Postgraduate Course: Dance Pedagogy (EDUA11209)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | The course is critical to the programme and has been designed for students coming from a variety of backgrounds in the field of dance. It is designed to explore and provide a sound base of knowledge relating to current educational, philosophical, and science-based issues and approaches in the teaching and learning dance environment. These perspectives will allow the dance practitioner to develop specialist skills and an awareness of the changing trends in the dance environment including the use of technology. |
| Course description |
Indicative Content of the course includes:
1. Development of a knowledge base that facilitates effective Dance teaching. The obstacles to dance teaching, teaching methods in dance and the role of the effective dance teacher.
2. Dance curriculum design. Developing the components of a dance curriculum and evaluating and assessing dance through informal and formal processes.
3. Organising and managing the dance class.
4. Understanding the learner and the psychosocial behaviours in the dance class. Developing an understanding of the learning process of the child and adult novice dancer.
5. Introductions to scientific principles and practices related to dance training and performance as a foundation for student choice and further in depth study in option modules.
The course will focus mostly upon pedagogical theory relating to teaching and learning the art of dance in education but, in order to inform their choice of options to be taken in the programme; will also introduce students to a range of scientific principles and practices that underpin development and improvement of dance skill in performance.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2019/20, Available to all students (SV1)
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Quota: None |
| Course Start |
Full Year |
| Course Start Date |
16/09/2019 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 26,
Seminar/Tutorial Hours 29,
Supervised Practical/Workshop/Studio Hours 15,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
322 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
70 %,
Practical Exam
30 %
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| Additional Information (Assessment) |
Assessment will include a formal presentation, production of a portfolio and a 4,000 word assignment on a topic approved by the course director and coordinator |
| Feedback |
The following mechanisms have been put in place for both the formative and summative elements of the compulsory Dance Pedagogy course:
I. In order to address a more effective delivery and use of student feedback and especially managing student expectations regarding this timing an agreed turnaround period is applied from initial submission of formative work submissions.
2. An agreed turnaround period ( approx. 15 working days) is also applied and from initial submission through marking and moderation to release of marks and feedback.
3. Also in relation to managing student expectation and to extend ¿feedback¿ beyond post-assessment, feed-forward mechanisms are implemented for this compulsory course. This includes staff members providing further assessment information in advance of the assessment, specifically detailing the requirements of the assessment. This also includes commentary on a draft plan or agreed section of the work and within this details of what is expected and specific assessment criteria are discussed.
4. Feedback for assessed work is provided online using Grademark software within LEARN, improving accessibility for students, in addition annotated hard-copies where submitted are also available.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically appraise the concepts of aesthetic education and pedagogical theory in Dance Education
- Understand the scientific principles that underpin dance education and training.
- Identify, retrieve and manage relevant literature and critically evaluate the teaching and learning environment for dance
- Be familiar with the use of technology in the dance environment.
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Reading List
Abbs, P. (1989) A is for aesthetic. Essays on creative and aesethic education Falmer Press: London
Abbs, P. (ed) (1989) The symbolic order. A contemporary reader on the arts debate. London: Falmer Press pp. 198-210
Bannon, F. and Sanderson, P. (2000) ¿Experience every moment. Aesthetically significant dance education¿, in Research in Dance Education. Vol. 1 No. 1 2000 pp9-26
Best, D. (1976) Expression in Movement and the Arts. London : Lepus books.
Best, D. (2004) ¿Aesthetic and artistic; two separate concepts: the dancers of ¿aesthetic education¿¿ in Research in dance education Vol 5 No 2 2004 pp160-175
Boden, M. (2004) (2nd ed) The creative mind. myths and mechanisms. Routledge: London
Bolwell, J. (1998) ¿Into the light: an expanding vision of dance education¿ in Shapiro, S.B. (ed) (1998) Dance power and difference. Human Kinetics: USA pp 76-95
Brinson, P. (1991) Dance as Education: Towards a National Dance. Falmer Press Library on Aesthetic Education, London: Routledge
Brockling, U. (2006) ¿On creativity: a brainstorming session¿ in Educational philosophy and theory. Vol.38 No.4 2006 pp 513-518
Carr, D. (2003) Making Sense of Education: An Introduction to the philosophy and Theory of Education and Teaching. London: Routledge.
Carter, A.. (1999) The Routledge Dance Studies Reader. London: Routledge.
Cohen, L., Manion, L., and Morrison, K., (2000) Research Methods in Education. (5th Edition) London: Routledge.
Gardner H. (1993) The Theory of Multiple Intelligences: The Theory in Practice. New York: Basic Books
Gibbons, E. (2007) Teaching Dance: The Spectrum of Styles. USA: Authorhouse.
Gough, M. (1993) In touch with dance. Winterthorn Books: Lancaster
Kassing, G. and Jay, D. M. (2003) Dance Teaching Methods and Curriculum Design, USA: Human Kinetics.
McCuchen, B. (2007) Teaching Dance as Art in Education. USA: Human Kinetics,
McFee, G. (1994) The Concept of Dance Education Routledge: London
Mcfee, G. (1996) Understanding Dance. London: Routledge.
Preston-Dunlop, V. (1993) A Handbook for Dance in Education Longman: London
Smith- Autard, J. M. (2000) The Art of Dance in Education. UK: Black.
Smith-Autard, J. (2004) Dance Composition- 5th edition A&C Black: London
Journals:
Research in Dance Education Journal: Routledge ISSN 1464-7893 UK
International Journal of Education and the Arts: ISSN 1529-8094 USA
Journal of Dance Education ¿ National Dance Education Organisation ISSN 1529-0824 USA
Journal of Physical Education, Recreation and Dance: American Alliance for Health, Physical Education, Recreation, and Dance (Reston, Va.)
Plus individual readings from journals on the range of science-based principles and approaches studied in this module as introductions to student options.
Technology products
Choreographic Outcomes-improving dance composition (2005) Dewsbury: Bedford Interactive Productions
Step Dance ¿ a Wild Child Mini Resource Pack for pupils 7-14 (2006) Dewsbury: Bedford Interactive Productions
Wild Child ¿ CD ROM Resource Pack (2001) Dewsbury: Bedford Interactive Productions
Motifs for a Solo Dancer-improving dance performance (2003) Dewsbury: Bedford Interactive Productions
Vocalise - improving dance performance 2 (2008) Dewsbury: Bedford Interactive Productions |
Additional Information
| Graduate Attributes and Skills |
Graduates of this course will be able to :
1. apply critical analysis, evaluation and synthesis to literatures (research, policy and practitioner), issues and developments at the forefront of dance pedagogy.
2. identify and evaluate epistemological and ontological assumptions underpinning key texts in the course
3. search for, evaluate and use information relevant to their applied practice in dance using library resources including databases
4. identify, conceptualize and define new and abstract problems and issues relating to the course
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| Additional Class Delivery Information |
the course may also be delivered in a block session to accommodate professionals in the field, these options will be inside teaching times and dates will be finalised subject to demand and semester dates |
| Keywords | DANCE,PEDAGOGY,EDUCATION,SCIENCE |
Contacts
| Course organiser | Ms Wendy Timmons
Tel: (0131 6)51 6596
Email: |
Course secretary | Ms Shannon Payne
Tel: (0131 6)51 1196
Email: |
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