Course Form (revised 7-2008)
I. Summary of Proposed Changes
Dept / Program
School of Theatre & Dance
Course Title
U DANC 240
(DAN 428)
Course #
Internship in Children’s Dance
Intern in Children’s Dance
Lowering number of credits, removing graduate
increment, and revising repeatability
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Michele Antonioli
Phone/ email :
x2875
Program Chair/Director:
Other affected
programs:
Dean:
Date
michele.antonioli@umontana.edu
Mark Dean
x2879
Dr. Stephen Kalm
x4970
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by the
Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number
From:
Level U, UG, G
Change
To:
Description Change
Change in Credits
X From:
To:
2
1
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
UG 428 Internship in Children's Dance 2 cr. (R-8)
Offered autumn and spring. Students participate and
YES
NO
X From: UG
To:
U
X
Repeatability
Cross Listing
(primary program
initiates form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
U 240 Internship in Children's Dance 1 cr.
(R-4) Offered autumn and spring. Students
gain beginning level teaching experience in two of
four dance classes for children ranging in ages from 3
½ to 12 years old.
3. If cross-listed course: secondary program & course
number
4. Graduate increment if level of course is changed to UG.
Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
5. Other programs affected by the change
6. Justification for proposed change
participate and gain beginning-level teaching
experience in two of four dance classes for
children ranging in ages from 3 ½ to 12 years
old.
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
We are lowering the number of credits for this
course in order to reflect the number of contact
hours and outside work required by the course;
the repeatability of the course should be
revised to reflect the lower credit number for the
course. The course is also now a lower level
with our MUS Transfer Initiative renumbering
proposal, so it is no longer offered at the
graduate level.
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
Email- anya.cloud@mso.umt.edu
Fall Semester 2009
Phone- 406-239-1102
Office Hours: By Appointment
Internship in Children’s Dance
DAN 428 01
CRN 70713
Anya Cloud
This class exposes UM students to children’s creative dance in an after school studio setting. Students will
have the opportunity to integrally work with one group of children on a weekly basis. Learned skills will
include gaining knowledge of the appropriate movements concepts and skills for the various ages, designing
lesson plan material and developing skills to put lessons into practice. UM students will observe teaching
techniques and classroom management, while serving as teacher assistants, culminating in hands on teaching
experience. The emphasis of the class is to provide a unique creative learning experience for children from
the community, while providing University students with a practical experience in a creative movement
classroom.
Academic Misconduct and the Student Conduct Code All students must practice academic honesty. Academic misconduct is
subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. All students need to be
familiar with the Student Conduct Code. The Code is available for review online at
http://www.umt.edu/SA/VPSA/Index.cfm/page/1321.
UM students will be assigned to one of the following classes throughout the semester:
Tuesdays:
Tuesdays:
Thursdays:
Thursdays:
3:30 – 4:00PM
4:15 – 5:00PM
4:15 – 5:00PM
5:10 – 6:00PM
Creative Movement 1
Creative Movement II
Creative and Modern Dance
Creative Dance and Choreography
Ages 3.5 and 4 years
Ages 5 and 6 years
Ages 7 and 8 years
Ages 9 thru 12 years
Required Course Work:
1.
Personal History: Due 09/03
Reflect on your own kinesthetic development as a child. How did you play/learn? What kinds of
lessons and physical activities did you participate in? What did your body love to do? What did you
want to practice and what scared you? Which experiences do you feel fostered your creativity and
why? Which were the easiest to learn and which were more challenging? Why? Identify these points
and your most significant activity at various ages and stages of development. Compose a 2-3 page
essay analyzing and describing your experiences. Proofread your papers before you turn them in.
2. Journals: Ongoing- to be turned in for review on 10/22 and again on 12/15
You will keep an ongoing journal to track your learning experience in this class. This journal is
primarily for your benefit, so choose a journal/format for writing that feel right for you. Journal should
include, but not be limited to, observations on: how individual children seem to be learning, class
dynamics, classroom management, peer teaching, my teaching, lesson topics, what you are learning,
what is challenging, ideas for future lessons, working with an accompanist, and anything else that feels
pertinent to your learning. Throughout the semester you will periodically be given articles pertaining
to the subject of dance, creative movement or developmental movement. You should write a brief
response to any readings in your journal addressing items i.e., did you find anything helpful in the
article? Did you learn anything new? If opinions were expressed, did you agree or disagree? You
should write at least one journal entry every week.
3. Brainstorm List for Lesson Plans: Due 09/17
What kinds of themes can you imagine using in a lesson plan? Consider stories, books, games, props,
food, animals, numbers, shapes, songs, dance vocabulary, or abstract concepts…sharing, giving, and
so on. Try to find themes that are conducive to allowing for guided exploration, improvisation, skill
building and choreographic studies. Keeping in mind the developmental stage for the age group.
4. Watching Class: As Assigned
Throughout the course of the semester you will need to attend and actively watch four classes
that
you are not assisting for. You may choose to watch any of the classes for the three
other age groups. In
your journal write at least a one-page response about the class you
watch. Your response for each class
should address one of the following, as well as any
other observations you may have; please be
constructively critical in your
analysis:
1. Peer Teaching: Analyze one of your peers as they teach. Are new skills being introduced?
How? What
kind of explorations are presented? How effectively are they using openended movement directions? Is
there a through line connecting the exercises? How clear and
thorough is the lesson? How is it asking the
children to be creatively engaged? Does the
teacher seem to be authentically invested? Does he/she seem
to be adequately adapting
the lesson to the needs of the students? How are the children responding?
2. My Teaching: Analyze my teaching and apply the same prompts as above.
3. One Child: Choose one child and track them through the progression of the class. How do
they
respond? What stage of kinesthetic development is he/she in? Does he/she
seem to be invested and
curious in the class? What aspect of the class are they responding
most too (skills, improvisation,
partnering exercises, choreography, etc.)? Try to
identify the strengths and weaknesses of this student.
What seems easy and what seems
challenging?
4. Whole Class: Take in the whole class environment. How are the children working in
relationship to one
another? How are they relating to the teacher? What kind of variation
amongst the children, in response to
class material, do you see? How are the children relating to
the sound/music? Does the class seem to do
be fostering the individual
creativity/exploration of the children? Are the children working together for
problem solving?
creative
5.
Email Check-In: Every Two Weeks
This class can be a chaotic and creative multitasking environment. When I am teaching, 7585% of my
attention is with the children and when you are teaching, I am watching you,
but also monitoring the
classroom as a whole. For this reason, there will be a regular check
in every two weeks via email. You
can email me thoughts, questions, frustrations, ask
for more feedback about your teaching/lesson
planning, etc; the goal is to keep
lines of communication open and accessible. In addition, please feel free
to make an
appointment with me outside of class at any time, if you feel as though you need more
feedback or you have questions. I am here to help you in any way I can. The email check-in
schedule,
every two weeks, is as follows:
Group one: Sept. 11th, 25th, Oct. 9th, 23rd, Nov. 6th, 20th, Dec. 4th
Group two: Sept. 18th, Oct.2nd, 16th, 30th, Nov. 13th, 27th, Dec. 11th
*Find a way to remind yourself to check in. Even if it is just letting me know that everything
is going ok!
6. Partial Lesson Plan/Teaching/Self-Evaluation: As Assigned
Once you get to know the class you are assisting, you will be asked to create two separate partial
lesson plans. Keep in mind that the format is generally a warm up, an improvisation or exploration,
introducing a new skill or facilitating a composition exercise and a closing activity. The format for the
written lesson plan is up to you; choose what works best for you to be clear and thorough. Turn in a
written lesson plan for either the first or second half of the class and get feedback one week before you
teach. After teaching the lesson, write an honest self-evaluation of your lesson plan and teaching.
What was successful and what was not? Why? What would you change/improve if you taught the
same lesson again? Self-evaluation is due one week after you teach.
7. Final Lesson Plan/Teaching/Self-Evaluation: As Assigned
You will create a final full lesson that will be taught to the age group you are working with. Please
take care in writing this assignment; lesson should reflect what you learned from the previous
assignments, as well as general information from the semester. Lesson plan is due one week before
teaching. Self-evaluation will be due one week after you teach.
6.
Take Home Final Exam: Due 5:00pm Tuesday of Finals Week
Part I – Write an essay describing the benefits of a children’s’ creative movement/modern class. Why
do you think that it is important for children to be involved in dance? Do you think that all children
should have an experience with movement? What are the benefits to them physically, mentally and/or
spiritually? Use examples from class.
Part II – Describe your learning experience in this class. What was your background with children’s’
dance at the beginning of the semester? Where are you now? What significant events, experiences,
observations, readings, etc. inspired your learning?
Requirements and Grading
Participation
A children’s creative dance class is very different from any other class that you are taking, please keep this in mind
when working with the children. The expectation is to be ever mindful of our actions, words and attire to create a
positive environment; you should always be friendly, encouraging, and engaged in all of the activities of class.
Attendance
Attendance is important in any field of study, but especially important in the study of dance. It is impossible to improve
without regular attendance. Also, and more importantly, the children look forward to seeing you and your participation
is vital in class. The goal is for everyone, UM students, children and me, to have a positive and rewarding experience.
You are allowed one absence for the class that you are working with, after which your grade will be docked a half of a
letter.
Points for Assignments
Grades will be determined by the following breakdown of points:
Personal Reflection Paper
Brainstorm List
Journal
Partial Lesson Plans/Teaching
Final Lesson Plans/Teaching
Final Paper
Participation/Attendance
(including email check-ins)
Total
5
5
10 (5 for midterm review and 5 for final review)
20 (10 each)
20
15
25
100
Books
These books are not required reading, but I highly encourage you to explore and reference them. They are
available at the Mansfield Library:
Dimondstein, Geraldine. Children Dance in the Classroom. NY: Macmillan Publishing Co. 1971
Gilbert, Anne Green. Creative Dance for All Ages. VA: AAHPERD. 1992
Kaufmann, Karen, Ed. A Collection of Creative Movement Lesson Plans, Written by Montana Teachers. 1989
Kaufmann, Karen. The Language of Movement, An Idea Book for Teachers. 1989
Landalf, Helen and Pamela Gerke. Movement Stories for Children ages 3-6. NH: Smith and Krause. 1996
Lloyd, Marcia. Adventures in Creative Movement Actvities. Iowa: Eddie Bowers Publishing, Inc. 1998
Rosenholz, Stephan. Move Like Animals. CA: Rosewood Publishing Co. 1991
Rowen, Betty. Dance and Grow. NJ: Princeton Book Publishers. 1994
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.