School: Education
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
Teaching of Secondary Dance 2Unit Code
PHE4210Year
2016Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit is designed to further develop the student's teaching skills in dance education at the secondary school level. It examines the role of various stimuli and teaching strategies in the creation of an atmosphere conducive to the development of creativity and self expression. Students will be introduced to planning and evaluation processes in dance education and the availability and utilisation of dance resources. Socio cultural factors which may impact on teaching and learning in dance education will be examined.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Equivalent Rule
Unit was previously coded DCE3102
Learning Outcomes
On completion of this unit students should be able to:
- Appraise and evaluate a range of dance resources.
- Demonstrate skill in the techniques of observing, analysing and evaluating dance choreography and performance.
- Describe, analyse and demonstrate various types of feedback utilised in the dance lesson.
- Identify and discuss socio-cultural factors which may impact on the dance education experience.
- Plan a dance programme suitable for a selected secondary school level.
- Plan, implement and evaluate dance lessons which stimulate the senses and encourage creativity and self expression.
Unit Content
- A study of stimuli and teaching strategies which evoke creative and expressive movement responses.
- Examination of the socio cultural factors which influence the dance education teaching/learning process. Emphasis will be placed on teachers' covert attitudes, biases, expectations and factors relating to gender and culture.
- Introduction to a range of dance education resources.
- Planning a secondary school dance education programme.
- Techniques for observing, analysing and evaluating students' dance choreography and performance.
- The use of feedback in dance education.
Additional Learning Experience Information
Lectures, tutorials, practical workshops and teaching episodes.
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| Type | Description | Value |
|---|
| Project | Program student brief and 3 lesson plans | 60% |
| Assignment | Tutorial and paper | 40% |
Text References
- ^ Curriculum Council Dance Studies Year 11 and Year 12 Teacher Support Materials www.curriculum.wa.edu.au
- Adshead, J. (1988). Dance analysis: Theory and practice. London: Dance Books.
- Australian Taskforce on Education and the Arts. (1985). Action education and the arts. Canberra: Department of Education.
- Dimondstein, G. (1985). The place of dance in general education. Illinois: Illinois Press.
- Rolfe, L. (Ed.). (2001). Research in Dance Education Vol 2 No. 1. The Triad Project: Using internet communications to challenge students understanding of choreography assessment of high school students creative thinking skills; a comparison of dance and non dance classes.
- Lloyd, L. & West, B.H. (1988). Where are the boys in dance? Journal of Physical Education, Recreation and Dance, 59 (5), 47-51.
- Dempster, E. & Gardner, S. (1997). Dance on Screen; Writings on Dance. Australia.
- Potter, M. (Ed.). (2002). Brolga. ACT: Australian Dance Council.
- Rolfe, L. (Ed.). (2001). Research in Dance Education Vol 2 No. 1 Fostering the growth of improvisational skills: a study of dance teaching practices in the high school setting 19-41. London Carfax Publishing.
- Van Ultzen, K. (Ed.). Dance Australia. NSW: Yaffa Publishing.
- Gray, J. A. (1989). Dance instruction: Science applied to the art of movement. Illinois: Human Kinetics.
^ Mandatory reference
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.
PHE4210|1|1
School: Education
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
Teaching of Secondary Dance 2Unit Code
PHE4210Year
2016Enrolment Period
2Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit is designed to further develop the students teaching skills in dance education at the upper secondary school level (years 11 and 12). A focus on preparing students for ATAR and General Dance including exam components and externally set tasks. It examines the role of various stimuli and teaching strategies in the creation of an atmosphere conducive to the development of creativity and self expression. Students will be introduced to planning and evaluation processes in dance education and the availability and utilisation of dance resources.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Equivalent Rule
Unit was previously coded DCE3102
Learning Outcomes
On completion of this unit students should be able to:
- Appraise and evaluate a range of dance resources.
- Demonstrate skill in the techniques of observing, analysing and evaluating dance choreography and performance.
- Describe, analyse and demonstrate various types of feedback utilised in the dance lesson.
- Identify and discuss socio-cultural factors which may impact on the dance education experience.
- Plan a dance programme suitable for a selected secondary school level.
- Plan, implement and evaluate dance lessons which stimulate the senses and encourage creativity and self expression.
Unit Content
- A study of stimuli and teaching strategies which evoke creative and expressive movement responses.
- Introduction to a range of dance education resources.
- Planning a secondary school dance education programme.
- Preparing students for ATAR and General Dance including exam components and externally set tasks.
- Processes and strategies for assessing and evaluating student work in dance education - practical and written.
- Techniques for teaching improvisation in dance education.
Additional Learning Experience Information
lectures practical workshops blackboard documents and materials; collaborative group work and discussion; professional reading; independent study; student presentations; skill based workshops; use of multi-media technology.
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| Type | Description | Value |
|---|
| Assignment | Programming and Assessing in Dance | 60% |
| Presentation | Micro-teaching | 40% |
Text References
- ^ Curriculum Council Dance Studies Year 11 and Year 12 Teacher Support Materials www.curriculum.wa.edu.au
- Van Ultzen, K. (Ed.). Dance Australia. NSW: Yaffa Publishing.
- Rolfe, L. (Ed.). (2001). Research in Dance Education Vol 2 No. 1 Fostering the growth of improvisational skills: a study of dance teaching practices in the high school setting 19-41. London Carfax Publishing.
- Potter, M. (Ed.). (2002). Brolga. ACT: Australian Dance Council.
- Dempster, E. & Gardner, S. (1997). Dance on Screen; Writings on Dance. Australia.
- Gray, J. A. (1989). Dance instruction: Science applied to the art of movement. Illinois: Human Kinetics.
- Dimondstein, G. (1985). The place of dance in general education. Illinois: Illinois Press.
- Australian Taskforce on Education and the Arts. (1985). Action education and the arts. Canberra: Department of Education.
- Adshead, J. (1988). Dance analysis: Theory and practice. London: Dance Books.
- Rolfe, L. (Ed.). (2001). Research in Dance Education Vol 2 No. 1. The Triad Project: Using internet communications to challenge students understanding of choreography assessment of high school students creative thinking skills; a comparison of dance and non dance classes.
- Lloyd, L. & West, B.H. (1988). Where are the boys in dance? Journal of Physical Education, Recreation and Dance, 59 (5), 47-51.
^ Mandatory reference
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.
PHE4210|1|2
