Course
Discontinued
No
Course Code
SPSC 5398
Descriptive
Learning Movement Through Dance
Department
Sport Science
Faculty
Science & Technology
Credits
3.00
Start Date
End Term
201720
PLAR
Yes
Semester Length
15 weeks
Max Class Size
25
Contact Hours
Lecture 1.5 hours
Tutorial 1.5 hours
Method(s) Of Instruction
Lecture
Tutorial
Learning Activities
The course will be divided between lectures, demonstrations and practical application (practice).
Lectures: Class time will be used to present the theoretical elements of the course via lectures, discussion groups, learning activities, and videos.
Practical Application: Gymnasium time will be used to explore the teaching and learning of dance through a progression ranging from demonstrations to teaching peers. Progression from basic teaching points and techniques to more complex teaching strategies and assessment will be practiced in the course to maximize student learning and enjoyment.
Course Description
In this innovative and practical course, students will explore the teaching of movement through dance from early childhood to adolescence. A variety of forms will be used to examine dance as a vehicle for individual and creative expression, fitness development, skill development, and multicultural understanding.
Course Content
- Planning
- space utilization
- time utilization
- lesson organization
- stages of learning
- developmental progressions
- feedback techniques
- assessment/evaluation of dance
- Safety Techniques
- warm-up and cool down
- spatial awareness in dance
- flexibility issues
- standard of care
- environment
- supervision
- Teaching Methods and Class Management
- Presentational methods:
- whole-part
- part-whole-part
- add-on linked
- discovery approach
- problem-solving approach
- Observational skills:
- techniques
- artistic aspects
- performance quality
- Types of feedback:
- verbal and nonverbal
- acknowledgment
- positive-specific model
- error detection and correction (verbal)
- guided manipulation
- Teaching strategies:
- cueing
- imagery
- demonstration
- form specific methods
- discovery method
- problem-solving method
- Classroom management:
- teaching styles
- safety concerns
- time management
- individualized learning
- Motor-learning stages
- verbal-cognitive stage
- motor learning stage
- autonomous stage
- Assessment
- formative and summative evaluation
- performance evaluation
- authentic assessment
- use of written exercises and tests
- Dance Forms
The student will participate in and/or teach a variety of dance forms. The following dance form examples are from the BC Ministry of Education K-7 Physical Education Integrated Resource Package. The course instructor and students will select dances from these forms, or others, to implement the above listed theoretical and practical components of teaching dance. - Rhythmics:
- singing and clapping games
- aerobic dance
- Creative:
- interpretive
- modern
- Multicultural
- folk and square
- First Nations
- African
- etc.
- Contemporary
- line
- jive
- partner
- Multicultural
- traditional
- hip hop
- funk
- Ballroom
- waltz
- foxtrot
- tango
- Latin-style
Learning Outcomes
Upon completion of this course, the student will be able to:
- plan a fun, developmentally appropriate “movement through dance” lesson for a group of elementary-aged students that demonstrates application of knowledge in section 1 of the course content below (N.1. Planning),
- successfully teach a dance lesson appropriate for elementary-aged children by selecting and demonstrating an appropriate dance form from section 4 of the course content below (N.4. Dance Forms), and by incorporating selected teaching techniques from section 3 of the course content below (N.3. Teaching Methods and Class Management),
- demonstrate the use of feedback, from section 3 of the course content below that encourages “movement through dance” by fostering a positive attitude towards dance as a movement option and develops self-esteem by providing avenues for improvement. (N.3.3. Feedback Techniques),
- select and utilize an appropriate assessment strategy for their lesson objective(s) (N.3.7. Assessment),
- identify a number of games resources available to aid in the teaching of games curriculum.
Means of Assessment
The selection of evaluation tools for this course is based on:
- Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
The following is presented as an example assessment format for this course:
| Practice teaching – mini lessons | 30% |
| Unit plan or Resource Binder project | 30% |
| Quizzes | 20% |
| Preparation and participation | 20% |
Textbook Materials
Textbooks and Materials to be Purchased by Students
A list of recommended textbooks and materials is provided on the Instructor's Course Outline, which is available to students at the beginning of each semester.
Which Prerequisite