Lecture: 1 hour/week
and
Lab: 2 hours/week
Class time will be used for lectures, peer discussion, peer teaching, guided exploration, structured improvisation, and observation, feedback, and reflection.
- 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
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.
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.
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.
Enrolment in the Graduate Diploma in Physical and Health Education.
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