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Viewing: HESM 326 : Current Trends in Dance

Last approved: Fri, 19 Feb 2016 21:37:17 GMT

Last edit: Fri, 19 Feb 2016 21:37:17 GMT

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HESM (Health and Exercise Studies Minor)
326
032272
Dual-Level Course
Cross-listed Course
No
Current Trends in Dance
Current Trends in Dance
Division of Academic and Student Affairs
Health and Exercise Studies (24HES)
Term Offering
Spring Only
Offered Every Year
Spring 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
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
Lecture2525Nonone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
24DANMDance MinorElective
Critical and contextual examination of current trends in dance. While specific readings and video resources will vary by semester as the field of dance continues to change, major course topics will include at least three of the following: the role of dance supporters and presenters, media influences, non-concert and site-specific dance, current movement trends, political significance, and international concerns.

This course provides an opportunity for students to critically and contextually examine current trends in the field of dance.


No

Is this a GEP Course?
Yes
GEP Categories
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:
 
 
Outcomes: 1. Trace the changing characteristics and values of dance as an art form.
2. Discuss how the government, corporations, and/or dance presenters are shaping dance as a performing art form.
 
 
1. Students will write a 10-12 page research paper discussing and evaluating a current trends in the field of dance from a list of topics provided by he instructor. Example: Possible topic: How reality tv shows such as "So You Think You Can Dance" have influenced historic dance values from technique combined with artistry, to mere technical "trickery."
2. Students will answer questions on written exams regarding how presenters are shaping dance as a performing art form. Example: Describe how the National Endowment for the Arts (NEA) has changed its funding for dance since the late 1980's and how this has impacted what we see on stage.
 
 
Outcome: Compare the similarities and differences between current U.S. and international dance artists.
 
 
Students will compare current U.S. and international dance artists by answering questions on a written exam. Example: List and describe 2 similarities and 2 differences between the aesthetic of Shen Wei and Monica Bill Barnes.
 
 
Outcome: Evaluate a non-traditional dance performance in relation to current movement trends.
 
 
Students will watch a non-traditional dance performance and submit a written evaluation in relation to current movement trends and concepts discussed in class.
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.
 
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.
 

 
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.

Each course fulfilling the GEP Visual and Performing Arts objectives will provide instruction and guidance that help students to:



  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

By the end of this course, students will be able to…



  1. Identify the changing characteristics and values of dance as an art form.

  2. Discuss how the government, corporations, and/or dance presenters are shaping dance as a performing art form.

  3. Compare the similarities and differences between current U.S. and international dance artists.

  4. Evaluate a non-traditional dance performance in relation to current movement trends.


Evaluation MethodWeighting/Points for EachDetails
Multiple exams30%Students will demonstrate their knowledge of the material covered in class and assigned readings by completing three written exams (each exam is worth 10% of the final grade).
Major Paper30%Students will write one 10-12 page research paper discussing and evaluating a current trend in the field of dance. Students may choose from a list of topics supplied by the instructor or propose their own topic (for instructor approval). At least four references are required and should be noted at the end of the paper. This research paper is in place of the final exam for this course.
Discussion20%Students are expected to actively participate in all in-class discussions and will be graded during each discussion (see syllabus for rubric).
Homework20%Students will read/watch and evaluate articles and videos in relation to the concepts discussed in class. Each written evaluation with be graded (see syllabus for rubric).
TopicTime Devoted to Each TopicActivity
Non-traditional Concert Dance2 weeksReadings, videos, and class discussions related to outdoor performances and dance in art galleries and warehouses.
Movement Trends3 weeksReadings, videos, and class discussions related to athleticism in dance, hip-hop influences, cultural fusion dance styles, and pedestrian and gestural movement forms.
Media Influences2 weeksReadings, videos, and class discussions related to the influences of reality tv and social media on the field of dance.
Dance Funding1 weekReadings, videos, and class discussions related to the major sources of dance funding, including the NEA and private foundations.
Dance Presenters2 weeksReadings, videos, and class discussions related to the major presenters of dance, including festivals, universities, and private and public theaters.
International Concerns3 weeksReadings, videos, and class discussions related to the work of international dance artists and U.S. artists working overseas.
Current Dance Artists2 weeksReadings, videos, and class discussions related to several major dance artists working in the field today.

kkharris (Tue, 15 Sep 2015 16:46:18 GMT): Notes from University College CCC on Sept. 14, 2015: Approved Pending Revisions: A member suggested the evaluation process should focus on the quality of the work presented by the student not quantity regarding discussions. A member noted the GEP course and learning outcomes needed to be reflected in the course syllabus. Members noted they would like to see more specifics on exactly how the components of the various learning objectives are being addressed. A member suggested including grading topics in the syllabus, as it would help further committee review gain a fuller picture of the course. Members suggested providing more information on how attendance would affect the grading of the course. Action has been sent to instructor for revisions.
gmneugeb (Fri, 23 Oct 2015 12:03:50 GMT): Rollback: .
Key: 7210