughtful paragraph on at least
one site.
5 points: meets criteria
for a score of 2, plus an especially thoughtful paragraph on at least one site.
3d
All class notes and handouts and all class
projects dealing with dance content. These will be posted on Blackboard. Due May 5.
3e.
Assessment (class notes and handouts, copies of rubrics developed in
class and located in other sources).
You do not need to repeat assessment rubrics that are part of the
lessons/units selected for #4 above.
I encourage you to include the Schmid article from DCE 546 in this
section, for your use later in teaching. Due May
5.
3f. ArtSource,
WildChild, ArtsEdge, DPI: Summary or list of materials available for all
four, along with links to websites.
Identify three lessons/units (from three different sources) you would
like to teach and why. Up to 5 points.
Due April 14.
1:
Summaries/lists included, plus links to websites.
2: Meets
requirement for a 1, plus identifies two lesson/units and brief superficial
statement (a few sentences) about why you would like to teach each.
3: Meets requirement for a 1, plus identifies three
lesson/units and brief superficial statement (a few sentences) about why you
would like to teach each.
4: Meets
requirement for a 2, but reasons you would like to teach reveal that you have
read and thought about reasons for teaching that go beyond the superficial.
5: Meets
requirement for a 2, but reasons you would like to teach reveal that you have
read the identified lessons/units carefully and thoroughly and thought about
reasons for teaching that go beyond the superficial.
4 *Lesson and unit plans
4a)
Lesson plans (handouts) or lesson notes from all videos observed in/for
class. Due May 5
*b) Adaptation of SportDance unit (Due April 7. up to 15 points)
Turn
in revised unit plan. Add the
following: 1) another two lessons
in which you extend the ideas by having students watch a dance video/dvd
related to this unit (include context about the video in your lesson, so the
students know what they are watching), 2) create adaptations for students with
orthopedic disabilities, 3) create a rubric for assessing students in selected
skills of dancing, dance making, and watching dance that are included in the
unit and that correlate to objectives in the NCSCOS. (Suggestion: Review Schmid rubric.)
5: Meets the
minimum requirement as stated
above (all parts included)
6-7: All parts included.
One of the following is especially well-conceived and appropriate to
this lesson and the developmental level of the students: The class activities in response to
watching the selected dance/video, adaptations for students with disabilities; section of rubric for evaluating student
dance skills related to the unit, section of rubric for evaluating student
skills in dance-making related to the unit, or section of rubric related to
evaluating student ability to watch the selected video thoughtfully and
critically
8-9: All parts of assignment included. Two of the above aspects are especially
well-conceived and appropriate to this lesson and the developmental level of
the students.
10-11: All parts of assignment included. Three of the above aspects are
especially well-conceived and appropriate to this lesson and the developmental
level of the students.
12-13: All
parts of assignment included. Four of the above aspects are especially
well-conceived and appropriate to this lesson and the developmental level of
the students.
14-15 All parts of assignment included. All
five of the above aspects are especially well-conceived and appropriate to this
lesson and the developmental level of the students
*4c) Adaptations of Accelerated Motion Due April 28 up to 40 points.
WhatÕs beautiful? Unit for middle school students.
Carefully review McCutcheonÕs chapter from DCE 546 on developmental expectations for typical middle school students, and what kinds of dance activities students this age need to be doing.
Read the following units from Accelerated Motion: ÒBodies and MachinesÓ and ÒEcologies of Beauty,Ó thinking about what in this material seems appropriate and inappropriate for middle school students.
Review the rubrics in the Schmid article.
Create your own unit of 4-6 lessons (45-60 minutes each) designed for 6th, 7th, or 8th graders, designed to help students rethink their ideas about what is beautiful in terms of the body, movement, and dance. You may borrow any ideas/material (including dvd selections) from the Accelerated Motion units, as long as you give credit to this source. The unit must include all three of the following: development of relevant movement skills, dance-making skills, and dance-watching skills (not just their own dances—must include watching at least one video/dvd of dance from A.M. or another source). It also must include a) correlations to the NCSCOS in Dance and at least one other subject area, 2) a rubric or rubrics for evaluating all three kinds of skills taught, and that correlate with objectives in the NCSCOS and 3) suggestions for how to adapt the unit for including a couple of students at the level of the higher functioning students at McIver.
To earn full points for this
assignment:
All parts of assignment must be included. You should include cues/questions (not just directions) to indicate that you are directing student attention (and your own) to what you want them to perceive (kinesthetically, visually) and understand.
The learning experiences are designed to help students think critically and creatively about the theme of the unit, and to develop selected movement skills that are related to the unit.
All language used in assignments and all activities are appropriate for typical middle school students as described by McCutchen. Lesson makes clear how you have considered Òwhat students this age needÓ as described by McCutchen.
The accommodations for stated diverse learners are reasonable and also demonstrate expectations for learning, not just Òdoing.Ó
The SCOS correlations are clear and sensible; the Dance objectives are limited to ones that you are clearly evaluating.
The assessment rubric goes beyond mere participation to reflect expectations of learning.