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Viewing: HESM 328 : Dance Composition II

Last approved: Sat, 16 Apr 2016 08:26:12 GMT

Last edit: Mon, 26 Oct 2015 23:19:14 GMT

Catalog Pages referencing this course
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HESM (Health and Exercise Studies Minor)
328
032193
Dual-Level Course
Cross-listed Course
No
Dance Composition II
Dance Composition II
Division of Academic and Student Affairs
Health and Exercise Studies (24HES)
Term Offering
Fall Only
Offered Alternate Odd Years
Fall 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
2
16
Contact Hours
(Per Week)
Component TypeContact Hours
Laboratory4
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
 
 
Beth Wright Fath
Teaching Assistant Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Laboratory5-105-10Nonone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
P: DAN 272
Is the course required or an elective for a Curriculum?
No
This course builds on skills and concepts learned in Dance Composition I. Various approaches to choreography will be discussed and explored. A student-choreographed group work will be created and performed. A small fee may be required for dance concert attendance.

Dance Composition II provides the students with tools for creating, developing, and organizing ideas into personal movement expression. Building on the skills learned in Dance Composition I, this course challenges the students to develop ensemble works. It exposes the student to a variety of choreographic methods, encouraging personal vision within choreographic structure. This course can assist students who wish to create and present their own choreography in various performance settings. 


No

Is this a GEP Course?
Yes
GEP Categories
Interdisciplinary Perspectives
US Diversity
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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

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.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
none
 
b. Is this restriction listed in the course catalog description for the course?
 
none
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
DAN 272
 
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)
 
Basic Dance composition techniques.
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.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No additional resources will be needed at this time. The reallocation of existing resources, including classroom facilities and instructor assignments, permits the offering of this course.

  1. Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions; and

  2. Strengthen their ability to interpret and make critical judgments about the arts through the analysis of structure, form, and style of specific works; and

  3. Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.


Student Learning Outcomes

  1. Discuss various choreographers’ aesthetic and historical origins.

  2. Utilize Liz Lerman’s “Critical Response” technique.

  3. Articulate ideas of choreography as art.

  4. Craft group dances that demonstrate a comprehension of choreographic structure, spatial design, dynamics, use of music/sound score and development of movement material.

  5. Demonstrate professional actions in the rehearsal process from the point of view of the choreographer, such as clear and timely communication and rehearsal preparedness.


Evaluation MethodWeighting/Points for EachDetails
presentation30 (15 points each)Choreographic studies – Students will craft two short group dances demonstrating an understanding of concepts covered in class and will be evaluated by a rubric covering those concepts.
presentation30Final Group Choreography – Students will create and show a final, artistic group choreographic work demonstrating an understanding of concepts covered in class and will be evaluated by a rubric covering those concepts.
Short Paper5Concert paper/discussion - Students will attend a concert and write a 2-3 page response integrating class concepts with personal aesthetic preferences. Active participation in a class discussion about the concert is also required for full credit. Active participation includes thoughtful opinions, questions, and answers in the group discussion.

Other10Professionalism – Students will be evaluated by the faculty member by a rubric of professional actions in the rehearsal/class process including: use of Critical response process, integration of feedback, clear and timely communication, prompt attendance in class/rehearsal, rehearsal preparedness, and use of technology to show work. To give student choreographers additional feedback, the dancers in the piece will complete a rubric with the information going directly to the faculty member. No points will be assigned for the student rubric. It is purely for formative purposes.
Short Paper10Mid-term paper –Students will write a 3-4 page paper reflecting on what they have learned thus far in the semester and how (whether) it is influencing the way you look at dance and choreography.
Major Paper15Final paper – Students will write a 4-6 page paper reflecting on his/her artistic process in creating his/her final choreographic work, specifically including ways in which his/her aesthetic preferences, assumptions and values are evolving and how the work in this course has affected the student’s thinking and creating, as well as successes and desired revisions (if any) of the work.
TopicTime Devoted to Each TopicActivity
Orientation, Effort review1 class Syllabus review, video analysis and discussion
Effort review, discussion, video, and movement experience
Critical Response, Professionalism1 classDiscuss and practice Critical Response technique, discuss professionalism
Artists discussion1 classVideos, discussion of videos and readings, assign Movement Study 1
Movement Study 11 classWork and structure Movement Study 1
Spatial design, Sound score, Perception of Body 1 classVideos, discussion of videos and readings
Movement Study 11 classWork and structure Movement Study 1
Movement Study 11 classMovement Study 1 showing, Critical Response feedback
Movement Study 21 classAssign Movement Study 2, work and structure Movement Study 2
Movement Study 21 class Work and structure Movement Study 2
Movement Study 21 classShow work-in-progress Movement Study 2, Critical Response feedback
Artists discussion1 classVideos, discussion of videos and readings
Movement Study 21 classMovement Study 2 showing, Critical Response feedback
Final Choreography Project1 classAssign Final Choreography Project, work and structure Final Choreography Project
Final Choreography Project1 class Work and structure Final Choreography Project, Mid-term paper due
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 class1st showing of work-in-progress for final project, Critical Response feedback
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 class2nd showing of work-in-progress for final project, Critical Response feedback
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 class Work and structure Final Choreography Project
Concert discussion1 classDiscussion of Concert
Final Choreography Project1 class3rd showing of work-in-progress for final project, Critical Response feedback
Final Choreography Project1 class Work and structure Final Choreography Project
Final Choreography Project1 classPresentation of final project, Critical Response feedback
Final Choreography Project1 classPresentation of final project, Critical Response feedback

kkharris (Tue, 14 Apr 2015 19:18:38 GMT): Comments from 04.13.2015 DASA CCC: Members suggested providing a more detailed rubric.
kkharris (Wed, 15 Apr 2015 15:23:39 GMT): Rollback: Comments from 04.13.2015 DASA CCC: Members suggested providing a more detailed rubric.
Key: 7135