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  2. Teaching of Secondary Dance [PHE4213]

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

  • Unit Code

    PHE4213

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit prepares students for planning and implementing dance education lessons. It examines the nature and scope of secondary school dance education programs. Emphasis is given to the development of personal skills, instructional skills and teaching strategies necessary for the effective teaching and learning of dance education.

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 PHE4110

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess and discuss their personal philosophy on dance in education.
  2. Demonstrate personal skills, instructional skills and teaching strategies appropriate to the teaching of dance education.
  3. Describe characteristic patterns of growth and development of children as they progress through the secondary school.
  4. Outline the nature and scope of dance education in secondary schools.
  5. Plan and evaluate individual lessons and related sequential units of work in the area of dance education.

Unit Content

  1. An introduction to patterns of growth and development of secondary school children and the implication on teaching strategies for dance education.
  2. Personal skills, instructional skills and teaching strategies appropriate to the effective teaching of dance education.
  3. Planning and evaluation processes in dance education.
  4. The nature and scope of dance education in secondary schools.
  5. The role of dance in education.

Additional Learning Experience Information

Lectures, Practical workshops, 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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 150%
ProjectAssignment 250%

Text References

  • Australian Council for Health, Physical Education and Recreation (1982). Daily physical education Programme. Kingswood, S.A.: Author.
  • Brinson, P. (l991). Dance as education. London: Falmer Press.
  • Gray, J.A. (1989). Dance instruction: Science applied to the art of movement. Illinois: Human Kinetics.
  • Haywood, K. (1986). Life span motor development. Champaign Illinois: Human Kinetics.
  • Lowden, M. (1990). Dancing to learn. London: Falmer Press.
  • Preston, V. (1980). A handbook for dance in education. London: McDonald and Evans.
  • Weikart, P.S. (1989). Teaching movement and dance. Michigan: High/Scope Press.
  • Secondary Education Authority. (1991). Year 11 and year 12 Dance Studies, Western Australia: Author.
  • Sherbon, E. (1990). On the count one: The art, craft and science of teaching modern dance. Chicago: Review Press.
  • Slater, W. (1987). Teaching modern educational dance (2nd ed.). Plymouth: Northcote House.
  • Smith, J. (1987). (Ed.). New directions in dance. British Journal of Physical Education,18 (3), 101-103.
  • Stinson, S.W. (1986). Planning the dance curriculum: A process of dialogue. Dance and Drama,5 (2), 38-53.
  • Rink, J. (1985). Teaching physical education for learning. St Louis: Times Mirror/Mosby.

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.

PHE4213|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

  • Unit Code

    PHE4213

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit prepares students for planning and implementing dance education in lower-secondary schools (years 7-10). It examines the nature and scope of secondary school dance education programs. Emphasis is given to the development of personal skills, instructional skills and teaching strategies necessary for the effective teaching and learning of dance education.

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 PHE4110

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess and discuss their personal philosophy on dance in education.
  2. Demonstrate personal skills, instructional skills and teaching strategies appropriate to the teaching of dance education.
  3. Describe characteristic patterns of growth and development of children as they progress through the secondary school.
  4. Outline the nature and scope of dance education in secondary schools.
  5. Plan and evaluate individual lessons and related sequential units of work in the area of dance education.

Unit Content

  1. An introduction to patterns of growth and development of secondary school children and the implication on teaching strategies for dance education.
  2. Personal skills, instructional skills and teaching strategies appropriate to the effective teaching of dance education.
  3. Planning, assessment and evaluation processes in dance education.
  4. The nature and scope of dance education in secondary schools.
  5. The role of dance in Arts 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
TypeDescriptionValue
AssignmentLesson plans50%
PresentationMicro-teaching and reflection50%

Text References

  • Weikart, P.S. (1989). Teaching movement and dance. Michigan: High/Scope Press.
  • Stinson, S.W. (1986). Planning the dance curriculum: A process of dialogue. Dance and Drama,5 (2), 38-53.
  • Smith, J. (1987). (Ed.). New directions in dance. British Journal of Physical Education,18 (3), 101-103.
  • Slater, W. (1987). Teaching modern educational dance (2nd ed.). Plymouth: Northcote House.
  • Sherbon, E. (1990). On the count one: The art, craft and science of teaching modern dance. Chicago: Review Press.
  • Secondary Education Authority. (1991). Year 11 and year 12 Dance Studies, Western Australia: Author.
  • Australian Council for Health, Physical Education and Recreation (1982). Daily physical education Programme. Kingswood, S.A.: Author.
  • Preston, V. (1980). A handbook for dance in education. London: McDonald and Evans.
  • Lowden, M. (1990). Dancing to learn. London: Falmer Press.
  • Haywood, K. (1986). Life span motor development. Champaign Illinois: Human Kinetics.
  • Gray, J.A. (1989). Dance instruction: Science applied to the art of movement. Illinois: Human Kinetics.
  • Brinson, P. (l991). Dance as education. London: Falmer Press.
  • Rink, J. (1985). Teaching physical education for learning. St Louis: Times Mirror/Mosby.

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.

PHE4213|1|2