I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew 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
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
X: Indigenous & Global
more than one X IV: Expressive Arts
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
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 THTR 239A
Course Title
Creative Drama & Dance for K-8
Prerequisite
Credits
PRED or CER1 Major
2
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phone / Email
Program Chair
Dean
Other affected
Programs:
(Use additional
sheet if needed)
Date
Karen Kaufmann
x2870
karen.kaufmann@umontana.edu
Jere Hodgin
jere.hodgin@umontana.edu
Dr. Stephen Kalm
stephen.kalm@mso.umt.edu
Curriculum & Instruction:
Georgia Cobbs, Chair
georgia.cobbs@umontana.edu
Professional Education Council:
Kristine Murphy
kristi.murphy@umontana.edu
III. Type of request
New
One-time Only
Renew
X
Reason for Gen Ed inclusion, change or deletion
Change
Remove
We are submitting this course for
General Education inclusion for Group
IV (Expressive Arts).
Description of change
IV. Description and purpose of the 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
Creative Drama & Dance in K-8 offers elementary-education majors the skills necessary to enhance
human learning and literacy through theatre and dance. This course teaches non-performers the
techniques and processes of creative dramatics and dance in relation to the elementary-school
curriculum. Students incorporate the structures and forms of theatrical and dance/movement languages to
convey meaning. Students reflect critically on the merits of their work through weekly class discussions,
written self-assessments, and term essays. Students learn to perceive and articulate the relevance of
dramatic and dance expression in the human experience and, in particular, in the education of students.
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 guide students, whether in individual
Through daily first-hand experiences exploring
or group settings, to acquire foundational skills the movement vocabulary (body-space-timeto engage in the creative process and/or in
energy-relationships) or participating in dramatic
interpretive performance.
storytelling exercises and other creative projects,
students are communicating creatively through
artistic movements with their bodies in order to
express their intention. In-class performances
take the concepts they are reading about and
discussing and put them into action. This class
offers foundational skills to students without prior
experience.
Students are given grades for performances in
the areas of process and product. Each
performance set is followed up with a group
discussion and often with individual writing
assignments.
Through direct experience (for example,
Students attend at least two School of Theatre &
attendance and involvement with live
Dance productions in order to experience the live
performance, exhibitions, workshops, and
medium and then respond critically to the work
readings), they will engage in critical
via written papers, quizzes, and discussion. They
assessment of their own work and the work of
also work collaboratively to develop and perform
others.
dance pieces, dramatic storytelling, and creative
projects. They repeatedly critique their own work,
and the works of others through classroom
discussion and written responses.
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 group students will be
Students create a major dramatic storytelling
able to express themselves in the making of an
project over the course of the semester, and
original work or creative performance.
perform (or watch peers perform) in almost every
class session. Students also create several
original choreographic studies and perform then
to one another. Practice results in students’
learning approaches, methods, and
contemporary conventions for creating original
theatre and dance works.
Upon completion of this group students will be
able to understand the genres and/or forms that
have shaped the medium.
Through the attendance of and response to
School of Theatre & Dance productions and
participation in their own creative projects,
students will be exposed to and come to
understand various genres and forms of theatre
and dance.
Students learn about the uses of dance in our
culture and other cultures and its effectiveness in
teaching children in the classroom. The unity and
community that dance encourage are evident
and the relevance to their own and their
students’ artistic development is celebrated.
Students participate in dramatic imagination and
play as an actor/doer/builder in order to
understand how children do this.
The first part of the course is designed to
understand the art forms, theatrical/dance
language, and vocabulary. The second part of
the course takes this new knowledge and uses it
to make meaning.
Upon completion of this group students will be
Through written responses to and discussion of
able to critique the quality of their own work
productions they attend and through discussion
and that of others.
and critique of their creative projects, students
will critique the quality of their own work and that
of others. Students are repeatedly asked to
connect the movement and dramatic vocabulary
with the curriculum. They learn how to use
dramatics and dance movement skillfully to
reinforce and connect learning with different
curricular topics. Students learn to convey
meaning through their performance choices and
through observing and discussing the works of
others.
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).
We respectfully request an exception for this two-credit class. The requirements for the course, while
academically rigorous, equal the number of hours required for two credits. Rather than increase the
credits and thus the course requirements, we feel the two-credit designation is sensible and reasonable.
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
THTR 239A
Creative Drama & Dance for K-8 - 2 credits
Part I--August 29- October 10
Karen Kaufmann, Professor of Dance, PARTV 191, phone: 406-243-2870
karen.kaufmann@umontana.edu
Office hours posted, or by appointment
Part II--October 17– December 5
Teresa Waldorf 406-243-2854
Teresa.waldorf@umontana.edu
FINALS MEETING: The last meeting date is December 4/5th. The course does not meet over Finals
Week.
TEXTS & MATERIALS
Required course materials, readings, assignments are posted on Moodle. Please check our Moodle site
on a weekly basis.
CATALOG COURSE DESCRIPTION
Focus on the use of creative drama and dance as types of educational tools. Students will explore,
experience, and implement creative teaching methods in order to promote scholarship through
kinesthetic teaching in elementary education.
Professional Educator Preparation Program Standards and Procedures, Amended by The Montana Board of Public
Education 10.58.508 June 2, 2009. ELEMENTARY(1) The program requires that successful candidates: (a) demonstrate knowledge and
understanding and use the major concepts, principles, theories, and research related to the development of children and young adolescents
to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation;(b) demonstrate
knowledge and understanding and use the central concepts as outlined in Montana's student content and performance standards, tools of
inquiry, and structures of content for students across grades K-8 and can engage students in meaningful learning experiences that develop
students' competence in subject matter and skills for various developmental levels. (v) demonstrate knowledge and understanding of and use
the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry,
and insight among students;(vii) demonstrate knowledge and understanding of and use interdisciplinary connections to integrate subject
matter contents, employing inclusive ideas and issues that engage students' ideas, interests, concerns, and experiences.
COURSE OBJECTIVES
1.
To develop an understanding of the educational, artistic, physical and emotional benefits of
kinesthetic learning for children.
2.
To prepare pre-service teachers to utilize creative movement and creative dramatics within
the school curriculum.
3.
To provide exposure to past and current initiatives and theories in the fields of creative
movement, creative dramatics and the performing arts.
4.
To provide first-hand experiences and explorations in the basic elements of movement and
creative dramatics.
5.
To develop methods, techniques and applications for integrating the performing arts in the
curriculum.
6.
7.
To learn pedagogical techniques for maintaining discipline and control while guiding an active
group of moving children.
To encourage personal exploration in creative movement and creative dramatics as an
expressive art form.
ATTIRE
Street shoes are not allowed in the dance studios. Movement will be experienced with bare feet.
Students should plan to wear clothes suitable for movement and may include sweat pants, t-shirts,
tanks, stretch pants, baggy pants, shorts, etc.
Locker rentals are available for all students in the dance classes. We recommend that you do
not leave personal belongings unattended in the dressing rooms, hallways, or dance studios,
as thefts frequently occur. Lockers may be rented for $7.00/semester, or $13/two semesters.
(see dance program administrative assistant—door across from women’s dressing room and
then up the stairs.) Feel free to share a locker with a friend!
INSTRUCTIONAL METHODS
The primary instructional method is participatory learning through movement and theatre activities.
This is combined with lecture, discussion, written and oral assignments, teaching projects,
presentations, partner and group interactions, performance & sharing.
COURSE REQUIREMENTS & GRADING
I. Attendance & Full Participation in Daily Class Activities/Readings/Assignments 10%
Students are expected to be at every class and arrive on time. This class meets once a week. One
absence is excusable (as per Departmental policy) and will not count against your grade. Each
additional absence will lower your grade one letter grade (e.g. A to B). If you consistently arrive late or
leave class early your Attendance grade will be lowered.
If you are absent it is your responsibility to catch up by contacting another student in the class. Unless
you can attend the other section of this class, you will not have opportunities to make up class work.
All work must be turned in on time. Late assignments will not be accepted.
II. Attend 2 performances this semester: 1 dance production and 1 theatre production. Give the
PARTV Box Office your name and THTR 239, show your Griz Card, and you will get a discounted ticket.
10% (5% each)
Attend this UM Dance production:--Critique required on Moodle
 Dance Up Close –Dec 3-7 at 7:30pm and Sat matinee at 2pm (Masquer Theatre)
Attend this UM Theatre production—Quiz to Follow!
 Distracted – October 22-26, Oct 29-Nov 2 at 7:30pm, (Masquer Theatre)
III. Part 1 Requirements (40%)
Throughout the first 7 weeks of the semester you will develop a Collection of Creative Movement
Activities - Totals 40%, due October 10th, with the following items:
1) Moving Body Parts 5% - due Sept 5/6
Using the movement material explored in class, develop five ‘prompts’ inviting students (of
any grade level K-2, 3-5, 6-8) to move isolated body parts or to organize areas of the body.
2) Learn & Teach Brain Gym 5% - due Sept 5/6
Developed by Dr. Paul Dennison, Brain Gym is an excellent way to integrate body and mind.
Learn three activities to teach to others & be prepared to describe how/why it works. You may
use notes. This may be designed for any grade level (K-2, 3-5, 6-8)
3) Brain Dance to Music 5% - due Sept 12/13
Developed by Anne Green Gilbert, Brain Dance is another body-mind integrater, based on the
seminal work of Irmgaard Bartenieff. Learn four activities to teach to others and using the
music posted on Moodle, turn it into a dance. This may be designed for any grade level (K-2, 35, 6-8). Prepare to teach this in class.
4) Fun with Shapes 5% - due Sept 19/20
Using the movement material explored in class, develop 10 prompts to encourage students to
design a wide variety of still shapes with their bodies. This may be designed for any grade level
(K-2, 3-5, 6-8). Prepare to give these in class.
5) Creative Movement Transitions 7% - due Sept 26/27
Using the locomotor and axial material explored in class, develop 4 fun hallway dances to
transition a group of K-4 students through the hallway of the school. Prepare to give these in
class.
6) Creative Movement Energizers 7% - due Oct 3/4
Find three diverse musical selections, suitable for grades K-8, that inspires movement. Post
the Title of Song, Composer and Artist on Moodle. Briefly summarize the mood, tempo and
style/genre of the song. Describe the kind of movement you imagine fits this music and
explain what you might do with it in the classroom. These posts will be available to the class,
enabling you to assemble a large music library suitable for a K-8 classroom.
7) Relaxing Students’ Body-Minds 6% - due Oct 10/11
When students are overly energized they may find it difficult to engage in focused work in
their seats. This activity enables you to skillfully relax students in order to center and focus
their minds and bodies. Develop 3 calming, grounding activities, suitable for grade 4-8. Prepare
to teach these in class.
8) Final Collection of Creative Movement Activities with above items - due Oct 10th—posted on
Moodle.
IV. Part II Requirements 40%
1) Create a Simple Story with Text and Subtext 5% -due Oct 24/25
In a group, students will develop and act out a Simple Story using all the parts of a story as
outlined in class, performing the story twice, once in gibberish and once with the real
words.
2) Group Warm Ups and Classroom Management 5%– due Oct 31/Nov 1
In a group, students will teach the class a group warm-up activity, using effective
explanation, demonstration, and classroom management techniques. Students will post a
description of their warm-up activity on Moodle.
3) Group Lesson Plan 10% - due Nov 7/8
In a group, students will present a lesson plan to the class that is specific to one classroom
subject and grade level. Students will turn in one written copy of the lesson plan and post
their lesson plans on Moodle.
4) Reader’s Theatre Script/Dress Rehearsal 10% - due Nov 21/22
In a group, students will do a final dress rehearsal of a Reader’s Theatre script, adapted
from an approved Children’s storybook. Feedback will be given suggesting changes and
additions with regards to character development, staging, costumes, etc.
5) Final Reader’s Theatre Performance 10% - due Dec 5/6
Students will perform their Final Reader’s Theatre scripts for an audience of children. Each
group will turn in one typed copy of their script. Students will post their scripts on Moodle.
__________________________________________________________________________________
Course Grading Scale
A
94-100% AB80-82%
D+
67-69%
90-93%
B+
C+
77-79%
D
63-66%
87-89%
B
C
73-76%
D60-62%
83-86%
C70-72%
F
0-59%
Students with disabilities may request reasonable modifications by contacting me. The University of Montana
assures equal access to instruction through collaboration between students with disabilities, instructors, and
Disability Services for Students (DSS). “Reasonable” means the University permits no fundamental alterations of
academic standards or retroactive modifications. For more information, please consult http://life.umt.edu/dss/.
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 our consent. Presence of such
unauthorized persons in a class, shop, or any backstage/off-stage area will negatively affect a student’s grade.
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.