CSU, Chico
Department Of Kinesiology
KINE 114– Intermediate Ballroom
Fall 2014 – Thursdays 6-7:50 PM
Instructors:
Office:
Office Phone:
Cathrine (Catrina) Himberg, PhD
Yolo 253
530-898-5239
E-mail:
chimberg@csuchico.edu (best way to contact me)
Office Hours:
Last day to add or drop (without special permission): September 5th
Course Description:
Intermediate Ballroom Dance builds upon the foundation of Beginning Ballroom Dance. More
sophisticated, and complicated patterns and dances are studied and mastered in a practical setting.
Required Texts:
 Ratey, John (2008) SPARK: The Revolutionary New Science of Exercise and the Brain.
 I require this book in this “one unit dance class” because I believe it is one of the most
important books you will read in your college career. It is well worth the modest time
commitment over the course of the semester! It will help you understand why exercise is such
an incredible tool to help you fight depression, anxiety, stress, ADHD, and addiction. The
author also explains in great detail, but easy to understand language, HOW exercise enhances
learning. You will come away with a deep appreciation for complex physical activities such as
dance (in particular vigorous ballroom dance, which is why we have you read it in this class ).
The book really is a must read for all college students!
Other
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Requirements:
“Inside” shoes (dance shoes or a designated pair of “regular” non-marking shoes)
Small towel
Appropriate attire
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Course Objectives:
Each course objective is listed beside one of the 6 Kinesiology departmental student-learning outcomes and refers to what
students should know and/or be able to do by the end of the semester.
STUDENT LEARNING
OUTCOME
DESCRIPTION
KINE 114 COURSE OBJECTIVES
METHODS OF
ASSESSMENT
By successfully completing this course students will be
able to…
Content Knowledge
Students will demonstrate
knowledge and disciplinary
concepts related to the field of
Kinesiology.
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Communication
Reflection and critical
thinking
Students will apply knowledge
of effective verbal, nonverbal,
and media communication
techniques to enhance learning
and engagement in physical
activity.
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Students will demonstrate
reflection and critical thinking
in order to refine professional
practice.
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Programming and
assessment
Students will demonstrate
evidence-based knowledge and
skills (and best practices) for
assessing client/student needs
and for designing,
implementing and evaluating
programs.
Professionalism and
ethics
Students will demonstrate
professional behaviors,
including commitment to
excellence, valuing diversity
and collaboration, service to
others, and techniques for
lifelong learning.
Value physical activity
and fitness
Students will articulate a
philosophy that physical
activity programs are important
to health and well being of
individuals, and that physical
activity can foster selfexpression, development, and
learning.
… demonstrate personal competence for basic moves
in various ballroom dances, including Rumba, Foxtrot,
Waltz, and Tango, and social/Latin dances including
Salsa, Bachata, Lindy Hop and Street Hustle.
… recognize appropriate music for a variety of
ballroom dances.
…describe main characteristics of American style
ballroom dance.
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… analyze their personal rate and depth of dance skill
acquisition.
…describe how the process of learning new complex
skills affects the brain.
… recognize how exercise affects learning, stress,
anxiety, depression, addiction, ADHD, aging and
more.
…demonstrate proper etiquette in a social dance
setting.
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Journal
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Journal
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Journal
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Daily READY
rubric
… apply effective use of cues and feedback while
working with peers to improve skill performance.
… write about performance cues that help them learn
skills.
… explore and communicate their own cultural
heritage and family history of dance for the purpose
of understanding the importance of dance in society.
… reflect on their journey through the stages of
learning as they acquire dance skills.
…reflect on the effects exercise, especially complex,
social and cardiovascular, has on learning, stress,
anxiety, depression, addiction, ADHD, aging and
more.
… explore how to maximize the positive effects of
ballroom and social dance on physical and mental
health and well-being.
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Daily READY
rubric.
Journal
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Journal
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Journal
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Journal
… demonstrate a commitment to disciplined practice
for enhanced skill acquisition.
… demonstrate how they value feedback from a
variety of people.
… collaborate with peers to enhance learning.
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… demonstrate self-analysis of their own skill
development to enhance their potential for
continued, lifelong learning.
… articulate the physical and mental health benefits
of moderate and vigorous dancing.
… express how physical activity and complex skill
learning can foster brain functioning and academic
learning.
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Daily READY
rubric
Daily READY
rubric
Daily READY
rubric
Journal
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Journal
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Journal
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Skill
evaluation
check-off
End of
semester
dance
This standard is not applicable to this course.
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Course Evaluation:
READY Rubric: Daily class-work evaluation
Weekly Journal Entries with SPARK Reading reflections
Skill evaluation (skills will be checked off throughout the semester)
Co-hosting end of semester dance
60%
25%
10%
5%
Total
100%
Course assignment directions and criteria for all assignments are included at the end of this syllabus.
Grading System
93-100 % = A
90-92 % = A87-89 % = B+
83-86 % = B
80-82 % = B77-79 % = C+
73-76 % = C
70-72 % = C67-69 % = D+
60-66 % = D
59 % and under = F
Attendance & Late Policy:
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You are expected to come to each class meeting. Your absence affects everyone in class because it delays the skill
progression, -and besides that, we miss you when you’re gone… You have two “freebee” absences that you can use
for anything you’d like. Save them for when you need them. Your final/total READY Rubric score will be calculated
by dividing your total (sum) by all dates minus two. So it pays off to attend each class, -you could end up with more
than 100% (60/60) for the READY rubric… If you have a university approved excuse you may be able to make up one
additional missed class (“regular” sickness, even with a doctor’s note does NOT count).
In order to pass this course (with at least a D) you cannot miss more than four weeks of class meetings. Contact
Cathrine as soon as possible if you know you will be missing more than four weeks of class due to a University
approved excuse so that a plan for make-ups can be made should you qualify.
Other Student Expectations:
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Treat your classmates, your professor, teaching assistants and guests with respect and professional courtesy, even
outside of class. If you have "issues" you bring them to the appropriate person(s), and handle yourself in a professional
manner.
Read and follow the academic integrity information provided in this syllabus, and ask questions if you are unclear
about ANYTHING.
It is your responsibility to read this entire syllabus and the assignment criteria. If you choose to stay in the course it is
assumed that you are aware of, and understand how you are earning your grade in this course.
Adding and dropping is YOUR responsibility.
Services for Students With Disabilities:
Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability or chronic
illness, or if you need to make special arrangements in case the building must be evacuated, please make an
appointment with us as soon as possible, or see us during office hours. Please also contact Accessibility Resource Center
(ARC) as they are the designated department responsible for approving and coordinating reasonable accommodations
and services for students with disabilities. ARC will help you understand your rights and responsibilities under the
Americans with Disabilities Act and provide you further assistance with requesting and arranging accommodations. ARC
is located in the Student Services Center 170, www.csuchico.edu/arc, phone 530-898-5959, email
arcdept@csuchico.edu.
***** Academic Integrity*****
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All work submitted in this course is expected to be that of the individual student. Any student
involved in cheating or plagiarizing will be dismissed from, and receive an “F” for the course.
Students who cheat will also be reported to CSUC Office of Student Judicial Affairs.
Student Accountability
Plagiarism is a serious academic offense and will not be tolerated. If you use the work of
others, fraternity files, the Internet or other sources you do so at your own peril. Your
assignments in this course are INDIVIDUAL. Copying other students’ journals or papers IS
CHEATING!
What is “Plagiarism”?
Definition: “In an instructional setting, plagiarism occurs when a writer deliberately uses someone
else’s language, ideas, or other original (not common-knowledge) material without acknowledging its
source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of
other student writers.” “Plagiarism” invites investigation and possible sanctions from the Office of
Student Judicial Affairs.
All students are accountable to the California State University, Chico Policy on Academic Integrity,
which can be viewed at
http://www.csuchico.edu/vpaa/integrity/index.html. WE advise all students to become intimately
familiar with the University guides on how to avoid plagiarism
(http://www.csuchico.edu/sjd/integrity/Avoiding%20Plagiarism.pdf and
http://www.csuchico.edu/sjd/integrity/cheating.pdf) and how to avoid unauthorized collaboration
(http://www.csuchico.edu/sjd/integrity/Unauthorized%20Collaboration.pdf).
As detailed in these policies, depending on the act(s) of cheating or plagiarism students will meet
with the sanctions encouraged by the University: Disciplinary Probation, Suspension, Expulsion or
Special Conditions. In addition, as noted in these policies, “a file of the student’s record remains in
the Office of Student Judicial Affairs and could jeopardize future opportunities such as employment
or entrance into a graduate program.”
Students should also develop familiarity with the Student Code of Conduct, which can be viewed at
http://www.csuchico.edu/sjd/policies/970.pdf, and the Policy on Use of Computing and
Communications Technology, which can be viewed at
http://www.csuchico.edu/computing/netpolicy.html and
http://www.csuchico.edu/prs/EMs/EM97/em97_18.htm.
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Course Assignment Directions and Criteria
READY rubric (60% of grade):
The focus in this course is on working with your peers to learn the skills. Your hard work, professional behavior,
and solid effort in this course are rewarded. The daily READY rubric (posted on Blackboard) will be used to
evaluate your performance and work in each class. We will go over the rubric at the first class meeting. If you
have questions about anything, please ask after class or see us during office hours. If you attend all but one
class, and are “READY” (see the rubric) each day, you will earn 5 points per day, and 60/60 total points for this
assessment area. You can earn more than 60 points (over 100%) if you are READY each day and do NOT miss any
classes. This is not only smart for your GPA, it will also help you become a better dancer!
Weekly Journal and Reading (25 % of grade):
1. Read the book SPARK by John Ratey at the rate of about one chapter per week.
2. Keep a handwritten weekly journal in a large “bluebook” (it is usually green) (if you run out of space
you may staple two together). Feel free to decorate the front to express who you are and make it easier
for me to remember you! You should end up with at least 13 TOTAL entries for the semester. Write 12 pages per entry.
For your first week’s entry please answer the following questions so I can get to know you better:
 Who are you? Where are you from?
 What is your major? Career goal?
 What physical activities do you participate in on a regular basis? What are your hobbies?
 Why are you taking this class? Do you have any goals for this class? If so, what are they?
 What is your dance experience? Who was your KINE 113 instructor?
 What are your fears in taking this class? What do you look forward to learning in this class?
 Who are your favorite musical artists? Favorite song(s)?
 Is there anything you want us to know about you and/or the way you learn that may help us help
you accomplish your goals and my objectives for this class? Explain.
For the next 11 or more entries write about:
 Thoughts and insights from reading SPARK this week. Show me that you’ve read the chapter, but
don’t summarize. Be thoughtful and reflective. Try to tie what you learn from the book to your
own experiences whenever applicable.
 Your experiences dance classes this week, -what were they like for you? How are you
progressing?
For your last week’s entry:
 Summarize what you got out of reading SPARK. Would you recommend this book to anyone else?
Why/why not?
 Describe your overall experience from taking a ballroom dance class this semester.
Your journal will be collected for feedback periodically (announced in class). Your completed journal is
due in class one week before our final meeting, and will be returned to you during our final meeting. The
rubric below will be used to evaluate your journal entries.
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Weekly Journal Rubric
Practically Perfect! (24-25 points)
You completed at least 13 entries and followed all the directions. It was obvious that you had read all the chapters in SPARK because of your specific
references and thoughtful reflections. You tied the readings beautifully to your own experiences.
Well Done! (20-23 points)
You completed 13 entries but did not follow all the directions. It seemed like you had read all the chapters in SPARK, but you had a hard time tying
the readings to your own experiences, and/or you were repeating content from the book rather than thoughtfully reflecting on the contents.
Your Best Effort? (17-19 points)
You completed fewer than 13 entries, and/or they seemed to be written in a hurry and without much thought or attention to the directions.
Really??? (0-16 points)
You chose to skip this assignment, or did such a half-hearted effort that you might as well have skipped it…
Skill Evaluation check-off (10% of grade):
Throughout the semester your progress will be evaluated and “checked-off” for each dance as you achieve competence.
The final skill evaluation opportunity will be the last week of classes. Most students will have completed all of the skill
evaluations before this. The class is set up for you to succeed, so don’t worry, you will have plenty of time to practice all
the patterns for each dance! The following rubric will be used to evaluate your skill development for each ballroom/social
dance:
Skill Evaluation Rubric
Competent
You performed nearly all of the dance patterns correctly and on beat. (9-10 pts)
Approaching Competence
You demonstrated most patterns correctly, but need a little more practice before you are considered competent. You either had
trouble staying on beat, or some dance patterns were not correctly performed. If you practice more, you will become competent in
this dance. (7-8 pts)
Lots More Practice Needed
You need quite a bit more practice to be deemed competent for this dance. You performed many patterns incorrectly, or had serious
trouble staying on beat. (5-6 pts)
Not even close…
You must have missed a lot of classes because for the most part you did not know what you were doing … (0-4 pts)
Co-hosting end of semester dance (5% of grade):
You will be co-hosting a large dance function the last week of class. You will sign up for one or more tasks, and will be a
“host/hostess” for the whole period of the dance. We will discuss all the details of this assignment in class.
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