- Author Unknown

Course Notice: This course meets the requirements of a Tier II Course in the Artistic Expression and Critical Appreciation Context. This course has been enhanced to include a service learning component. WC students will gain a greater understanding of the elements of creative movement by serving as movement teachers and facilitators for residents and program participants at various community sites.

Course Description: An introduction to the elements of creative movement through lecture, reading, activity experiences, experimentation, observation, and discussion. Students will explore movement forms as more than just physical activity; they will appreciate movement as an art form, means of self expression, a vital aspect of culture, and an opportunity to explore new perspectives and understandings of oneself and world. This course will give students practice in designing movement learning experiences for persons of all ages.

Text: Schrader, C.A. (2005) A Sense of Dance: Exploring Your Movement Potential, 2’ edition, ANGEL

Readings on Reserve (in Library):

Jonas, G. (1998) Dancing: The Pleasure, Power, and Art of Movement

Harris, J. A. et al (2000) Dance A While

Gilbert, A. G. (1992) Creative Dance for All Ages

Mertz, A. (2002) The Body Can Speak

Prerequisites: None

Learning Objectives:

When students complete the course they will be able to:

1. Identify and experience the cognitive, affective, physical, and social outcomes of creative movement experiences.
2. Identify and analyze movement elements, structure, and dance forms such as classical, theatrical, ethnic, folk, and jazz dance.
3. Identify various movements and notation systems, specifically working with the Laban Movement Analysis System.
4. Explore the ways that dance serves as reflection of cultural attitudes and bridge to understanding people.
5. Create dances that serve as an art form and means of expressions.
6. Demonstrate a variety of creative movement activities for various age groups.
7. Create age appropriate creative movement experiences for various age groups and reflect on these teaching experiences.

Each student is expected to:

1. Be There -Attendance: Be at class on time & participate in all class activities — Class participation is an important part of your learning in this class. Also many activities are linked to written assignments. Missing a class is very problematic because of the extensive setup for classes and the interactive nature of the class activities. If you must miss class, it is your responsibility to contact Dr. Miller PRIOR to the class by email. Athletic or other Westminster College duty — sponsored trips are excused absences. However, I must be notified of travel dates and times prior to travel. 10 pts deducted for each class absence. Exception: College Duty, sickness WITH Doctor’s note. Missing class more than two classes a semester is excessive AND will result in a grade reduction.

2. Be Prepared: Complete assigned reading prior to each class (See attached schedule)

3. Do Your Work: Complete and submit presentations, exams and assignments on time. Submit all work in typewritten text, unless otherwise specified. All handwritten work must be legible.

Work that is one day late (one calendar day – email submission is an option) will be deducted by 10% or one letter grade. After one day, work will not be accepted and will be assigned a zero (0) score. Make up for quizzes or exams will be given only under one of the following conditions:

a. Illness. A medical excuse signed by one’s physician must be presented to the instructor. The instructor will verify all excuses.

b. Athletic or other Westminster College sponsored trips. Instructor must be notified of travel dates and times prior to travel dates.

c. Extenuating circumstances. It will be the prerogative of the instructor whether or not the student will be allowed to makeup the assignment, quiz, etc.

Important Dates

Drop Deadlines: Wednesday, September 15(without any grade),

Thursday, Nov.9 (with grade listed as WP/WF)

Final: Thursday, December 16 @ 8:30

Academic Honesty

‘The students of Westminster College believe that a major purpose of higher education is to develop habits of honesty and independence of thought.” Please refer to p. 27 in the WC Student Handbook HONOR CODE – All Students are required to live up to the Westminster Honor Code — “No Westminster student shall commit any act of academic dishonesty in order to advance her or his own academic performance, or to impede or advance the academic progress of others “. Academic dishonesty is an extremely serious offence. Academic dishonesty in any form will not be tolerated. If academic dishonesty is proven, the student will receive a 0.0 on the assignment and possibly fail this course.

Student Accommodations

Any student who feels that he or she may need an accommodation based on the impact of a disability should contact me to arrange an appointment as soon as possible. At that time, we can discuss the course format, anticipate your needs, and explore possible accommodations.

Harassment

Westminster College expects all members of its community to treat each other with respect and dignity. The College seeks to create and maintain an academic, social & work environment in which all members of the community — students, staff, administrators, and faculty — are free from harassment. Prevention is the first and best tool to eliminate harassment. However, any person who is the recipient or a witness of harassment should make a report to Director of Human Resources. Dean of Faculty, Dean of Student Life, or other trained college personnel.

Reminders of Common Courtesy: Please be certain to turn off all cell phones, pagers, music devices, while in class. Everyone has the right to learn in an environment free of predictable distractions.

2010 Class Assessment Activities

In class lesson – Concept Lesson & Reflection (25 pts) 10 pts group written lesson, 5 pts preparation/presentation, group coordination 5 pts, reflection 5pts (Warm up Activity & introduction, Explore, Create, Cool down Activity & Assessment)

Dance of Symposium & Picture Dance

Symposium (30 pts): Symposium presentation writeup (5) Describe energy, space and rhythm characteristics of the concept (5), describe choreographic elements of the dance as well as music and props (5), dance performance (10), reflection (5)

The Picture Dance —(50 pts) Title of Piece from William Woods Art Museum or Westminster Memorial Exhibit. Describe the picture in detail. ie. shapes, lines, textures, colors, patterns. (5) Explain your reaction to the piece. Discuss what you think the piece is about and or relate it to personal experience. (5) Describe energy phrases, movement forms, rhythms, and floor patterns (shape, time, and space), props and music, and choreographic elements. that you may use to create a dance from this artpiece. Explain why. (20) Transpose reactions & connections into a dance with music, Include and identify composition ideas presented in Ch. 12& 13, Schrader text. ie. contrast repetition, variation, transition, canon, ABA, Rondo, story line. (15), Reflection (5)

Participation – up to 50 pts.

Service Service Learning — (135 pts)

4 site visits (pre-teaching visit, three teaching visits) (15 x 4= 60),One written lesson from each member of the group submitted to Dr. Miller at conference prior to teaching (15), journal entries for each visit (10 x 4) (For first visit, include preservice expectations) & individual reflection with thoughtful reflection referencing at least two class readings (other articles encouraged) pertaining to the experience. (20 pts.)Describe physical, emotional, cognitive, social, spiritual impact of the experience. Dates of service teaching are @ October 10— November 14. Report on Service due November 24.

Service Sites: Presbyterian Manor, BACPAC, Fulton Treatment Center, Rosa Parks, Head Start [contact information deleted].

Midterm Test 100 – Paper (50) – Dance and the Individual: Themes of paper relate to dance and dimensions of person. At least 3 pages typed, 3 references (ie. ANGEL readings, text, movies, discussion) Cohesive construction of evidence built on thesis.

Final Test (50) & Presentation (50) on Dance and Culture. Test questions are from video series. Presentations build off of video series topics of dance and sexuality, religion, power, theater, etc. Projects will answer a compelling Question, present an original idea, or pose an interesting perspective: ie. Is Michael Jackson the Best Dancer of the Decade?, Example topic areas: Dance for Social Change (ie. Urban Bush Women), Social Dance in 21st century, Dance Icons of the 21st Century (ie. Merce Cunningham), dance linked to social reform, link to cultural context.

Examples of evidence include but are not limited to research journal articles, essays, detailed video analysis, dance presentation/ technique demonstration. Each person’s presentation is 10 minutes. Students Presentation will be graded on presentation style, organization, and preparation (25), should as a compelling question, an original idea, or pose an interesting perspective (5), provide evidence of serious examination – excellent presentation of resources (at least two specific, reputable, and impressive (10).

Grading Scale:

93-100%-A
83-92%-B
70-82%-C
60 – 69% – D
less than 60 – F

PED 208: Creative Movement and Rhythms Class Schedule

* Asterick indicates assignment is due.

Dance & Person

8-26 – Introduction. http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html

1. How is dance a part of my life? Why is dance important to me?

2. What do I expect from this course?

Assign: Ch.I, Schrader, Moodle readings as Assigned & All read Dance for All Ages and Health.

8 -31 Discussion of Readings : What is Dance? Why Dance? Who is a dancer?, The Power of Dance Movie & http://www.youtube.com/watch?v=R76oQQLY3Ho  Activity: Sport Dance (Dive In Approach) Assign: Ch.3 & Ch. 4 Schrader, Moodle Readings as Assigned

9-2- Discussion of Readings, “How do you Learn to Dance?”, The Moving Body (Anatomy), Activity: Spaghetti Dance (Creative) and Learn social dance steps (Technical) (pg.19), Hora, and Chimes of Dunkirk.

Assign: Ch.9 Schrader

9-7 —Multiple Intelligence (Body Intelligence)

Activity: Ml Activity

Assign: Read Chapter 5, Schrader, Complete paper on Dance and Individual.

9-9 —Activity: Complete Multiple Intelligence Activity, Lesson Demonstration, Assign lessons.

Elements of Dance Handout.

Assign: p. 15 – 19 Schrader, 5 matted pictures for Copy Dance

Elements of Dance, Teaching Dance

9-14 — Copy Dance, Service Project Discussion and Jill Pierard Presentation

Assign: Lesson Preparation, Chapter 7 Schrader

9-16 — *Student Lessons Focus on Space: Level, Shape, Direction, Focus, Paths, Relationships

Assign: Chapter 6 Schrader

Attend Symposium session(s) Prepare Symposium presentation writeup (5) Transpose & Describe energy, space and rhythm characteristics of the topic or issue presented (5), describe choreographic elements of the dance as well as music and props informed by pg. 175-185 of text. (5). Reference the presenter and other sources as appropriate.

9-21 – No Class Symposium (Speaker write-up, due next class meeting, electronically)

9-23- Submit Symposium Dance Writing

*Student Lessons: Focus on Rhythm, STOMP Video

Assign: Chapter 8 Schrader

9-28 *Student Lessons: Focus on Effort

Assign: Read Chapter 12 Schrader

Choreographing Dances

9-30 Begin Choreography of Symposium Dance

Assign: Read Chapter 13 Schrader

10-5 Continue Symposium Dance Practice (4 – 6 dances)

10-7 Discussion of Service Project, Symposium Dance Performance. Meet with Service Sites and Begin Writing Lessons.

10-12 No Class, Fall Break Meet at Service Sites this week

Assign: email by 10/19: 1. Journal – information about site, interests of participants, physical, social, emotional, spiritual, and mental needs and challenge AND preservice expectations, 2. Schedule of visits, 3. Focus and outline of each lesson – Objectives and rationale for lesson activities. (This journal posting should be included in your final project portfolio)

10-14 Office Meeting with Dr. Miller: Groups present Dr. Miller their Service Learning Lessons. All three lessons will be discussed at this meeting. Service lessons must be completed by November 14.

10/19 Picture Dance, Visit Art Museum

Assign: Read Chapter 13 -14 Schrader

10/21 Submit Picture Dance Paper: Describe the picture in detail. ie. shapes, lines, textures, colors, patterns. (5) Explain your reaction to the piece. Discuss what you think the piece is about and or relate it to personal experience. (5) Describe energy phrases, movement forms, rhythms, and floor patterns (shape, time, and space), props and music, and choreographic elements. that you may use to create a dance from this artpiece. Explain why. (20)

10/26 Begin Groups and Choreography of Picture Dance (Dance Elements)

10/28 Picture Dance (Dance Composition)

11/2 Picture Dance Performances

Dance and Culture

11/4 * Performance, Sex and Social Dance, Describe Final Project.

Activity: d’Hammerschmiedsgselln (Virginia Reel)

Assign: Begin Final Project

11/9 Religion and Dance Movie

Activity: Yoga

11/11 Dance of Realm Movie

Activity: Ballet, Carnavalito

11/16 New World of Dance Movie

Activity: Jazz, Troika

Assign: Complete Service Project Journal and Reflection

11/18 Service Discussion. Tinikling, Organize Final Presentations

*Service Journal & Reflections Due.

11/23 Threatrical Dance

Activity: Modern Dance, In class preparation of final project

Assign: Read Moodle Labanotation Article

11/25 Thanksgiving Break

11/30 *Labanotation

12/2 * Final Project Presentations

12/7 * Final Project Presentations, Class Evaluation

12/9 *Final Project Presentations

Finals Week – Complete Final Project Presentations, Final Test.

DA 427 Teaching Movement in the Schools

Course Requirements

Class Attendance
Attendance is extremely important. More than two absences will lower your grade. If you miss a class, it's your responsibility to get the material you missed from someone else in the class.

Lesson Plans (15%)
Write 3 original "practice" lesson plans (specify age levels)
"Space" due: September 18
"Time" due: October 1
"Energy" due: October 10 (peer assessment)

Mid term Exam (20%) October 24

Service Learning Internship (25%) in pairs throughout November
Students will teach creative movement classes in a Missoula public school or preschool setting between Halloween and Thanksgiving. In late Sept you will pair up with a teaching partner and discuss your preferred grade level(s) for school placement. I will attempt to place you in your requested grade level. Each person will teach three classes and assist in their partners three classes, for a total of six classes in the schools (to be scheduled according to your availability). During the Teaching Internship we will discuss your successes and challenges during our regularly scheduled classes.

Classroom Observations.
Visit your teaching site the week of October 25th and observe for at least one hour. Write an in depth observation of the students, classroom environment, curriculum, teachers' style, verbal and non verbal communication, anything you notice. Be specific. 2 pages. Due October 31

Final Class Project (20%)

Final Exam (20%) Wednesday, December 19, 8:00-10:00 AM – Essay questions concerning your philosophies of teaching creative movement.

Service Learning File

The Public School Internship involves community visits by DA 427 students. Your interactions with students, teachers and school officials should reflect professionalism and maturity. Please be punctual, well organized and reasonably dressed when you visit the schools.

Your Service Learning File will be assessed on the following criteria:
-The thoroughness of your preparation for each lesson.
-The sequential development from one lesson to the next.
-Your ability to observe, evaluate and record the needs and progress of the students, your own teaching progress, and the teaching of your partner.

Your Service Learning File should contain the following:

1) Demographics

Your name
Name and address of school
Supporting Teachers name
Number of students
Days and times of each class taught
Room where class was held

2) Your Original Lesson Plans for three classes – include date, grade level, length of class and step by step progression of the lesson.

3) Evaluations of each of your classes and each of your partners' classes
This is the most important part of the Teaching File. This should be in journal form, written immediately after the class. The evaluation is an honest reflection of what actually happened. Record all your feelings, insecurities, successes and failures and "if onlys". Be in depth and specific.

4) Overview of the Service Learning Experience
This should be completed at the very end, when all your lessons have been taught and evaluations written up. Think critically about these questions:

1. How would you describe your group of children?
2. Did they change at all during the course of the lessons? What are your impressions of the children now? (Include your initial observations of class).
3. Describe how you and your partner interacted in these classes.
4. Did your partner support your lesson? How or how not?
5. What did you, personally, learn about teaching this semester? Describe your knowledge base when you started. Where are you now?
6. What comments were you given about your teaching? What difficulties did you face? What was gained?
7. How can you realistically envision using creative movement in the future?

Course Objectives

To develop an understanding of the educational, artistic, physical and emotional benefits of kinesthetic learning for children.
To train artists and educators to utilize Creative Movement within the school curriculum.
To provide exposure to past and current literature and theories in the fields of creative movement, kinesthetic education and the creative arts.
To provide first hand experiences and explorations in the basic elements of movement through service learning..
To learn methods, techniques and applications for integrating movement in the curriculum.
To learn pedagogical techniques for maintaining discipline and control while guiding an active group of moving children.
To encourage personal exploration in creative movement as an expressive art form.

Required Texts

The Language of Movement, An Idea Book for Teachers by Karen Kaufmann ($12)

On Reserve at Mansfield Library: "Bodily Kinesthetic Intelligence," Frames of Mind, Howard Gardner.

"Moving and Learning: Kinesthetic Intelligence," Teaching and Learning Through Multiple Intelligences by Linda Campbell.

A Collection of Creative Movement Lesson Plans, Written by Montana Teachers. Edited by Karen A. Kaufmann ($18)