1. Home
  2. Dance Teaching Methods 2 [DAN3131]

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 2

  • Unit Code

    DAN3131

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    5

  • Full Year Unit

     Y

  • 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 groups of varying ages and movement backgrounds. 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.

Prerequisite Rule

Students must pass 1 units from DAN2031

Learning Outcomes

On completion of this unit students should be able to:

  1. Arrange and participate in the presentation of an original small scale event embracing the previous objectives.
  2. Define significant similarities and/or differences between groups of people forming communities, including school groups: eg, age, gender, cultural heritage, geographical situation.
  3. Develop a conceptual knowledge of "community" and "community arts practice" in contemporary Australia.
  4. Execute rhythmic and spatial precision in performance.
  5. Express in both oral and written formats clarity of ideas and concepts.
  6. Formulate dance movement outlines for specific communities which involves exploration of positive experiences through common interests and concerns.

Unit Content

  1. A wide range of contrasting rhythmic and a-rhythmic structures in class work and performance
  2. Attitudes and services associated with the practical expression of community arts
  3. Expression of ideas and concepts in both written and oral formats
  4. Gestures and groups developed movement patterns
  5. Practical aspects of sound, costuming, staging, budgeting and the promotion of community dance events or school-based events
  6. Presentation of complex culturally specific rhythmic patterns, eg Indian and Spanish dance.
  7. Related ideas in so-called "curriculum-webs" and/or "mind-maps"
  8. Transforming mathematical structures into meaningful musical phrasing and its integration into performance.

Additional Learning Experience Information

Personal experiences relevant to class-unit community Analyse model community projects Tutorial discussion Reading and viewing material Written exposition

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

  • Bee, H. (1980). The developing person: A lifespan approach. San Francisco: Harper & Row.
  • Wood, D. (1988). How children think and learn. Blackwell Publishing.
  • Ellfield, L. (1974). A primer for choreographers. London: Dance Books.
  • Gray, J.A. (1989). Dance instruction: Science applied at the art of movement. Human Kinetics Books.
  • Guthrie., & Roydhouse. (1988). Come and join the dance - Creative approach to movement for children with special needs.
  • 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.
  • 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. New York: Dance Horizons.
  • Slater, W. (1974). Teaching modern educational dance: Macdonald & Evans.
  • Sprugeon, D. (1991). Dance moves: Improvisation to dance. Teachers' Resource Book.
  • Thraves., & Williamson. (1994). Now for a dance - Integrated dance movement for primary.
  • Turner, M. New dance: Approaches to non-literal movement.
  • Watson, R.I., & Lindgren, H.C. (1979). Psychology of the child and adolescent. New York: Macmillan.
  • Brinson, P. (1991). Dance as education: Towards a national dance culture. Falmer Press.

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.

DAN3131|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 2

  • Unit Code

    DAN3131

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    5

  • Full Year Unit

     Y

  • 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 groups of varying ages and movement backgrounds. 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.

Prerequisite Rule

Students must pass 1 units from DAN2031

Learning Outcomes

On completion of this unit students should be able to:

  1. Arrange and participate in the presentation of an original small scale event embracing the previous objectives.
  2. Define significant similarities and/or differences between groups of people forming communities, including school groups: eg, age, gender, cultural heritage, geographical situation.
  3. Develop a conceptual knowledge of "community" and "community arts practice" in contemporary Australia.
  4. Execute rhythmic and spatial precision in performance.
  5. Express in both oral and written formats clarity of ideas and concepts.
  6. Formulate dance movement outlines for specific communities which involves exploration of positive experiences through common interests and concerns.

Unit Content

  1. A wide range of contrasting rhythmic and a-rhythmic structures in class work and performance
  2. Attitudes and services associated with the practical expression of community arts
  3. Expression of ideas and concepts in both written and oral formats
  4. Gestures and groups developed movement patterns
  5. Practical aspects of sound, costuming, staging, budgeting and the promotion of community dance events or school-based events
  6. Presentation of complex culturally specific rhythmic patterns, eg Indian and Spanish dance.
  7. Related ideas in so-called "curriculum-webs" and/or "mind-maps"
  8. Transforming mathematical structures into meaningful musical phrasing and its integration into performance.

Additional Learning Experience Information

Personal experiences relevant to class-unit community Analyse model community projects Tutorial discussion Reading and viewing material Written exposition

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

  • Wood, D. (1988). How children think and learn. Blackwell Publishing.
  • Watson, R.I., & Lindgren, H.C. (1979). Psychology of the child and adolescent. New York: Macmillan.
  • Brinson, P. (1991). Dance as education: Towards a national dance culture. Falmer Press.
  • Ellfield, L. (1974). A primer for choreographers. London: Dance Books.
  • Gray, J.A. (1989). Dance instruction: Science applied at the art of movement. Human Kinetics Books.
  • Guthrie., & Roydhouse. (1988). Come and join the dance - Creative approach to movement for children with special needs.
  • 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.
  • 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. New York: Dance Horizons.
  • Slater, W. (1974). Teaching modern educational dance: Macdonald & Evans.
  • Sprugeon, D. (1991). Dance moves: Improvisation to dance. Teachers' Resource Book.
  • Thraves., & Williamson. (1994). Now for a dance - Integrated dance movement for primary.
  • Turner, M. New dance: Approaches to non-literal movement.
  • Bee, H. (1980). The developing person: A lifespan approach. San Francisco: Harper & Row.

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.

DAN3131|1|2