THEORIES AND PRACTICE OF TEACHING DANCE
KINL 222
Instructor:Office Hours:
Office:
Phone:
Email:
COURSE DESCRIPTION: Credit 1 hour. General knowledge, execution, and teaching methods of fundamentals in creative movement and social dance.
COURSE OBJECTIVES: Upon completion of this course, students will be able to:
- Demonstrate and execute general teaching fundamentals of American square dance, international folk dance, and social dance. (SM)
- Exhibit knowledge and purpose of class structure. (SM)
- Demonstrate knowledge of specific dance terminology. (CK)
- Develop lesson plans for recreational dance and creative dance. (CK, PS)
- Integrate history, social studies, math, and language arts into creative and social dance. (SM, PS)
- Design developmentally appropriate traditional and contemporary dance activities for elementary, middle, and high school children. (KL, CK)
- Model and promote behavior appropriate in a diverse society. (DV)
- Recognize the benefits of a physically active lifestyle and promote daily activities that will encourage students to become lifelong participants of physical activity. (PS)
- Develop a portfolio as a teaching manual for future use (CK, SM)
- Exhibit peer teaching skills (SM)
Letters in parentheses indicate components of the teacher education program’s conceptual framework addressed in this course. KL = knowledge of the learner; SM = Strategies and methods; CK = content knowledge; PS = professional standards; DV = diversity; TC = technology.
TEXT: Lane, Christy (1998). Multicultural Folk Dance, Vol. 1 and 2. Human Kinetics Publishers, Inc. (Purchase in the Bookstore)
EVALUATION:
PointsGRADING SCALE
Midterm50270-300 = A
Final50240-269 = B
Peer Teaching 60210-239 = C
Lesson Plans (2 x 25 pts. each)50180-209 = D
Portfolio20
Participation/Attendance70
CLASSROOM ATTIRE AND GENERAL INFORMATION: Please wear comfortable attire that does not restrict or hinder movement (and tennis shoes). Please do not chew gum. Please do not wear hats.
EXAMS: There will be a Midterm and a Final Exam. The Final will be on the last day of class.
PEER TEACHING & LESSON PLANS: The student will be required to peer teach during the semester and provide (turn in) a lesson plan. The student is responsible for making copies of their lesson plan for the entire class. Copies of the lesson plan must be distributed on the date that you teach. Points will be subtracted for late lesson plans (5 points for each day late). Assignments and dates for peer teaching will be scheduled. You must be present on the assigned peer teaching date. If you notify the instructor with a viable excuse for your absence you will be able to teach on a make-up date (10 points will be subtracted from the peer teaching grade).
PORTFOLIO: The student is required to put together a portfolio (binder) including a cover sheet, table of contents, lesson plans (with tabs), and other information provided by the instructor. Note: the lesson plans will include your own and copies from classmates.
PARTICIPATION/ATTENDANCE: Because of the participatory nature of this course, you must not be absent more than (5) days during the semester. Attendance points will be as follows: (0-1) absence = 70 points; 2 absences = 60 points; 3 absences = 50 points; 4 absences = 40 points; 5 absences = 30 points; more than 5 absences = fail the course. (Three late arrivals = 1 absence.) In addition, non-participation, when in attendance, will result in a loss of 5 points for that class.
ATTENDANCE POLICY: class attendance is regarded as an obligation as well as a privilege, and all students are expected to attend regularly and punctually all classes in which they are enrolled. Failure to do so may jeopardize a student’s scholastic standing and may lead to suspension from the university. When any student receives unexcused absences equal to or greater than 10% of the total class meetings in any class prior to the published withdrawal date, the instructor may withdraw the student with a grade of “W”. For this class, this means you cannot miss more than 3 class meetings before the March 14th drop date. An absence must be considered excused if it is for one of the authorized activities listed in the “SLU Attendance Procedures” and the procedures detailed in that section have been followed. An absence may also be considered excused if deemed so by the instructor.
ACADEMIC INTEGRITY: The academic community relies on a high standard of integrity. One of the most important aspects of this integrity concerns the just measure of each student’s academic accomplishments, typically evaluated through written examination or submitted work. It is essential that instructors be assured the work used to evaluate a student’s performance is genuinely his/her own. Cheating on exams, attempting to benefit from the work of another student, or other behavior that defeats the intent of an exam or assignment is unacceptable. These offenses include plagiarism, improper acknowledgement of sources, the submission of a paper or project in more than one course without permission, or failing to complete work as assigned (e.g., individually). Penalties for academic misconduct are serious and include receiving an F in the course.
BEHAVIOR/DECORUM POLICY: Student behavior that interferes with either the instructor’s ability to conduct class or the ability of students to benefit from instruction is not acceptable. Examples include routinely entering class late or leaving class early, use of cell phones and other electronic devices, repeatedly talking in class without being recognized, talking while others are speaking, or arguing in a way that is perceived as crossing civility lines. In the event a student legitimately needs to activate a cell phone or pager during class, prior notice and approval of the instructor is required. The classroom is not a place for children. If children require care, the student is expected to provide that care in an environment other than the classroom.
EMAIL POLICY: SLU policy dictates that all email correspondence between faculty and students be done through the SLU email system. As a result, the instructor will not communicate with you via email using addresses other than the SLU system (e.g., l-55, yahoo, etc.)
SPECIAL ACCOMODATIONS: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life in the Student Union.
IMPORTANT DATES:
MARDI GRAS HOLIDAYS –
LAST DAY TO WITHDRAW OR RESIGN FROM UNIVERSITY –
SPRING BREAK –
FINAL EXAM – on the last day of class
TENTATIVE SCHEDULE
Week 1Syllabus & Course Information
Week 2Learn Dances
Week 3Learn Dances
Week 4Learn Dances
Week 5Learn Dances; Assign teaching dates
Week 6Learn Dances
Week 7Learn Dances Mid-Term Exam
Week 8Student Presentations
Week 9Student Presentations
Week 10Student Presentations
Week 11Student Presentations
Week 12Student Presentations
Week 13Student Presentations
Week 14Portfolios Due & Review for Exam
Final Exam
The Conceptual Framework for Teacher Education
at Southeastern LouisianaUniversity
Setting the Standard for Excellence through Best Practice
What is a Conceptual Framework?
A conceptual framework provides coherence and direction and serves as a means by which professionals describe important aspects of their work. The conceptual framework provides direction for the development of effective professionals, and is a living document that continuously evolves as opportunities and challenges emerge.
Components of the Conceptual Framework
Knowledge of the learner: an understanding of the learner is critical to providing effective and equitable instruction.
Strategies and methods: an understanding of a variety of teaching methods & strategies, as well as a sense of inquiry, creativity, and reflective thinking are goal characteristics of effective teachers.
Content knowledge: teachers should strive to gain a thorough understanding of their content areas of specialization.
Professional standards: standards that guide effective education, both generally and in each discipline area, are used to design our programs, and teachers should know and incorporate professional standards in everyday practice.
Diversity: The unit provides opportunities for candidates to understand the role of diversity and equity in the teaching and learning process. The effective professional can help all students learn and can teach from multicultural and global perspectives that draw on the histories, experiences, and representations of students from diverse cultural backgrounds.
Technology: Technology is emphasized throughout all programs and is used to support and improve student learning.