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Viewing: DAN 260 : Hip-hop Dance

Last approved: Thu, 12 Apr 2018 17:24:07 GMT

Last edit: Mon, 09 Apr 2018 13:51:52 GMT

Catalog Pages referencing this course
Change Type
DAN (Dance)
260
032597
Dual-Level Course
Cross-listed Course
No
Hip-hop Dance
Hip-hop Dance
Division of Academic and Student Affairs
Music (24MUS)
Term Offering
Fall and Spring
Offered Upon Demand
Fall 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
1
16
Contact Hours
(Per Week)
Component TypeContact Hours
Physical Activity2
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Tara Mullins
Director and Lecturer, NC State Dance Program

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Physical Activity2020NoOne section only
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
No
This course introduces students to the physical, social, communal, historical, and cultural aspects of Hip-hop dance. Students might have to provide transportation and/or pay a minimal cost for a performance not to exceed $15.

This course provides formal Hip-hop dance technical training as well as exploration of the history and culture of Hip-hop dance. Hip-hop dance is an extremely popular dance style at NC State and beyond. We currently have several recognized Hip-hop dance clubs on campus, but do not offer a formal course. This course will fill this gap, allowing students to truly understand the rich and diverse history of the style while learning its physical nuance with accuracy.


Yes
Students might have to provide transportation and/or pay a minimal cost for a performance not to exceed $15.
Is this a GEP Course?
Yes
GEP Categories
Health and Exercise Studies
US Diversity
Visual & Performing Arts
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 
Describe how the historical and cultural implications of this artform contribute to the style.
 
 
The students will discuss how the historical and cultural implications of this artform contribute to the style of Hip-hop dance through bi-weekly journals. An example of a journal prompt is: After watching Spex Boogie/All Levels Locking, describe the history behind popping and locking as well as the correct physicality behind performing it.
 
 
Analyze and critique various forms of Hip-hop dance
 
 
The students will analyze and critique various forms of Hip-hop dance using appropriate Hip-hop terminology through bi-weekly journals based on videos and their concert critiques. An example from the concert critique: When watching Panoramic Dance Project perform Francine Ott’s James, use Hip-hop dance terminology to describe how content was communicated.
 
 
Construct, develop and perform basic Hip-hop choreography
 
 
1. The students will construct, develop and perform basic Hip-hop choreography given to them by the instructor and evaluated during practical skills testing 3 times throughout the semester. 2. Their final evaluation will be a dance they create in a small group. Students will receive a rubric measuring energy, artistic expression, musicality, proper execution of steps/sequence, and performance quality.
Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 
Demonstrate the fitness requirements for an entry-level Hip-hop dance course, such as cardio-respiratory and cardiovascular endurance, muscular strength, endurance and flexibility.
 
 
The students will actively participate in Hip-hop dance classes and demonstrate fitness requirements through practical skills testing 3 times throughout the semester.
 
 
Explain how participating in Hip-hop dance can develop and maintain a healthy lifestyle
 
 
The students will explain how Hip-hop dance can develop and maintain a healthy lifestyle through journal entries specifically designed to ask how Hip-hop dance can develop, maintain and sustain a healthy lifestyle. A journal prompt might be: Describe how daily rehearsals for a company such as Rennie Harris Puremovement help the company members sustain a healthy lifestyle.
 
&
 
Perform the basic skills of beginning Hip-hop dance phrases and combinations and demonstrate skills in freestyle movement, while applying the many facets of musicality.
 
 
The students will demonstrate basic skills of Hip-hop dance through practical skills testing 3 times throughout the semester. Students will be evaluated based on a provided rubric.
 
 
Identify and describe the connection between social and communal development through Hip-hop dance traditions in history.
 
 
The students will discuss the connections between social and communal development through Hip-hop dance traditions in history in their written analysis of the artform for bi-weekly journals and their concert critique. A journal prompt might be: After reading “The Social Significance of Rap & Hip-Hop Culture” by Beverly Blanchard discuss the connection between Hip-hop music and African oral traditions and discuss how Hip-hop music and dance connect to be a voice for the African American community.
Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
Explain the cross-cultural social and vocal movements that Hip-hop dance has created throughout many communities and its role in advancing each group’s shared values, views, and ideas.
 
 
The students will explain the cross-cultural social and vocal movements that Hip-hop dance has created throughout many communities and its role in advancing each groups shared values, views, and ideas through bi-weekly journals. An example is: After reading “A Brief History of New Orleans Bounce Music Style” by Rebecca Trejo and watching RIGHT SIDE 'Off the Wall' NEW ORLEANS BOUNCE DANCE discuss how bounce music and dance in New Orleans developed into a social movement and a rich part of New Orleans culture.
 
 

 
 

 
 

 
 

 
 
Describe and analyze the interaction of groups of people, cultural roots, and influences, which have contributed to the creation, history, vocabulary and development of a variety of Hip-hop dance styles.
 
 
The students will describe and analyze the interaction of groups of people, cultural roots, and influences, which have contributed to the creation, history, vocabulary and development of a variety of Hip-hop dance styles through bi-weekly journals and concert critiques. An example of a journal prompt is: After watching the video WHAT IS WAACKING? | History of Punking, Whacking, Waacking 1970-2003 discuss how the history and vocabulary of this dance style, that began in the gay club scene, have influenced the evolution of the dance style within the LGBTQIA and heterosexual communities in the U.S.
Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
N/A
 
b. Is this restriction listed in the course catalog description for the course?
 
N/A
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
There are no textbooks. Articles will be placed on Moodle. The following is a sample list of articles and videos:

Articles:
“A Brief History of New Orleans Bounce Music Style” by Rebecca Trejo
https://theculturetrip.com/north-america/usa/louisiana/articles/history-of-bounce-music/

“The Social Significance of Rap & Hip-Hop Culture” by Beverly Blanchard
https://web.stanford.edu/class/e297c/poverty_prejudice/mediarace/socialsignificance.htm

“Stepping Out with Buddha Stretch: A master of Street Dance Heads to NYC’s Lincoln Center” by Patrick Huguenin
http://www.nydailynews.com/entertainment/music-arts/stepping-buddha-stretch-master-street-dance-heads-nyc-lincoln-center-article-1.201333

“Challenging Gender Boundaries: A Trans Biography Project, Willi Ninja a Voguing Butch”
http://www.outhistory.org/exhibits/show/tgi-bios/willi-ninja

Videos:
Spex Boogie/Broadway Dance Center/Dance Mogul Magazine:
https://www.youtube.com/watch?v=4mdCue0AQdI

Spex Boogie/All Levels Locking:
https://www.youtube.com/watch?v=3eRs2Ph2rA4
https://www.youtube.com/watch?v=qq4yax70ppw

Brian “Footwork” Green Judge Demo:
https://www.youtube.com/watch?v=g_6dzaRfv2M

Kim Holmes House Dance International:
https://www.youtube.com/watch?v=63cT4wBKB0s

WHAT IS WAACKING? | History of Punking, Whacking, Waacking 1970-2003:
https://www.youtube.com/watch?v=l62XRkUym2Q

RIGHT SIDE 'Off the Wall' NEW ORLEANS BOUNCE DANCE:
https://www.youtube.com/watch?v=A2jwCgjVxQA
 
Major topics to be covered and required readings including laboratory and studio topics.
 
See syllabus
 
List any required field trips, out of class activities, and/or guest speakers.
 
Students may be required to provide transportation and/or pay a minimal cost for a performance not to exceed $15.
Rich Holly, Associate Dean and Executive Director of Arts NC State, will supplement this course

See Learning Outcomes


Student Learning Outcomes

The student will:


1. Demonstrate the fitness requirements for an entry-level Hip-hop dance course, including cardio-respiratory and cardiovascular endurance, muscular strength, endurance and flexibility.


2. Explain how participating in Hip-hop dance can develop and maintain a healthy lifestyle.


3. Perform the basic skills of beginning Hip-hop dance phrases and combinations and demonstrate skills in freestyle movement, while applying the many facets of musicality.


4. Identify and describe the connection between social and communal development through Hip-hop dance traditions in history.


5. Demonstrate the specific movement nuance and style that makes the Hip-hop dance aesthetic unique and describe how the historical and cultural implications of this artform contribute to the style.


6. Analyze and critique various forms of Hip-hop dance.


7. Construct, develop and perform basic Hip-hop choreography.


8. Explain the cross-cultural social and vocal movements that Hip-hop dance has created throughout many communities and its role in advancing each group’s shared values, views, and ideas. 


9. Describe and analyze the interaction of groups of people, cultural roots, and influences, which have contributed to the creation, history, vocabulary and development of a variety of Hip-hop dance styles.


Evaluation MethodWeighting/Points for EachDetails
Test543 Practical skill tests (18 points each)
Students will perform Hip-hop dance combinations for evaluation throughout the semester. See rubric on syllabus.
Written Assignment18Students will watch a video and/or read an article (a list will be given to students during the first day of class by the instructor). Students will submit a bi-weekly journal assignment (minimum of 7) based on videos or articles specified by instructor. One page typed in Times New Roman, 12-point font, double-spaced).
presentation20Each assigned small group will do a Hip-hop dance presentation based on a one-minute phrase they have created together. This gives each student an opportunity to learn how to connect, relate, lead, and follow by creating movement together, based on the vocabulary demonstrated in class. See rubric on syllabus.
Short Paper8Students will attend a professionally choreographed concert approved by the instructor, and write a 3-page response to it. Students will be given guidelines at the beginning of the semester for this paper.
TopicTime Devoted to Each TopicActivity
See syllabusSee syllabusSee syllabus

kkharris (Wed, 07 Feb 2018 13:11:14 GMT): Rollback: Rolledback for edits
kkharris (Tue, 20 Feb 2018 15:07:00 GMT): Rollback: Rolled back for edits
mdmullen (Tue, 27 Feb 2018 22:26:19 GMT): Rollback: I believe that this course should be included in the Dance minor. It seems that not having it there is a glaring omission - one that students will question. Please address this in committee and resubmit.
aeherget (Thu, 29 Mar 2018 15:28:41 GMT): AECHH: Approved pending items from March 28, 2018 UCCC meeting provided 3/29/2018.
Key: 23352