1
Course number: DANC 2303
Course title: Dance Appreciation
Semester hours: 3
Foundational Component Area
1. The course “focus[es] on the appreciation and analysis of creative artifacts and works of
the human imagination.”
Dance Appreciation as a course serves two purposes: 1) surveys dance as a form of
communication and as a reflection of contemporary society, and its interrelationships with
culture and other art forms, and 2) places an emphasis on the analysis of the visual and kinetic
aspects of selected dances, and the historical growth and sociological effect of dance as an art.
2. The course “involve[s] the synthesis and interpretation of artistic expression and
enable[s] critical, creative, and innovative communication about works of art.”
Students gain the ability to describe and critique dance through discussions and/or writing
assignments by using the basic vocabulary and concepts of dance both verbal and kinesthetic.
Major dances, choreographers, and dance movements are discussed in class and in the textbook.
Core Objectives
I. Critical Thinking
Aspect 1: “Students will demonstrate creative thinking and innovation”
Students are taught the terms and ideas necessary for analyzing, writing and speaking about the
major components of dance in a formal manner—shape, space, time, effort/energy, and the body
(Appendix D). Students learn how dance has evolved, how it communicates social and cultural
tension (Appendix C), and the ways that dance expresses meaning non-verbally through
movement and the human body (Appendix B). Students learn the difference between literal and
abstract meanings and how choreographers and dancers utilize abstract images to suggest larger
meanings and application to current socio-cultural artistic values (Appendices D and E).
Aspect 2: The course teaches “analysis, evaluation, and synthesis of information.”
Students will learn the basic elements of dance structure and how to analyze and communicate
these elements in an intellectual manner (Appendix D). In addition, students will develop a
working knowledge of dance’s place in history and different socio-cultural groups (Appendix A).
A variety of dances will be viewed and critiqued by the students allowing them to synthesize
their knowledge of the basic elements and the historical context into a coherent whole (See
Appendices B and E).
II. Communication
2
Aspect 1: The course teaches “effective development, interpretation, and expression of
ideas through written communication.”
Students practice writing skills throughout the course in multiple formats, ranging from informal
Discussion Board posts (Appendix C) to formal essays (Appendix B). Students are expected to
follow conventions for formal academic writings, including MLA formatting and documentation.
Academic research skills will be taught to find and use scholarly sources. Writing assignments
will also include critical analysis and interpretation of dance performances or works (Appendix
B).
Aspect 2: The course teaches “effective development, interpretation, and expression of
ideas through oral communication.”
Students are required to deliver oral presentations both as an individual and within a group. The
report is graded based on the student’s understanding of the material, research, and ability to
effectively communicate the relationship between written and visual material. The format of the
report must be relevant, clear, organized, and easily understood by the audience. The presenter
must use a professional, engaging speaking style without the use of casual slang (Appendices A
and E).
Aspect 3: The course teaches “effective development, interpretation, and expression of
ideas through visual communication.”
Students are required to construct two Powerpoint slideshows both as an individual and within a
group. Students are required to create a visual presentation that is organized and engaging,
including appropriate, relevant artwork/photos and links to dance clips online that effectively
communicate the subject matter to the intended audience (Appendices A and E).
III. Teamwork
The course teaches “the ability to consider different points of view and to work effectively
with others to support a shared purpose or goal.”
Students will work together in discussions in class and on a group midterm project which
presents the role of dance in a specific country and analyzes the connection of dance with the
country or region’s culture through a Powerpoint slide show and group oral presentation
(Appendix E). Students will learn to conduct individual research and then bring that together to
form a cohesive presentation with other group members. Students will also learn to identify how
dance reflects the values of a particular cultural group that may be very different from their own
(Appendices B and E).
IV. Social Responsibility: The course teaches “intercultural competence, knowledge of civic
responsibility, and the ability to engage effectively in regional, national and global
communities.”
In Dance Appreciation, a great of deal of consideration is given to the role/effect dance has had
on society and more especially national cultures both historically as well as present day. Dance
3
is often a reflection of the moods of a given nation and or society, but historically dance has been
a part of culture since before there was recorded language. Dance can incite a fury or calm the
savage soul. Dance can be embraced by a culture or even rejected by it. Dancers and other
performing artists can enjoy artistic freedom and protected freedom of expression or they can be
censured or even persecuted by political regimes or religious groups. Students will study how
dance has been used to tell a story, record a great event in the community, reflect gender roles,
and ultimately tap into the cultural emotions in all of us. Students view a wide variety of dances
from different centuries that allow the student to analyze how dance has been used for the good
of society and for the bad. Students are required to write responses to dance that looks not only
to the artistry of the work, but to the effect the dance might have had on a given society or time
period (Appendices A-E).
4
APPENDIX A
ORAL REPORT/POWERPOINT PROJECT: HISTORICAL DANCE FIGURE
CHOICES
Ballet: Serge Diaghilev, George Balanchine, Matthew Bourne, Arthur Mitchell
Modern: Ted Shawn, Ruth St. Denis, Isadora Duncan, Martha Graham, Loie Fuller, Kurt
Jooss, Merce Cunningham, Jose Limon, Bill T. Jones, Twyla Tharp
Tap/Jazz/Broadway/Movie Musical: Bill "Bojangles" Robinson, Eubie Blake, Gregory
Hines, Busby Berkeley, Al Jolson, Josephine Baker, Fred Astaire, Jack Cole,
Bob Fosse, Katherine Dunham, Debbie Allen, Jerome Robbins
REQUIRED RESEARCH
1. What is the basic background of this person? Why did they begin to dance?
2. How did their background (race, ethnic, religion, class, family) help or hinder their dance
career?
3. What was the historical, social, and cultural context for this person’s life and career?
How did this influence, help, or hinder their life and career?
4. How did this person influence, change, or evolve the dance form they were involved in?
5. What were the unique characteristics about this person’s work that set him or her apart?
How was this person revolutionary or different?
6. How was this individual controversial?
7. What is this person’s legacy in dance?
8. Who are other major dance figures who were heavily influenced by this individual?
9. How does this person “live on” (if they are deceased) through others?
POWERPOINT MINIMUM REQUIREMENTS
1. Minimum: of 20 slides, Maximum: 25 slides. Number slides in the bottom right hand
corner.
2. Slide 1 should be a title slide with name, course number and section, and title of
presentation.
3. Slide 2 is a timeline that shows major events of this individual’s life in conjunction with
historical and social events or movements.
4. At least 15 visual supports (artwork and/or photos) required.
5. Links to a minimum of 3 clips of examples of dance that relates to your biographical
figure, such as performance, choreography, reconstruction of dances.
6. 3 written sources, no Wikipedia—final slide is a bibliography in MLA format.
ORAL PRESENTATION REQUIREMENTS
1. Your focus should be to help the class understand the special, unique characteristics of
this person, how they changed the dance field, and how the historical, cultural, and social
climate of their life affected their work and their opportunities.
2. Length or oral report: 15 minutes minimum, 20 minutes maximum.
3. You should have seamless transitions from slide to slide and incorporation of video clips.
4. Knowledge of technology to ensure a smooth presentation.
5. Animated delivery, eye contact, casual language, but not slang.
5
APPENDIX B
Short Essay: The Native American Sun Dance
1. To learn about the Sun Dance, please look at these
websites: http://www.crystalinks.com/sundance.html
2. View these video clips and read the comments underneath
them:
http://www.youtube.com/watch?v=LQrW-3BZtyQ
http://www.youtube.com/watch?v=2TLtzdPGCHo
http://www.youtube.com/watch?v=ZNqVKC08jLo
In a well-organized essay of at LEAST 500 words, address the following questions:
1. Should religious dances be videotaped? Why or why not?
2. Does the videotaping of religious dances compromise their meaning or “sacredness” in
some way? Why or why not?
3. Is the dance diminished when people who are not of that culture and/or religion watch
and take part? Why or why not?
4. What happens to the meaning of a religious dance when it is performed for an audience
for entertainment purposes?
The essay will be evaluated based on the following criteria:
1. Clear line of reasoning for answers to questions.
2. Use of specific details (such as movement observations, quotations/paraphrases, or
dialogue) from the readings and videos.
3. Explanation of the relevance of each detail to the point you are making and question you
are answering.
4. Organization of essay, writing mechanics, and appropriate citations in MLA format.
Use 12 point New Times Roman font, black only, and please double space.
6
APPENDIX C
ASSIGNEMENT: DISCUSSION BOARD POSTINGS
Controversial Issues in Modern Dance
Part I. Initial Post
Conduct independent research to find a current modern dance work (1990 or later) that explores
a controversial social issue such as homosexuality, nudity, racism, war, abuse, gender roles,
religion, or another social issue that you think is controversial at this time. In a paragraph (200
word minimum), describe how this issue has been explored in this dance. Give the name of the
specific choreographer and title of the dance as well as a link to a YouTube clip showing the
dance or an excerpt from it.
Part II. Responses
Find two clips posted by your classmates and respond to them. How does
this choreographer and/or the dancers investigate, explore, question, or challenge society in the
dance? Does this make you uncomfortable? Why? Construct a response of at least 100
words. You should have 2 responses.
7
APPENDIX D
ANALYSIS AND CRITIQUE OF A DANCE WORK PERFORMED LIVE
Choose a modern dance concert to attend from the list of approved performances. This dance
concert will consist of many individual dance works. Pick 1 of your favorite dances that will be
the focus of your paper. Craft a 500-700 word essay that describes, interprets, and critiques the
dance you chose. Follow the conventions of formal academic writing.
Part 1: Observation and Description
Referring to Chapter 2 from Learning About Dance by Nora Ambrosio and Chapter 1 from
Appreciating Dance by Harriet Lihs as well as the analysis terminology used by Rudolf von
Laban, describe the choreographer’s usage of:





Shape—bodies, body postures, body interactions, clothing, set pieces
Space—floor patterns, low, medium, high space, dancer(s) internal/external space
Time—music, beat, temporal organization of the dance, speed, tempo, rhythm
Effort—different energy levels, dynamics in movement and interactions, use of weight
The Body—how many bodies, male/female, interactions, relationships
*Give specific examples rather than vague descriptions.
Part 2: Interpretation and Analysis












Does the dance have a title? What does it suggest to you?
Is the dance a narrative? Does it tell a story? Are there characters? Is there a literal
meaning?
Is the dance abstract? Is it more about concepts, ideas, images, or suggested meaning?
Theme/intent: What kind of mood, situation, or feeling did the dance evoke? What was it
attempting to express? If the theme was abstract, what mood or feeling did the dance
create? Describe the expressive devices the choreographer/dancer used (movement for
movement’s sake, characterization, storytelling, relationships).
Look for relationships and/or links between components of the dance, like body/shape,
spatial design, movement qualities/energy, musicality, etc.
Statement about your viewpoint of what the dance was about—your own intuition.
What did you like best about the performance? Why? Be specific.
What did you like least about the performance? Why? Be specific.
How did you create meaning from your first impression of the dance or dancer(s)?
Did your impression of the dance change? If so, how?
What did this dance mean to you? How did it make you feel? Did it trigger memories
from the past? If so, how and/or why?
Was this performance successful? Why or why not? Explain how you are measuring
“success.”
8
APPENDIX E
GROUP RESEARCH AND PRESENTATION
Your midterm in this class is to research and create a PowerPoint presentation that presents the
role of dance in a specific country and analyzes the connection of dance with the country or
region’s culture. This group project allows you to demonstrate your creativity and ability to
arrange information in a logical, organized order in a visually interesting manner. This also
gives you an opportunity to integrate visual media such as video clips, photographs, and artwork
found on the Internet. Countries must be approved by the instructor. Presentations should be 20
minutes, followed by a Q&A period.
Guiding your research should be the following “Main Ideas”:
1. Background about the country that will give a base of understanding to the audience.
2. What is the role of dance in the country?
3. What is the relationship between music and dance?
4. Social dancing vs. professional dancing?
5. Views about professional dancers, men and women?
6. Roles of men vs. women? How does this relate to gender roles in that country?
7. Differences in people of different social classes?
8. Regional/tribal differences?
9. Influence of the government on dance and music?
10. Influence of religion on dance and music?
11. Differences in viewpoint concerning dance and music in the population?
12. Does the government support any official dance companies?
13. How might dance be a part of the tourist industry?
14. Differences between dance for foreigners and dance for locals?
15. What are the social contexts and meanings of different dances?
REQUIREMENTS
1. Minimum: 20 slides, Maximum: 25 slides. Number slides in the bottom right hand
corner.
2. Slide 1 should be a title slide with names, course number and section, and title of
presentation.
3. Slides 2-5 are “Intro slides” that should give a brief background of the history, religion,
human rights, gender roles, and culture of the country.
4. The remaining slides explore 4-5 of the “Main Ideas.” Each main idea must have support
from scholarly literature. Quotes and paraphrases from this literature must be
parenthetically cited in the slide they appear. Each main idea should be developed in
about 4-5 slides.
5. At least 15 visual supports (artwork and/or photos) required.
6. Links to a minimum of 3 clips of examples of dance that relates to your country.
7. At least 4 SCHOLARLY sources (not including the sources for the visual support and
video clips). Points will be deducted for not enough sources or the wrong type of sources
(for example, using mainstream written sources such as newspapers or magazines and
9
websites such as Wikipedia). Mainstream sources can be used as long as there are still 4
scholarly sources.
8. Final slides: Bibliography of sources in correct MLA format (1-2 slides).
9. Bring in examples of costumes, food, musical instruments, artwork, and/or music from
your country or region to enhance your presentation.
GROUP WORK:
1. Group members must decide how the work will be divided—research, finding
artwork/photos, finding clips, designing slides, constructing the bibliography, etc.
2. The information gathered in the research process should be arranged into an organized,
comprehensive oral presentation.
3. Make sure your information is cohesive and not contradictory—for example, don’t say
one thing on slide 9 and then contradict yourself on slide 15. If you use foreign words or
phrases, know what they mean!
4. Each member of the group must have a part in the oral presentation. The language and
demeanor of the presentation should be professional and articulate, avoiding the use of
slang.
5. Each group member is required to submit a peer review of the other group members,
outlining who was responsible for what, if they fulfilled their responsibility, were
prepared for meetings, acted in a respectful way, contributed constructively, responded to
conflict appropriately, etc.
10
DANC 2303 DANCE APPRECIATION
SECTIONS 310 and 340
COURSE SYLLABUS
Instructor: Dr. Candace Bordelon
Course Name & Number
DANC 2303
Semester & Year
Fall 2013
Dance Appreciation,
Catalog Description
DANC 2303: Dance Appreciation will introduce students to dance as
an art form and as a form of social and cultural entertainment. The
course encourages students to develop an aesthetic understanding of
dance through examining the roles of the discipline from personal and
theoretical perspectives. We will approach dance historically,
culturally, and experientially. This course offers a variety of dance
experiences, including viewing and critiquing dance in video formats,
critically discussing dance, viewing video dance performance, writing a
critical dance essay, and reflecting on personal interests in dance.
Textbooks & Materials
All reading material will be made available through Angel in the form
of PDF or Word documents.
Required / Recommended
REQUIRED: Daily Access to a reliable computer with high-speed (NOT
dial-up) internet access and Microsoft Office with Word and
PowerPoint. We will be viewing dance videos online, usually through
YouTube, and your Internet speed must support that. Your computer
must support Angel and daily access to your NCTC email address are
required.
REQUIRED: You will be required to attend a live dance performance
towards the end of the semester. Please keep this in mind, as most
dance performances occur on weekends. While there are several
festivals and community events that are free of charge, some dance
performances can cost anywhere from $5 to $20 or even higher,
depending on the event. The final paper in this course is based on
11
this live dance performance, and is worth 15% of your final grade.
DO NOT WAIT UNTIL THE LAST MINUTE TO PLAN THIS!
Learning Outcomes
Core Objectives
1) Identify and understand the characteristics of dance by
developing a personal aesthetic definition of dance and by
relating dance to different cultural, socioeconomic, and
historical periods/situations.
2) Become familiar with the vocabulary and concepts, both
verbal and kinesthetic, of selected dance forms (ballet, modern,
world, jazz, tap. social, and improvisational dance genres).
3) Demonstrate an understanding of the basic elements which
contribute to dance production.
4) Conduct scholarly research using print, electronic media, and
Internet sources and integrate research findings into writings,
scrupulously avoiding plagiarism and using MLA style of
documentation.
 5) Develop the skills necessary to work on a team and then
demonstrate those abilities in a team project.






Critical Thinking, Aspect 1: “Students will demonstrate
creative thinking and innovation.”
Critical Thinking, Aspect 2: “Students will demonstrate
effective inquiry strategies.”
Communication, Aspect 1: “Students will demonstrate
effective development, interpretation, and expressions of
ideas through written communication.”
Communication, Aspect 2: “Students will demonstrate
effective development, interpretation, and expressions of
ideas through oral communication.”
Communication, Aspect 3: “Students will demonstrate
effective development, interpretation, and expressions of
ideas through visual communication.”
Teamwork: “Students will demonstrate the ability to
consider different points of view and to work effectively
12

with others to support a shared purpose or goal.
Social Responsibility, Aspect 1: “Students will
demonstrate intercultural competence.
13
Instructor’s Name
Dr. Candace Bordelon
Office Phone #
No office phone
Cell phone:
(214) 695-0427
Instructor’s Office
none
Office Fax #
none
E-mail Address
cbordelon@nctc.edu
Office Hours
Because this is an
online class, I do not
hold regular office
hours. *Course Mail is
the best way to
contact me as I check
this several times
daily. However, in
case of emergency
email me at
cbordelon@nctc.edu .
(emergencies only)
Please note: I teach
several sections of
online Dance
Appreciation. Rather
than using the email
above, please email me
through Course Mail,
which keeps our
communication within
the course. I check
course email several
times a day and on the
weekends.
I live one hour from the
Corinth campus and 2
hours from Gainesville.
Therefore, face-to-face
meetings are not usually
possible. However,
phone conferences are
Phone
available.
Conferences
Conferences
Send me a Course
Email with your phone
number and several
options for times
when we can have an
uninterrupted phone
conversation. Once
we agree on a time, I
will call you. Please
have any work in front
of you that you wish
to discuss.
14
Grading Policy & Procedures
ASSESSMENT THROUGHOUT THE COURSE
Evaluation of students' work provides a regular means of assessing
students' understanding of course materials and the ability to abstract
the argument of written texts. Therefore, students are evaluated
throughout the course on their contributions to discussion boards and
written assignments. The instructor provides substantive evaluation of
writing to hone critical thinking and descriptive writing skills,
encourage in-depth understanding of the relationship between what is
read (literature) and what is seen (dance videos), and foster clarity in
written expression.
The Final Grade is calculated as follows:
3 Short Essays + Scavenger Hunt (lowest grade dropped)
20%
8 Discussion Boards (lowest grade dropped)
30%
Midterm Project: Cultural Dance PowerPoint
20%
Final Project: Biography PowerPoint
20%
Live Performance Critique _____
10%
Total
100%
LATE WORK/INCOMPLETE POLICY
Late Work Policy
All assignments must be submitted BEFORE midnight on the due date
via Angel for full credit. Absences and technological problems are not
an excuse for missing a due date.
All Discussion Board (DB) posts must be made on time. You will not
receive credit for late DB posts.
Short Essays submitted past the due date are subject to a 10-point
penalty PER DAY for up to 3 days past the due date; once 3 days have
passed you will receive a grade of “zero.”
15
The 2 Powerpoint projects and the Final Paper must be submitted on
time.
Extra Credit
Students’ Privacy
I DO NOT offer extra credit during the semester. However, I
understand that everyone gets sick, your kids get sick, you have
problems at your job, and you have emergencies. To allow for this, I
will drop the lowest Discussion Board grade and the lowest Short Essay
grade before your final grade is calculated. In addition, the
assignments due the first week of the course will count towards your
final grade—these should be fairly easy, so I encourage all of you to
complete these assignments correctly to “pad” your grade in this
course. You also have the option of turning in the Biography
Powerpoint project early for 10 bonus points on that grade.
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. §
1232g; 34 CFR Part 99) is a Federal law that protects the privacy of
student education records. The law applies to all schools that receive
funds under an applicable program of the U.S. Department of
Education.
FERPA gives parents certain rights with respect to their children's
education records. These rights transfer to the student when he or she
reaches the age of 18 or attends a school beyond the high school level.
Since this course is beyond the high school level, I cannot discuss
your grades with your parents.
Scholastic Integrity
ALL WORK SUBMITTED FOR THIS CLASS MUST BE YOUR ORIGINAL
WORK!
Scholastic dishonesty shall include, but not be limited to cheating on a
test, plagiarism, and collusion. See Student Handbook “Student Rights
& Responsibilities: Student Conduct [FLB- (LOCAL)]” #18.
Instructor’s Note: It is my policy to report all instances of academic
dishonesty to the Thom Talbott, the chair of the Performing Arts
16
Department. Penalties for dishonesty range from receiving a “zero” on
the assignment in question, failing the course, being placed on
academic probation, or expulsion from the college. DO NOT RISK IT.
Do not copy, plagiarize, or cheat in this class! Do not complete your
work with a classmate (friend or family member), as your work would
undoubtedly be similar, sending up a red flag to me. All work
submitted for this class must be YOUR OWN. Copying a website,
someone else’s writing, or presenting someone else’s ideas as your
own is dishonest.
Official NCTC Tobacco Use Policy
NCTC restricts the use of all tobacco products including cigarettes,
cigars, pipes and smokeless tobacco on campus property. NCTC is
aware that tobacco use influences underage students which cumulates
unsightly tobacco litter and interferes with assuring clean air for all
who come to NCTC. NCTC recognizes the health hazards of tobacco
use and of exposure to second hand smoke. Information on a tobacco
cessation program is available for students, faculty, staff who wish to
stop using tobacco products. We would like to "thank you" for your
help in making our campuses Tobacco-Free. For questions or concerns
please contact the Office of Vice President of Student Services at
940.668.4240.
17
Attendance Policy
Students should check in with the course once each day Monday-Friday
and are also advised to check in at some point during the weekend.
Timely posting on Discussion Board and submission of work
demonstrate active attendance and engagement in this 100% online
course. If you do not submit work, you are not attending the class.
NOTE: Monday, September 9, 2013 is the official “date of record” for
NCTC. If you have not been actively and consistently participating in
this course by submitting ALL of your assignments, I will label you as
“not attending” when I submit my report. This can result in a loss of
financial aid. In the past I have had students who are registered for the
course, do not turn in their work, and then contact me to change their
status because they lost financial aid. I will not do this for you. If you
register for this class, you need to participate. If you do not wish to
participate, you need to officially drop the course.
ADA Statement
North Central Texas College does not discriminate on the basis of
disability for admission or access to its programs. The College is
committed to providing equal access to its students with disabilities by
providing appropriate accommodations; a variety of services and
resources are made available through the ACCESS
Department. Students are responsible for notifying the ACCESS
Department of their need for assistance. Students with documented
disabilities, such as mobility impairment, hearing or visual impairment,
learning, and/or psychological disorders are eligible for services.
ACCESS and NETWORKS Program: The ACCESS Program provides
accommodations for students who have a documented disability. A
disability is anything that can interfere with learning, such as a learning
disability, psychological challenge or physical illness or injury.
Accommodations may include extra time on tests, tests in a nondistracting environment, note taker in class, etc. On the Corinth
Campus, contact: Wayne Smith, ACCESS Coordinator, at
(kwsmith@nctc.edu), 940-498-6207 or Penny Cogbill, Departmental
Assistant, at pcogbill@nctc.edu, 940-498-6212 or William Leija,
Departmental Assistant, at wleija@nctc.edu, 940-498-6224 in Suite
170. For the Gainesville, Bowie, or Graham Campuses, contact Yvonne
Sandmann, ACCESS Specialist, at (ysandmann@nctc.edu, (940) 668-7731
ext. 4321) in Room 110 on the Gainesville Campus.
18
NETWORKS is a childcare reimbursement program that may assist
technical students with partial childcare reimbursement for those that
apply and qualify. Contact Yvonne Sandmann, ACCESS Specialist, for
more information.
The Office for Students with Disabilities (OSD) provides
accommodations for students who have a documented disability. A
disability is anything that can interfere with learning, such as a learning
disability, psychological challenge, physical illness or injury.
Accommodations may include extra time on tests, tests in a distraction
reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207 or 940498-6224. On the Gainesville Campus, go to room 110 in the
Administration (100) Building or call 940-668-4209. Students on the
Bowie, Graham, Flower Mound, and online campuses should call 940668-4209 to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both
the spirit and letter of federal equal opportunity legislation, including
the Americans with Disabilities Act (ADA) of 1990, ADA Amendments
Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93112).
Disability Accommodations
The NCTC Early Alert program has been established to assist students
who are at risk of failing or withdrawing from a course. Your instructor
may refer you to this program if you are missing assignments, failing
tests, excessively absent, or have personal circumstances impacting
your academic performance. If submitted as an Early Alert you will be
notified via your NCTC e-mail address and then contacted by a
Counseling and Testing advisor or counselor to discuss possible
strategies for completing your course successfully.
The NCTC CARES (Campus Assessment Response Evaluation Services)
19
Team addresses behavior which may be disruptive, harmful or pose a
threat to to the health and safety of the NCTC community-such
as stalking, harassment, physical or emotional abuse, violent or threatening
behavior, or self-harm. As a student, you have the ability to report concerning
behavior which could impact your own safety or the safety of another NCTC
student. Just click the NCTC CARES Team logo posted on MyNCTC, or send an
e-mail to CARESTeam@nctc.edu. As always, if you feel there is an immediate
threat to your own safety or welfare (or to another student), please call 911
immediately
Early Alert and NCTC Cares
The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. Students can attend free
interactive workshops about Time Management, Study Skills, Test
Anxiety, Choosing a Major, Learning Style Strategies, Career
Exploration, and much more. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free online
tutoring in the evening and helps new students acclimate to college by
providing new student orientations and THEA/Compass Test
Preparation. All students are invited to visit the Student Success
Center. We are located in Rooms 160 and 170 in Corinth and 114 in
Gainesville.
Students can also access the Department of Student Success’ website
by going to www.nctc.edu and clicking on the Student Services link and
Student Success or “Tutoring and Other ACADEMIC SUPPORT
SERVICES”, or by going directly to
http://www.nctc.edu/Student_Services/Access/AcademicandStudentSupport
Services.htm
20
Student Success Center
EEOC Statement
Tentative Calendar with
Correlating Learning Outcomes
North Central Texas College does not discriminate on the basis of race,
color, national origin, gender, religion, age, or disability in the
employment or the provision of services.
This is tentative at this point. Every semester is different, so I reserve the
right to change this calendar. If such a change is made, an addendum will
be made to the course calendar and communicated to all students.
Week 1: Introduction to Angel and online learning (LO # 1, 4)
Intro to Angel for new online students
Introduce Yourself Discussion Board due (DB)
How to submit an assignment
Scavenger Hunt
NOTE: The assignments due this week WILL COUNT towards your final
grade in this course. Start the semester off right!
Week 2: Introduction to the Study of Dance—Space, Shape, Time,
Effort, and the Body (LO # 1, 2, 3, 4)
Scavenger Hunt due—following instructions, submit this
assignment via the DropBox provided
21
Dance or Not Dance? (DB)
Intro to Components of Dance: space, shape, time, energy,
the body; aesthetics and cultural connections
Discussion Board 2 due
Weeks 3-4: Chapter Two: Dance and Religion (LO # 1, 2, 4)
Alvin Ailey’s Revelations
Discussion Board 3 due
View Native American and Islamic Whirling Dervish dances
Short Essay #1 due
Weeks 5-6: Chapter 3: Social Dance (LO # 1, 2, 4)
Discussion Board 4 due
Short Essay #2 due: Social Dance Observation
Weeks 7-8: Cultural Dance (LO # 1, 2, 4)
Cultural Dance PowerPoint Midterm Project due Friday,
October 18. NO LATE PROJECTS!
Weeks 9-10: Chapter 4 Bugaku and Ballet (LO # 1, 2, 3, 4)
Exploring the Aesthetics of Court Dance
Discussion Board 5 due
Similarities and differences of these two dance forms?
Short Essay #3 due: Ballet
Weeks 11-12: Modern Dance (LO # 1, 2, 3, 4)
22
Discussion Board 6 due
Discussion Board 7 due
Work on Biography Powerpoint
Weeks 13-14: Tap, Jazz, and Theatrical Dance (LO # 1, 2, 3, 4)
Discussion Board 8 due
Biography of Major Dance Figure PowerPoint Due
For TEN BONUS POINTS: Wednesday, November 27
Regular Due Date: Monday, December 2
NO LATE PROJECTS!
Week 15: Work on Final Paper
Week 16: Finals Week (LO # 1, 2, 3, 4)
Final Paper due Monday, December 9: NO LATE PAERS!
Dropping the Course
I cannot drop students from the class. You are responsible for
monitoring your own grades and deciding whether or not you wish to
continue to be enrolled in the course. The last day to drop is Saturday,
November 16. Students on the roster at the end of the semester will be
awarded the grade they have earned. If you stop doing the work and do
not go through the necessary procedures to drop the course, you may
receive an “F” in the course. Please note that failing a class due to nonparticipating may affect future financial aid!
23
Other Pertinent Information
1. Since this is a sophomore-level college course, students are
expected to write on a college level. This includes correct grammar,
syntax, spelling, and organization skills.
2. When a student refers to another source in their own within their
writing, the Modern Language Association (MLA) method of in-text
parenthetical citations should be used. This means referring to the
author and page number of the quote, paraphrase, or information
referenced.
3. Students are responsible for knowing what the assignments are,
when they are due, and submitting them on time. Technological
difficulties are not an excuse as students should be able to find
Internet access in places such as the NCTC campus, public libraries,
and FedEx Kinko’s.
4. All students should submit work using the drop box link provided in
Angel. Students should NOT email assignments to the instructor
unless specifically requested.
5. Students must have access to a reliable computer with high-speed
Internet service that can support Angel and the ability to view dance
video online (through websites such as YouTube).
6. Students must be able to navigate effectively through the Angel
system and the course. During week 1, students are required to
complete the Orientation for Online Students and Angel Tutorials
found on the Angel login page.
7. All students must be able to use the NCTC library and online
database system for individual research.
8. Students must have downloaded Adobe Reader to their computer
and ay also need to download Windows Media Player or Quicktime to
24
play video clips.
9. Students must submit their written work as a Microsoft Word
document.
10. Students must have PowerPoint and will be completing their own
PowerPoint presentations in this course.
11. For consistency, due dates in this course are on Mondays,
Wednesdays and Fridays.
12. Students will be required to attend a live dance performance and
write a description and critique of the performance for their final in
this class. Only approved performances can be used for the final
paper. Students who attend a performance that has not been
approved by the instructor run the risk of not receiving credit for the
paper.