EDART201-20S (TGA)

Dance In Educational Contexts

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Sue Cheesman

Sue Cheesman
7906
TC.3.24B
See Moodle
sue.cheesman@waikato.ac.nz

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper focuses on dance within educational contexts through increasing dance skills (both creative and performative), dance knowledge and exposure to teaching strategies which embrace current dance practices. Learning will include both practical work and guided enquiry.

This paper provides opportunities for students to develop the skills, attributes and knowledge related to the University of Waikato, Te Kura Toi Tangata Faculty of Education Bachelor of Teaching graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues related to arts education.

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Paper Structure

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This paper is taught through practical and theory sessions in Tauranga.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Explore, analyse and discuss content knowledge within dance education with particular reference to New Zealand.
    Linked to the following assessments:
  • Identify and discuss contemporary issues that impact upon dance education and debate implications.
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  • Explore and experience a range dance styles and genres.
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  • Plan a learning experience in dance in relation to a specified age group.
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  • Work co-operatively while exploring dance group interactive processes in composition and performance tasks using problem solving methodology.
    Linked to the following assessments:
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Assessment

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Assessment/Nga Aromatawai for this paper is comprised of three separate tasks.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Planning Ideas Dance Resource task.(Tutor and self assessed )
35
  • Email: Lecturer
  • Hand-in: In Lecture
✔
2. Composition and performance task in small groups. ( tutor and self )
30
  • Hand-in: In Lecture
✔
3. Market Presentation (peer and tutor and self assessed)
35
  • Hand-in: In Lecture
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington: Learning Media Ltd.
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Recommended Readings

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Ministry of Education. (2005) Kiwi Kids Dance. Wellington, New Zealand: Learning Media Ltd.

Bolwell, Jan., Cossey, Jenny. & Oliver, Liz. (1998). Creative dance in New Zealand primary schools. Masterton, New Zealand: Wairarapa Education Resource Centre.

Chappell, K. & Craft, A. (2007). How does developing creative movement change the ways we teach and how we feel about our teaching? Retrieve from www.education.exeter.ac.uk/download.php?id=7331

Cone Theresa., Cone, Stephen. (2005). Teaching Children Dance. Champaign, IL: Human Kinetics.

Gilbert, Anne Green. (1992) Creative Dance for all Ages. Reston,VA,USA: AAHPERD

Ministry of Education. (2002). Dancing the long white cloud. Wellington, New Zealand: Learning Media Ltd. [Video tapes & booklet].

Kassing, G., & Jay, D.M. (2003). Dance teaching methods and curriculum design. Champaign, IL: Human Kinetics.

Kaufmann, Karen A. (2006). Inclusive Creative Movement and Dance. Champaign, IL: Human Kinetics.

Pugh McCutchen, B. (2006). Teaching Dance as Art in Education. Champaign, Illinois, USA: Human Kinetics.

Reed, Frances. (2001). Magic moments. A guide to teaching creative dance in the classroom. Invercargill, New Zealand: Essential Resources Educational Publishers Ltd.

Reed, Frances. (2001). Creative souls. A guide to teaching creative dance in the upper primary school classes. Invercargill, New Zealand: Essential Resources Educational Publishers Ltd.

Reed, Frances. (2006). Dance Me a Poem. Invercargill, New Zealand: Essential Resources Educational Publishers Ltd.

Scheff, Helene., Sprague, Mary., McGreevy-Nichols, Susan. (2010). Exploring Dance Forms and Styles. Champaign, IL: Human Kinetics

Shapiro, S.B. (Ed.). (1998). Toward transformative teachers: Critical and feminist perspective in dance education. In S.B. Shapiro, Dance, power and difference. Critical and feminist perspectives on dance education, (pp.7-21). Champaign, IL: Human Kinetics.

Snook, Barbara. (2004). Dance Count Me In! NSW Australia: McGraw-Hill Companies.

Te Reo Kori Vol 1&2 1991 Auckland: Kimihia Resources

Willis, Cheryl. (2004). Dance Education Tips from the Trenches. Champaign, IL: Human Kinetics.

DANZ QUARTERLY New Zealand Dance
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Other Resources

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Some CDs and DVDs of dance companies and different styles are also held at the information desk Education Library and available for you to borrow.
Youtube is a good source for dance clips.

DVDS
Ministry of Education, (2006). Dance Makers. Wellington: Learning Media.

Ministry of Education, (2006). Discovering Dance. Wellington: Learning Media.


Useful Websites
http://www.tki.org.nz/e/community/arts/materials.php

http://artsonline.tki.org.nz/Dance

http://artsonline.tki.org.nz/resource-exchange/Dance%20-%20Years%200-10/

http://www.danz.org.nz/education.php

http://www.danz.org.nz/links.php
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Online Support

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This paper will have online resources in EdLinked.
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Workload

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All University papers at 200 level provide up to 50 lecturer-contact hours and an expectation of up to a further 150 hours of independent study.

The nature of curriculum papers requires your full participation. You are therefore expected to attend all required University and school-based sessions. Placement teaching is a compulsory paper requirement. If students are prevented from attending any part of the paper, they should advise the paper convenor.

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Linkages to Other Papers

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Prerequisite(s)

Any 100 level paper.

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: ALED225

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