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Viewing: HESD 230 : Horton Dance Technique

Last approved: Tue, 15 Mar 2016 17:52:26 GMT

Last edit: Tue, 15 Mar 2016 17:52:24 GMT

Catalog Pages referencing this course
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HESD (Health Exercise Studies Dance)
230
032271
Dual-Level Course
Cross-listed Course
No
Horton Dance Technique
Horton Dance Technique
Division of Academic and Student Affairs
Health and Exercise Studies (24HES)
Term Offering
Fall and Spring
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
1
8
Contact Hours
(Per Week)
Component TypeContact Hours
Physical Activity4
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
 
 
Autumn Mist Belk
Teaching Assistant Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Physical Activity2222Nonone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
Development of beginning and intermediate-level skills in Horton dance technique, including alignment, vocabulary, performance, and history, with emphasis on strengthening the body for dance. Class format will include warm-up exercises, fortifications, studies, and traveling combinations. Course also includes the study of Lester Horton's influence on American modern dance, particularly in relation to integration in concert dance and the formation of Alvin Ailey American Dance Theater.

Horton Dance Technique offers students the opportunity to study a codified modern dance style significant to the rise of American modern dance. Heralded for creating strong and versatile dancers, this technique is still taught and utilized today by the Alvin Ailey American Dance Theater, one of the most well respected and successful modern dance companies performing today. 

Horton Dance Technique affords students an option to fulfill their GEP requirements for Health and Exercise Studies and U.S. Diversity. 


No

Is this a GEP Course?
Yes
GEP Categories
Health and Exercise Studies
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:
 
 
Outcome: Demonstrate and explain the fitness requirements necessary for a dancer including cardio-respiratory endurance, muscular strength and endurance, muscular flexibility and body composition.
 
 
1) Students will actively participate in Horton technique dance classes, demonstrating health-related fitness ability and will be evaluated through practical skills testing.

2) Students will be asked to share their intellectual knowledge of health-related fitness through specific written exam questions. Example: Practicing Horton laterals improve the strength and endurance of what muscles? (a) biceps (b) calf muscles (c) oblique abdominals (d) hamstrings
 
 
Outcome: Discuss how participating in Horton dance classes can develop, maintain, and sustain an active and healthy lifestyle.
 
 
Written evaluation will include specific exam questions designed to evaluate knowledge of how Horton dance technique and activity can lead to achieving, maintaining, and sustaining an active and healthy lifestyle, including enhancement of core strength, cardiorespiratory endurance and increased flexibility as required by today’s active person. Example: List two Horton studies or exercises that can provide an aerobic workout. What body system can be strengthened through aerobic exercise?
 
&
 
Outcome: Demonstrate beginning and intermediate Horton dance technique and combinations.
 
 
Practical evaluation will include demonstration of Horton dance technique combinations by students during in-class evaluations. Students will be grading according to a provided rubric measuring alignment, weight distribution, musicality, skill execution, and performance quality.
 
 
Outcome: Apply practical and historical knowledge about Lester Horton, Horton dance technique, and those trained in Horton technique to evaluate its influence on dance as an art form in the United States.
 
 
Students will view videos of Alvin Ailey American Dance Theater performers utilizing Horton technique and will write about the performance in a critical essay (part of the written exam), demonstrating their knowledge of Lester Horton's technique and influence on dance as an art form in the United States. Example: Discuss the historical significance of Alvin Ailey's "Revelations." What examples of Horton dance technique can be found in this piece of choreography?
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.
 
 

 
 

 
 

 
 

 
 
Outcome: Analyze the cultural significance of Alvin Ailey American Dance Theater’s "Revelations" and its contribution towards equality among dimensions of race and gender (and its manifestation in employment) in the dance field.
 
 
Students will read articles about and view videos of Alvin Ailey American Dance Theater and will write about the performance in a critical essay (part of the written exam), demonstrating their knowledge of the company's influence on dance as an art form in the United States.
Example: Discuss the racial and religious identities presented in Alvin Ailey's "Revelations." How did this choreographic work showcase and help create equality within concert dance?
 
 
Outcome: Evaluate how the diversity in the community formed by Lester Horton and his dance company affected the American modern dance movement.
 
 
Written evaluation will include specific exam questions to test the student’s understanding of the multiple ways Lester Horton's dancers contributed to diversity in the American modern dance movement.
Example: List two of Lester Horton's most well-known students. What distinguished each of these dancers from others performing or choreographing during the same time period in the U.S.? How did the interaction between these two students impact modern dance choreography?
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.
 
See Syllabus
 
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.
 
See Syllabus
No additional resources will be needed at this time. The reallocation of existing resources permits the offering of this course.

Objectives:



  1. Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition

  2. Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle

  3. Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport

  4. Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport

  5. Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.;

  6. Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.


Student Learning Outcomes

  1. Demonstrate and explain the fitness requirements necessary for a dancer including cardio-respiratory endurance, muscular strength and endurance, muscular flexibility and body composition.

  2. Discuss how participating in Horton dance classes can develop, maintain, and sustain an active and healthy lifestyle.

  3. Demonstrate beginning and intermediate Horton dance technique and combinations.

  4. Apply practical and historical knowledge about Lester Horton, Horton dance technique, and those trained in Horton technique to evaluate its influence on dance as an art form in the United States.

  5. Evaluate how the diversity in the community formed by Lester Horton and his dance company affected the American modern dance movement.

  6. Analyze the cultural significance of Alvin Ailey American Dance Theater’s "Revelations" and its contribution towards equality among dimensions of race and gender (and its manifestation in employment) in the dance field.


Evaluation MethodWeighting/Points for EachDetails
Exam40Students will be expected to demonstrate their knowledge of the material covered in class and assigned readings by completing one written exam.
presentation60Students will perform four Horton combinations for evaluation of proper execution. Each combination is worth 15 points. Students will be evaluated for proper alignment, weight distribution, musicality, skill execution, and performance according to the rubric listed on the syllabus.
TopicTime Devoted to Each TopicActivity
Lester Horton History and Influence8 hoursLester Horton Video, Discussion and Lecture
Alvin Ailey videos
Warm-up Exercises6 hoursHorton Technique Exercises:
Roll downs
Flat backs
Primitive squat
Foot work
Laterals
Deep lunges
Coccyx balance
Fortifications6 hoursHorton Fortification Studies:
Fortification #1, #2, #3, #4, #6, #14
Intermediate Horton Exercises6 hoursSwings, Lateral T
Single Foot Arch Springs
Traveling Combinations
other Studies2 hoursFigure 4 Study
Percussive Stroke Study

kkharris (Tue, 14 Apr 2015 19:08:54 GMT): Comments from 04.13.2015 DASA CCC: Ensure that USD outcomes are addressing the objectives. Further committees may need further explanation as to how the topics of diversity are addressed throughout the course.
kkharris (Wed, 15 Apr 2015 15:22:06 GMT): Rollback: Comments from 04.13.2015 DASA CCC: Ensure that USD outcomes are addressing the objectives. Further committees may need further explanation as to how the topics of diversity are addressed throughout the course.
kkharris (Fri, 17 Apr 2015 14:19:12 GMT): Approved by Dr. Holden at the 24HES UnderGrad Head step on March 31, 2015.
gmneugeb (Wed, 06 May 2015 14:29:22 GMT): Rollback: HESD 230 Horton Dance Technique- APPROVED PENDING unanimously.Discussion: Amanda Beller moved; Helen Kraus seconded. A member pointed out that the contact hours per week listed in the CIM form may be off. A suggestion was made to add the physical activity contact/credit hour ratio to the help bubble in CIM. A member noted that the course works out to be 4 hours per week based on the 8 week format of the course. Without any further discussion, the action was APPROVED PENDING unanimously: update of contact hour information.
kkharris (Tue, 18 Aug 2015 17:12:38 GMT): Approved at DASA CCC on May 4, 2015
gmneugeb (Thu, 20 Aug 2015 14:42:10 GMT): HESD 230 Horton Dance Technique- APPROVED PENDING unanimously. Discussion: Amanda Beller moved; Helen Kraus seconded. A member pointed out that the contact hours per week listed in the CIM form may be off. A suggestion was made to add the physical activity contact/credit hour ratio to the help bubble in CIM. A member noted that the course works out to be 4 hours per week based on the 8 week format of the course. Without any further discussion, the action was APPROVED PENDING unanimously: update of contact hour information. Course action reviewed by UCCC 4.29.2015. Changes were made and resubmitted. GMN 8.20.2015
gmneugeb (Thu, 10 Sep 2015 11:52:39 GMT): The Action was APPROVED for the HES category without discussion on 9.4.2015. The action was TABLED for the USD category at the 9.4.2015 CUE Meeting. The Council suggested that the instructor work with the Office of Assessment. The committee had the following suggestions: Match the objectives and outcomes; the measures may not match up well. An example was given with Objective #1 for the USD Category. Fine tune the measures for the assignments. Example was given of the exam having questions that relate to USD; this may need more detail to be shown as reflective. Suggestion was to perhaps create an assignment of reflective paper.
gmneugeb (Thu, 24 Sep 2015 18:18:59 GMT): Rollback: .
sbdunsta (Tue, 03 Nov 2015 21:28:17 GMT): Rollback: small change to wording of outcomes discussed in email conversation
Key: 7178