Course description
This course explores learner-centred ways of teaching movement through dance education from childhood to early adolescence as an artistic, creative, integrated bodily medium of expression. Activities are primarily relationship-based to reinforce healthy, cooperative, respectful interaction between students through an anti-oppressive lens. Indigenous ways of knowing are explored through an attempt to decolonize ways of learning and teaching. Participation in, and planning of, physical education and health activities is a course requirement. The course is open to students of all physical abilities.
Course content
- Concept of embodiment as a dynamic body-mind connection
- Laban’s movement concepts
- Creation of common language
- Space, time, force, body
- Fundamental movement patterns
- Six movement patterns from birth to walking
- Development of movement skills
- Theoretical issues confronting dance in education
- Diversity, equality, and inclusion
- Indigenization
- Trauma-informed care
- Play-based vs. media-based childhood guidelines for educators
- Social justice art
- Gender awareness to break down stereotypes and promote equality
- Feedback and assessment
- Giving and receiving constructive feedback
- Use of rubrics and criteria to inform assessment
- Creative process
- Experiences involve the interplay between
- Exploration
- Inquiry
- Purposeful choice
- Aesthetic awareness
- Aesthetic sensitivity to perceive artistic qualities
- What do you see, like, notice?
- Pedagogy
- Learner-centred learning
- Inclusive learning environments
- Relationship-based (land, self)
- Integration of BC K-12 curriculum
- Structured improvisation
- Student voice and choice
- Critical thinking skill development
- Co-operative knowledge construction
Learning activities
Class time will be used for lectures, peer discussion, peer teaching, guided exploration, structured improvisation, and observation, feedback, and reflection.
Means of assessment
Assessment will be in accordance with the Douglas College Evaluation Policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
| Participation |
10-30% |
| Peer Teaching |
0-20% |
| Preparation |
0-20% |
| Unit Plan |
10-20% |
| Dance Presentation |
0-20% |
| Assignments |
0-30% |
| Total |
100 % |
This is a letter-graded course.
Learning outcomes
Upon successful completion of the course, students will be able to:
- Integrate contemporary dance lessons in physical education settings;
- Plan, design, and facilitate successful creative movement experiences that align with BC K-12 curriculum objectives;
- Describe how human movement can be used as a tool for expressive, artistic, and creative movement;
- Apply basic teaching methods for acquiring fundamental movement patterns;
- Create rubrics and assessment tools for evaluating dance in physical education settings;
- Identify the elements of movement within their developing work;
- Observe and identify varied instructional approaches to dance, including subjective, artist's intentions, and predetermined criteria;
- Recognize the movement concepts learned in the course beyond educational settings.
Textbook materials
Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks and materials may include:
Gilbert, A.G. (2015). Creative Dance for All Ages. SHAPE America.