Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

As the first of a series of three curriculum units, this unit provides introductory practical engagement with the theory, syllabi and practices of dance learning and teaching in schools. You will be encouraged to utilize your knowledge, skills and understanding of the processes of making, performing and appreciating dance in developing teaching and learning experiences. You will begin to understand and learn to manage the complex socio-cultural environments of the dance classroom and develop theoretical understandings, practical knowledge and skills necessary to be an effective Dance teacher. Each subsequent curriculum unit will then provide you with opportunities to increase your breadth and depth of understanding in these areas.

Aims

The aims of this unit are to:
- develop your knowledge and skills for planning and implementing dance learning experiences across the areas of choreography, performance and appreciation particularly in relation to years 7-10. The Arts Essential Learnings and the 2012 draft of The Australian Curriculum: The Arts provides a framework for this study.
- encourage you to develop effective communication skills, and to work as leaders, collaborators and autonomous individuals.
- develop your understanding of the philosophical background to dance education.
- build your skills as a reflective practitioner as you critically analyse and evaluate learner needs in different teaching and learning contexts.

Objectives

On completion of this unit you should be able to:
1. Gather knowledge and reflect on the nature (theories and processes) of dance learning and on your roles as a dance teacher (EPA 1.5, 2.2, 3.2)
2. Apply knowledge of the needs of student, curricular and outcomes when planning dance learning experiences (EPA 2.1, 3.1, 3.3)
3. Design, create and manage dance learning experiences which take account of learning theories and safe dance practice (EPA 3.1; 3.3)
4. Develop and utilise relevant resources which support dance learning experiences (EPA 2.1, 3.1, 3.3)

Content

Throughout the theoretical, practical and collaborative activities of workshop participation and lesson development you will be introduced to the current theory and practices in dance education which will contribute to your developing understanding of your role as a dance teacher and build your skills for working in collaborative learning environments. Topics to be covered to meet outcomes and TPA targets include:
- understanding the nature of dance learning and of your roles as a dance teacher
- learning theories and their impact on dance teaching
- interpreting and implementing dance curricula
- approaches to planning, designing and managing dance activities and environments
- knowledge and skills in safe dance practice
- taking on leadership and collaborative roles whilst undertaking planning and teaching experiences

Approaches to Teaching and Learning

Your engagement with dance education theory and practices will occur through lectures, tutorials, observations, creative involvement in, and the facilitation of, dance learning experiences. The focus of learning and teaching is on both cooperative learning and on independent tasks where you will be involved in planning, implementing and reflecting on dance learning activities,. You will be encouraged to plan, debate and critically reflect on your own and others' practices.

Assessment

LATE ASSIGNMENTS
An assignment submitted after the due date without an approved extension will not be marked. If you are unable to complete your assignment on time, you should submit on time whatever work you have done.

Faculty Assessment Information
To access complete Creative Industries Faculty Assessment Information please refer to the Blackboard site for this unit.FORMATIVE ASSESSMENT
You will have the opportunity to obtain feedback on your planning tasks through tutorial discussions. There will also be opportunities for reflection on developing a rationale for dance education. Weight: 0%

SUMMATIVE ASSESSMENT
The summative assessment for this unit will provide you with opportunities to demonstrate the unit objectives.

Assessment name: Rationales for dance education
Description: (Summative) Written assignment approx 1500 words.
Relates to objectives: 1
Weight: 35%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Learning and teaching resource
Description: Summative) Plan a short sequence of lessons and developing associated teaching resources.
Relates to objectives: 2, 3, 4
Weight: 35%
Internal or external: Internal
Group or individual: Individual
Due date: End of Semester

Assessment name: Lesson plan & teaching task
Description: Summative and formative) This assignment is comprised of the following sections:
- Design and implement a dance warm up activity (A)
- Design and implement a movement phrase (B)
- After implementing parts A and B, critically reflect on the effectiveness of the planning and teaching in each.
Relates to objectives: 1, 2, 3, 4.
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: End of Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Required Texts

Queensland Studies Authority (2008) The Arts Essential Learnings. . Brisbane: QSA.

Recommended References

Education Queensland (1998). Everyone can dance. Brisbane : Author.

Smith-Autard, J. (1994). The art of dance in education. London: A & C Black.

Willis C. (2004) Dance Education Tips From the Trenches. Champaign, Il. : Human Kinetics

Hanna J. (1999) Partnering Dance and Education - Intelligent Moves for Changing Times. Champaign, Il. : Human Kinetics

Risk assessment statement

The study in this unit involves physical involvement in creative workshops in dance studios and performance venues. Physical challenges are an inherent part of dance activities. The development of essential risk-management skills that minimise potential injury is a high priority with all lecturing staff. You are introduced to safe dance principles as life-long learning skills and it is expected that you apply them in this unit.

Due to the athletic nature of dance training, the dance discipline provides the necessary duty of care in emergency situations through its first-aid and health and safety officers at most venues in which you are required to participate in this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 22-Feb-2013