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  2. Dance Teaching Methods [DAN2031]

Faculty of Education and Arts

School: WA Academy of Performing Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Dance Teaching Methods

  • Unit Code

    DAN2031

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    5

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

An introduction to the various methods of organisation and effective communication related to planning and developing movement experiences with secondary students. This unit allows the student to undertake supervised, individualised project work in teaching dance to school-based or community-based groups. Emphasis is placed on the acquisition of skills in critical listening, written and oral communication, and basic research, to generate ideas and concepts in both written and oral formats.

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply new developments in dance to the teaching process.
  2. Apply understanding of related arts to the teaching process.
  3. Cater for individual differences and assess student performances.
  4. Critically observe dance teaming environments in schools and evaluate strategies and their effectiveness.
  5. Design and select activities to meet specific group needs.
  6. Execute rhythmic and spatial precision in performance.
  7. Express in both oral and written formats clarity of ideas and concepts.
  8. Organise and time manage preparation and presentation of work.
  9. Plan, implement and evaluate dance lessons for secondary levels.
  10. Understand and explain basic principles of teaming theory.
  11. Utilise the WA curriculum framework and dance syllabus.

Unit Content

  1. A wide range of contrasting rhythmic and a-rhythmic structures in class work and performance.
  2. Analysis and application of educational theory.
  3. Evaluation techniques.
  4. Expression of ideas and concepts in both written and oral formats.
  5. Methods of feedback.
  6. Organisational procedures.
  7. Planning and programming.
  8. Presentation of complex culturally specific rhythmic patterns, eg Indian and Spanish dance.
  9. Research, planning and critical decision making in assignment preparation and presentation.
  10. Strategies for learning.
  11. Teaching methods.
  12. Transforming mathematical structures into meaningful musical phrasing and its integration into performance.

Additional Learning Experience Information

Lectures. Workshops. Classroom tasks. The opportunity to apply knowledge will be given through micro teaching situations, teaching practice in schools, private studios and/or community settings.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Tutorial PresentationTutorial Assignments20%
Research PaperResearch Assignments40%
PresentationTeaching practice40%

Text References

  • Gray, J.A. (1989). Dance instruction: Science applied to the art of movement. Human Kinetics Books.
  • Ellfield, Lois. (1974). A primer for choreographers. London: Dance Books.
  • Harrison., & Auty. (1991). Dance ideas: Teachers, students and children. (sec/tert).
  • Joyce, M. Creative dance for children. Mayfield Publishing Company.
  • Joyce, M. (1984). Dance technique for children. Mayfield Publishing Company.
  • Kraus, R. The history of dance in art and education. US: Allyn & Bacon.
  • Lockhart, A.S. (1957). Modern dance: Building and teaching lessons. Dubrique: Brown & Co.
  • Lowden, M. (1989). Dancing to learn. Falmer Press.
  • Peterson, C. (1984). Looking forward through the life span: Developmental psychology. Sydney: Prentice-Hall.
  • Shurr, G., & Yocom, R.D. (1980). Modern dance, Techniques and teaching. NY: Dance Horizons.
  • Slater, W. (1974). Teaching Modern Educational dance. MacDonald and Evans.
  • Sprugeon, D. (1991). Dance Moves: Improvisation to dance. (Teachers Resource Book). Sydney: Harcourt Bruce Jovanovich.
  • Thraves., & Williamson. (1994). Now for a dance - Integrated dance movement for primary. (Publ?)
  • Turner, M. New dance: Approaches to non-literal movement.
  • Watson, R.I., & Lindgren, H.C. (1979). Psychology of the child and adolescent. NY: MacMillan.
  • Wood, D. (1988). How children think and learn. Blackwell Publ.
  • Bee, H., (1980). The developing person: A lifespan approach. San Francisco: Harper & Row.
  • Brinson, P. (1991). Dance as education: Towards a national dance culture. Falmer Press.
  • Guthrie., & Roydhouse. (1988). Come and join the dance: Creative approach to movement for children with special needs. (publ. ?)

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

DAN2031|1|1

Faculty of Education and Arts

School: WA Academy of Performing Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Dance Teaching Methods

  • Unit Code

    DAN2031

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    5

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

An introduction to the various methods of organisation and effective communication related to planning and developing movement experiences with secondary students. This unit allows the student to undertake supervised, individualised project work in teaching dance to school-based or community-based groups. Emphasis is placed on the acquisition of skills in critical listening, written and oral communication, and basic research, to generate ideas and concepts in both written and oral formats.

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply new developments in dance to the teaching process.
  2. Apply understanding of related arts to the teaching process.
  3. Cater for individual differences and assess student performances.
  4. Critically observe dance teaming environments in schools and evaluate strategies and their effectiveness.
  5. Design and select activities to meet specific group needs.
  6. Execute rhythmic and spatial precision in performance.
  7. Express in both oral and written formats clarity of ideas and concepts.
  8. Organise and time manage preparation and presentation of work.
  9. Plan, implement and evaluate dance lessons for secondary levels.
  10. Understand and explain basic principles of teaming theory.
  11. Utilise the WA curriculum framework and dance syllabus.

Unit Content

  1. A wide range of contrasting rhythmic and a-rhythmic structures in class work and performance.
  2. Analysis and application of educational theory.
  3. Evaluation techniques.
  4. Expression of ideas and concepts in both written and oral formats.
  5. Methods of feedback.
  6. Organisational procedures.
  7. Planning and programming.
  8. Presentation of complex culturally specific rhythmic patterns, eg Indian and Spanish dance.
  9. Research, planning and critical decision making in assignment preparation and presentation.
  10. Strategies for learning.
  11. Teaching methods.
  12. Transforming mathematical structures into meaningful musical phrasing and its integration into performance.

Additional Learning Experience Information

Lectures. Workshops. Classroom tasks. The opportunity to apply knowledge will be given through micro teaching situations, teaching practice in schools, private studios and/or community settings.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Tutorial PresentationTutorial Assignments20%
Research PaperResearch Assignments40%
PresentationTeaching practice40%

Text References

  • Kraus, R. The history of dance in art and education. US: Allyn & Bacon.
  • Ellfield, Lois. (1974). A primer for choreographers. London: Dance Books.
  • Guthrie., & Roydhouse. (1988). Come and join the dance: Creative approach to movement for children with special needs. (publ. ?)
  • Harrison., & Auty. (1991). Dance ideas: Teachers, students and children. (sec/tert).
  • Joyce, M. Creative dance for children. Mayfield Publishing Company.
  • Joyce, M. (1984). Dance technique for children. Mayfield Publishing Company.
  • Lockhart, A.S. (1957). Modern dance: Building and teaching lessons. Dubrique: Brown & Co.
  • Lowden, M. (1989). Dancing to learn. Falmer Press.
  • Peterson, C. (1984). Looking forward through the life span: Developmental psychology. Sydney: Prentice-Hall.
  • Shurr, G., & Yocom, R.D. (1980). Modern dance, Techniques and teaching. NY: Dance Horizons.
  • Slater, W. (1974). Teaching Modern Educational dance. MacDonald and Evans.
  • Sprugeon, D. (1991). Dance Moves: Improvisation to dance. (Teachers Resource Book). Sydney: Harcourt Bruce Jovanovich.
  • Thraves., & Williamson. (1994). Now for a dance - Integrated dance movement for primary. (Publ?)
  • Turner, M. New dance: Approaches to non-literal movement.
  • Watson, R.I., & Lindgren, H.C. (1979). Psychology of the child and adolescent. NY: MacMillan.
  • Wood, D. (1988). How children think and learn. Blackwell Publ.
  • Bee, H., (1980). The developing person: A lifespan approach. San Francisco: Harper & Row.
  • Brinson, P. (1991). Dance as education: Towards a national dance culture. Falmer Press.
  • Gray, J.A. (1989). Dance instruction: Science applied to the art of movement. Human Kinetics Books.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

DAN2031|1|2