Units

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Sample subject outline - Semester 2 2013

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

Rationale

NB INFORMATION IN THIS UNIT OUTLINE IS SUBJECT TO CHANGE PRIOR TO COMMENCEMENT OF SEMESTER
As the second of a series of three curriculum units, this unit builds on 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 with particular emphasis on Years 10-12. The Queensland Years 1 - 10 Arts Syllabus (2002) and the Senior Dance Syllabus (2004) provide a framework for this study. In this unit, you will further develop your understanding and management of the complex socio-cultural environments of the dance classroom and continue to develop theoretical understandings, practical knowledge and skills necessary to be an effective Dance teacher. As the learning needs of students in each dance teaching context are different it is vital that you build the skills and resources to adapt the curriculum so as to support your students as they learn in about and through dance. In this the second curriculum unit, you will be encouraged to critically reflect on the relevance of traditional dance education practices as well as engage with current and emerging practices in arts education. This and the following curriculum unit will then provide you with opportunities to increase your breadth and depth of understanding in these areas.

Aims

Dance Curriculum Studies Two aims to build critically reflective practitioners who can plan for, implement and reflect upon choreography, performance and appreciation activities that meet the needs of dance students in different dance education contexts. In the unit your knowledge of the key concepts of the dance curriculum documents and curriculum design will be enhanced as you are supported to create and implement activities, lesson, resources and units of work for dance with a particular focus on Years 10-12.

Objectives

On completion of this unit you should be able to:
1. Gather and critique information on the needs of Year 10-12 students and of your roles as a dance teacher.
2. Design dance learning experiences which cater for the specific needs of learners in Years 10-12 and the stated outcomes of the syllabus documents and develop appropriate resources to support this.
3. Plan and reflect on learning experiences which take account of learning theories and allow for the development of skills, knowledge and safe dance practice.
4. Plan appropriate learning experiences which engage students in learning in through and about dance.

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 objectives and EPA targets include:

- understanding the needs of learners in Years 10-12
- principles and practice of choreography, performance and appreciation in a dance education context
- interpreting and implementing dance curriculum documents
- learning theories and their impact on dance teaching
- approaches to planning, designing and managing dance activities and environments particularly pertaining to years 10-12
- 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 in online discussion forums with other students.

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.

All assessments are authentic and linked to the content and underlying principles of the unit that are based in real-life experience.FORMATIVE ASSESSMENT
You will have the opportunity to obtain feedback on your planning tasks through tutorial and online discussions. You are also encouraged to participate in ongoing discussions in the DANce Teachers' Online Network (DANTON).
Weight: 0%

Assessment name: Microteaching
Description: (Summative and formative) Micro lesson and learning and teaching resource.
This has two sections:
- design and implement a dance lesson.
- create a teaching and learning resource which assists in contextualising this same lesson.
Relates to objectives: 2,3,4
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: During semester

Assessment name: Unit of work
Description: (Summative) Devise a unit of work which adheres to the guidelines of the Senior Dance Syllabus (2010).
Relates to objectives: 1, 2, 3, 4
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End semsester

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 Text

Queensland Studies Authority (2010). Queensland senior dance syllabus. Brisbane: QSA.

Queensland Schools Curriculum Council (2009). The Arts Learning Area- Years10 syllabus. Brisbane: QSCC.

Queensland Schools Curriculum Council (2009). The Arts Essential learnings- Years 1-10 syllabus. Brisbane: QSCC.

Queensland Schools Curriculum Council (2002). The arts - Years 1 -10 sourcebook guidelines. Brisbane: QSCC.

Recommended References

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

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: 27-Mar-2013