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

This is the third dance curriculum unit during which you will expand your knowledge and understandings of dance in education. Dance teaching involves a complex set of tasks. Not only do teachers require a wide range of competencies to manage the socio cultural environment of the classroom, but they also require an informed personal philosophical perspective from which to plan curricula and assessment. In this unit the Queensland Senior Dance syllabus (2010) and provide curriculum frameworks for dance teachers to apply into their unique dance teaching contexts. Developing from the work undertaken in Dance Curriculum Studies 1 and 2, this unit provides you with the opportunity to continue investigating and exploring dance curriculum planning and work program design. This unit also relates current theoretical issues in assessment to the unique challenges that dance assessment provides. You will explore a range of assessment procedures, methods and strategies to support quality and equity in dance assessment at all levels.

Aims

The aims of this unit are to:
- Enhance your skills for planning innovative and challenging dance curriculum that caters for the diverse learning needs of your students.
- Support you to develop curriculum and assessment that reflects the requirements of the Queensland Dance syllabi and global directions in arts education.

Objectives

On completion of this unit you should be able to:
1. Plan dance activities and curriculum that cater for the needs of learners in different socio cultural learning environments (EPA 3.3; 3.4).

2. Select and develop innovative and challenging learning experiences that engage learners in authentic problem solving activities that connect with worlds beyond their immediate learning context (EPA 1.2; 1.3; 2.3).

3. Translate current syllabus documents and issues in education such as inclusive curriculum, cooperative learning and productive pedagogies when planning for learning in particular learning contexts (EPA 3.1; 3.2; 3.3).

4. Apply knowledge of appropriate sequencing of learning experiences allowing for the development of skills, knowledge and safe dance practice (EPA 3.1; 3.2).

5. Develop assessment programs and instruments relevant to secondary dance teaching contexts and the demands for quality and equity in assessment. (EPA 1.2; 3.1; 3.2).

Content

This unit builds on knowledge and skills gained in the units, Dance Curriculum Studies 1 and 2. Topics to be covered to meet outcomes and EPA targets include:
- Requirements of Queensland Senior dance syllabus
- Application of syllabus to the planning of dance activities
- Dance curriculum development
- Assessment in dance education
- Information on networks, associations and organizations which will be an important source of information after graduation

Approaches to Teaching and Learning

Your engagement with dance education theory and practices will occur through lectures, tutorials, observations, creative involvement and facilitation in dance workshops. The focus of teaching and learning is on cooperative learning where you will enhance your knowledge and understandings through your involvement in planning, implementing and reflecting on dance curriculum. You will be encouraged to debate and critical reflect on your own and others practices in tutorial activities and online discussion forums with other students and teachers.

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
Tutorial and online activities will provide opportunities for you to obtain feedback from your lecturer and your peers on your assessment task standard schema development and work program course overview. Weight:0%

Assessment name: Assessment Plans
Description: (Summative) Develop an assessment plan including sample assessment tasks for a Senior Dance course of study.
Relates to objectives: All
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: End Semester

Assessment name: Professional Plans
Description: (Summative) Develop a work program for a course of dance study. The dance course should be designed to cater for the particular needs of a student population.
Relates to objectives: All
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End 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 (2010). Queensland senior dance syllabus. Brisbane: QSA.

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

Lavender, L. (1996). Dancers talking dance: Critical evaluation in the choreography class. Champaign, IL: Human Kinetics.

Ross, M. (1993). Assessing achievement in the arts. Philadelphia: Open University Press.

Mc Cutchen Brenda Pugh (2006). Teaching Dance as Art in Education. Champaign, IL: Human Kinetics.

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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 they 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