I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
XI: Natural Sciences
X VI: Historical & Cultural Studies
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program School of Theatre & Dance
Course #
U DANC 334HY
Course Title
Prerequisite
Dance History
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Michele Antonioli
x2875
michele.antonioli@umontana.edu
Program Chair Jere Hodgin
x2877
Dean
Dr. Stephen Kalm
x4970
III. Type of request
New
One-time Only
Renew
X
Reason for Gen Ed inclusion, change or deletion
3
Date
Requestor
Phone / Email
Description of change
Change
Remove
This course was a designated
Historical and Cultural Studies course
as recently as Spring 2009. It was not
approved for renewal of said
designation in November 2008
(effective Fall 2009) on the basis that it
was not introductory and foundational.
The course has now been revised to
better meet the Group VI requirements;
we respectfully request that the course
again be a designated history course.
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course is a foundational survey of American modern dance from its origins in the late nineteenth
century through the present. Through lecture and video viewing, the major figures, events and
movements of American modern dance are presented chronologically, with the goal of increasing
students’ understanding of the driving force behind each choreographer’s work, that choreographer’s
lineage, and his/her social, political, and artistic contexts. By consistently addressing the relevance of
both their individual and group research, students will approach the study of history as a vital and
influential aspect of the present.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Courses teach students how to: present ideas
and information with a view to understanding
the causes, development, and consequences of
historical events; evaluate texts or artifacts
within their historical and/or cultural contexts;
and analyze human behavior, ideas, and
institutions within their respective historical
and/or cultural contexts.
The course justification should explain the
approach and focus with respect to its
chronological, geographical, and/or topical
content. A methodological component (e.g.
historiography or ethnography) must be
apparent.
Through video viewing and text analysis, students
will learn to understand the causes of multiple
dance movements and discuss the lines of
stylistic influences of these periods. A
chronological approach is emphasized beginning
at the turn of the twentieth century to the present
day. Throughout the semester, students are
required to view and analyze dance on video and
DVD. These dances are discussed, evaluated
and compared based on their historical and
cultural context and in terms of the
choreographic, historical, political, or aesthetic
themes explored. The major influences and
modern-dance pioneers, second-generation
artists, post modern-ers and contemporary
choreographers will all be discussed and viewed
with analysis of their particular ideas and defining
styles within the context of the historical time.
This course uses a historiographic methodology
as it defines the origins of modern dance—a
primarily American art form—with its origins at the
end of the nineteenth century. The lineage of the
major events and figures and their influences on
the dance styles seen today is studied, as well as
the influential political and social events. Students
will incorporate the structures and forms of
historical dance movements. They will reflect on
and critique these major figures and articulate the
relevance of the work in the context of the
geographical and historical time period.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of this perspective, a student
The course synthesizes information about the
will be able to synthesize ideas and information development of modern dance and its parallels
with a view to understanding the causes and
with the visual arts and developments in music
consequences of historical developments and
during the past 150 years. The causes and
events.
consequences of these historical developments
are reflected in the art works being developed.
Upon completion of this perspective, a student
As students prepare assignments and develop
will be able to evaluate texts or artifacts within
unit presentations, they are encouraged to use
their historical and/or cultural contexts.
all available resources to create a clear picture of
the values and belief systems evident in the
culture surrounding dance making. Students read
biographies and critiques plus view interviews
and performances of dance pioneers and major
figures; they are able to discuss, write, or debate
the major influences of these figures to today’s
post-modern dance world.
Upon completion of this perspective, a student
Students’ analytical and research skills develop
will be able to analyze human behavior, ideas,
through a seven-10 page term paper on a
and institutions within their respective historical choreographer whose work began before 1950,
and/or cultural contexts.
placing him/her in the context of the artistic,
socio-political culture in which he/she lived. Other
papers, exams, and oral presentations of
choreographers from the latter half of the
twentieth century allow students to analyze
human behavior and ideas within the context of
their time in history. Group
research/presentation representing a specific
geography gives cultural context to dances
spanning time and place.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
Due to the foundational nature of the course’s approach to appreciating dance through historical and
cultural lenses, it is understood that satisfactory completion of this course will be successful with students
entering their junior years. It is at the faculty advisor’s discretion, however, to place students in this 300level course as soon as their sophomore years. As the School of Theatre & Dance has already completed
MUS common course review, and to maintain level alignment with similar history courses in the College
of Visual and Performing Arts (such as ARTH 333H, MUSI 301H/302H, and THTR 330H/331H), we are
not proposing the number be changed to a 200-level course.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The University of Montana, School of Theatre & Dance
Autumn 2013: Dance History 3 credits
DANC 334HY
T Th 9:10-10:30 pm
Instructor: Heidi Jones Eggert
Phone: (406) 243-2832
Email: heidi.eggert@umontana.edu
Office: PARTV 186
Office hours: M F 10:00-11:00
Tues 1:30-2:30
In 1980, a well-meaning fundraiser came to see me and said, "Miss Graham, the most
powerful thing you have going for you to raise money is your respectability." I wanted to
spit. Respectable! Show me any artist who wants to be respectable.
~Martha Graham
Course Description
Through reading, lecture and video viewing, the major figures, events and movements of
American Modern Dance are presented chronologically, with the goal of increasing students’
understanding of the driving force behind each choreographer’s work, their lineages and their
social, political and artistic contexts. Multi-cultural influences and a global view will influence
the studies of the history of concert dance from the late 19th century to the present time.
Course Objectives
 To become familiar with, and be able to articulate the significance of, the major figures and
events in American Modern Dance history, and all dances of the 20th and 21st centuries
 To be able to analyze and articulate the lineage of stylistic influence
 To be able to analyze and articulate the connections between major trends in Modern Dance
and the social, political and visual art movements of their time
 For those of you studying modern dance technique: to be able to analyze the connections
between the forms of dance you are studying, and seeing in concerts, and possible
predecessors
 To demonstrate your ability to conduct primary research
Course Content
 Acknowledgment of Dance leading into the 20th Century
 Emergence of New Dance in America and Western Europe
 Evolution of Modern Dance
o Pioneers, First generations, Post Modern Dance, Next Wave
o Including - Judson Dance Theatre, Tanztheatre and more
 Dance in Movies / Dance for Film
 Contemporary Choreographers, domestic and global
Course Requirements
 Group projects with presentations – topics may include (but are not limited to)
o a geographical inquiry into contemporary dance
o (re)construct a dance in the style of a particular choreographer/movement
o dance in movies vs. dance for film

Research and present a 7-10 page paper on a choreographer whose significant work began
before mid-century, placing her/him in the larger context of the artistic and socio/political
culture in which s/he lived.
o First draft due: September 28
o In-class peer review: October 1
o Second draft due: October 6
o Brief presentation of research: October 6

Research and present a 3-4 page paper on a currently active choreographer of
national/international significance, which demonstrates your ability to conduct primary
research, analyze their dances and conduct interviews.
o Subject proposals due: October 8
o Interview questions due: October 15
o Papers due: November 26
o Interactive or multi-media Presentations due: November 24 – December 3

Live performances – The instructor will provide guidelines for responses to:
o Dance In Concert (March 7-10, 7:30pm, PARTV Montana Theatre, $20 gen adm,
$16 student, $10 required student)
o May choose between
- Spring Studio Works (March 22, 6:30 & 8:30pm, PARTV Open Space, $5 at
the door)
- Dance New Works (April 17-21, 7:30pm + 2pm April 21 PARTV Open
Space, $9 gen adm, $6 required students)
o May receive extra credit for
- Attending other dance events and writing a short response. Details available
on our Moodle site

Final – Tuesday, December 8, 8:10am
o assembly of Modern Dance lineage
o quick answer and short essay pertaining to class lectures/activities
Expectations
 Students will attend class
 Students will actively participate in discussions
 Students will complete assignments on time
 Students will conduct research and present information with accuracy, thoroughness
Grading
 daily participation 20%
 daily assignments 20%
 group projects 10%
 historical research 20%
 contemporary research 20%

final exam 10%
* Additional topics/assignments may be scheduled throughout the semester and dates posted may shift
at the discretion of the instructor.
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 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://life.umt.edu/vpsa/student_conduct.php.
** All Theatre & Dance students must have an in-depth knowledge of the practices and procedures outlined in the School of
Theatre & Dance Student Handbook. The Handbook is available online at http://www.umt.edu/theatredance/about/handbook.
There is inherent risk involved in many Theatre & Dance classes as they are very physical in nature. Please proceed through
class, shop time, or rehearsal with caution. Always be mindful of your personal safety and the safety of others. Students
participating in class/shop/rehearsal/performance do so at their own risk.
Due to safety considerations, at no point during a student’s time spent in class or serving on a production (in any capacity)
should non-enrolled persons be guests of that student without my consent. Presence of such unauthorized persons in a class,
shop, or any backstage/off-stage area will negatively affect a student’s grade.
The University of Montana assures equal access to instruction through collaboration between students with disabilities,
instructors, and Disability Services for Students (DSS). If you think you may have a disability adversely affecting your
academic performance, and you have not already registered with DSS, please contact DSS in Lommasson 154. I will work
with you and DSS to provide an appropriate accommodation.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.