Embodying Pluralism (R0828)
Department of Dance
Fall 2013
Katie Jasmin, EdM
“Arts Education tests the very principles of democracy -- freedom of [to]
communicate, freedom to experience, freedom to participate, freedom to
choose, freedom to explore one's potential, and freedom to be an individual
with unique beliefs, interests, and talents.”
Thomas Hagood, 2007
Course Description
Were we humans ‘born to dance?’ How do dance and the arts represent diversity? From everyday
interactions to dance theater to music videos, movement expresses human identity and difference.
Through a variety of media, we will examine theories and practices of race, opening out to explore
ethnicity, gender, and other social constructions that form the fabric of American society. Embodying
Pluralism combines dance and movement experiences with reading, writing, viewing of videos and live
performance, and class discussion. Classes and assignments emphasize active learning in small groups.
No dance experience necessary!
Embodying Pluralism is an experiential course that incorporates personal histories, opinions and
embodied learning activities. The course may evoke strong and differing perspectives; thus a high respect
for individuals and difference is necessary to creating a safe learning environment.
1
Course Goals
Students will:
 Expand their theoretical knowledge in the subject area
 Clarify their values, beliefs, and opinions in relation to course topics, questioning their personal
biases
 Develop skills to represent ideas of race, gender, ethnicity, and other social constructs through
movement, discussion, writing, and performance
 Develop their observation, listening, thinking, and analysis skills
 Advance their capacity for collaborative learning and group work
 Develop their ability to productively discuss sensitive issues of race and diversity, upholding a
respectful and scholarly environment
Course Assumptions
•
•
We assume that participants will be willing and open to question their personal opinions and
beliefs.
We assume that participants will show respect and tolerance for different points of view in group
work and class discussions.
Overview of assignments and student assessment
Readings will be available either through electronic reserve (University Library) or on the Internet.
Students must complete all required readings in order to participate fully in writing assignments,
discussions and movement/dance explorations. Many in-class discussions of assigned readings will
be led by students working in pairs or trios. A premise of Embodying Pluralism is that human
beings learn best by teaching.
Weightings of assessment components
(30%) Participation, Homework, and
Reading Discussion
(30%) 3 Performance Papers
(10%) Solo Movement Study
(30%) Multi-modal Group Project and
Final Group Dance
Note: Extra credit assignments will be available throughout the semester.
Participation. This experiential course requires full engagement in class activities. Criteria of assessment
include: attendance and punctuality (see policy on page 4), quality of participation in the variety of modes
employed in the course (primarily movement, discussion and writing).
Assignments are assessed on quality of thinking, writing, and oral communication, as appropriate. All
assigned homework must be submitted on time for credit.
Specific guidelines/rubrics will be provided for all assignments.
ALL WRITTEN HOMEWORK SHOULD BE TYPED, unless specified otherwise.
2
COURSE BIBLIOGRAPHY
Electronic Reserve
Albright, Ann Cooper (2001). Strategic abilities: Negotiating the disabled body in dance, in A.C. Albright and
A. Dils, eds, Moving history/dancing cultures. Middletown, Conn: Wesleyan University Press, 56-66.
Anzaldua, Gloria (2007). How to Tame a Wild Tongue, in La Frontera/Borderlands. San Francisco: Aunt Lute
Books
Bond, Karen E. (1994). How ‘wild things’ tamed gender distinctions, Journal of physical education, recreation, and
dance, 65/2, 28-33.
Bond, Karen and Etwaroo, Indira (2005). ‘If I really see you…’ Experiences of identity and difference in a
higher education setting, in M.C. Powell and V. Marcow Speiser, eds, The arts, education, and social change:
Little signs of hope. Cambridge: Peter Lang Publishers, 87-100.
D’Souza, Dinesh (1995). The end of racism, in S.T. Joshi, Documents of American prejudice: An anthology of writings
on race from Thomas Jefferson to David Duke. New York: Basic Books, 37-44.
Duke, David (1995). America at the crossroads, in S.T. Joshi, Documents of American prejudice: An anthology of
writings on race from Thomas Jefferson to David Duke. New York: Basic Books, 45-56.
Kealiinohomoku, Joann (2001). in A.C. Albright and A. Dils, eds, Moving history/dancing cultures.
Middletown, Conn: Wesleyan University Press, 33-43.
McMains, Juliet (2010). Reality check: Dancing with the stars and the American dream, in A. Carter & J.
O’Shea, eds, The Routledge Dance Studies Reader. New York: Routledge, 261-272.
Scott, Ronald B. (1993). Images of race and religion in Madonna’s video Like a Prayer: Prayer and praise, in C.
Schwichtenberg, ed, The Madonna connection. Boulder: Westview Press.
Sklar, Deidre (2001). Five premises for a culturally sensitive approach to dance, in A.C. Albright and A. Dils,
eds, Moving history/dancing cultures. Middletown, CN: Wesleyan University Press, 30-32.
Welsh Asante, Kariamu (1997). Sensuality and sexuality as dual unity in African dance, in S. Friedler and S.B.
Glazer, eds, Dancing female: Lives and issues of women in contemporary dance. Amsterdam: Harwood Academic.
Internet
Allen, Zita (2001). From slave ships to center stage,
http://www.pbs.org/wnet/freetodance/behind/behind_slaveships.html
MacIntosh, Peggy (1988). White privilege: Unpacking the invisible knapsack.
https://www.pcc.edu/resources/illumination/documents/white-privilege-essaymcintosh.pdf
McLaughlin, Tom (2006). Heterosexual white guy,
http://tommclaughlin.blogspot.com/2006/04/heterosexual-white-guy.html
Radetsky, Sascha (2008). Don’t judge me by my tights. Newsweek. 3/17/2008, Vol. 151 Issue 11, p17.
(accessible through TU Library > Journal Finder > Newsweek > …)
Toure, Daniel J. (2011). Challenging hip-hop’s masculine ideal. New York Times. 12/25/11, p. 18. (accessible
through TU Library > Journal Finder > New York Times > …)
Trippett, Frank (1981). Why so much is beyond words. Time Magazine. 07/13/81
(accessible through TU Library > Journal Finder > Time Magazine > …)
Watching Dance, University of Manchester (2012). What is Kinesthetic Empathy?
http://www.watchingdance.org/research/kinesthetic_empathy/index.php
Additional Web resources
African American World, PBS: http://www.pbs.org/wnet/aaworld/
Gender Public Advocacy Coalition: http://www.gpac.org/
New York Times: accessible through TU Portal – Library – Diamond Catalogue – New York Times Access World News
Pluralism and Unity, Michigan State University: http://www.expo98.msu.edu/
The Pluralism Project, Harvard University: http://www.pluralism.org/index.php
3
Policies and Procedures
Temple University and the Temple University Department of Dance maintain and enforce policies
regarding nondiscrimination, sexual harassment, code of conduct, academic dismissal, and class
attendance. These policies are outlined in the course syllabus and in the Temple University Student
Handbook, available in the Office of Student Affairs (4th floor, Conwell Hall). Information may also
be accessed at http://www.temple.edu.
Dance Department Attendance Policy:
“In order for students to gain the intellectual, physical, social and emotional benefits of university general
education classes in dance, full participation is required.” Only two absences will be allowed. Exceptions will
be made if a student provides acceptable documentation of the following circumstances: a death in the
family, a conflict with an official university class or event, or a court summons. A doctor’s appointment will
not be considered a valid excuse. Your grade will drop by half (i.e. A to A-) beyond two absences and
continue to drop after each subsequent absent. After five absences, the academic advisor will be
consulted. Six absences will result in a failing grade. Please discuss any special issues with the instructor
in a timely fashion.
Punctuality. It is extremely important that you come to class on time. After the third tardy, each
additional tardy will be considered an absence. It is the student’s responsibility to make sure that their
name is added to the roll if they arrive late.
Attire. Please wear loose clothing that you feel comfortable moving freely in. Sweatpants, t-shirts, athletic
shorts and pants are all fine. Large or heavy jewelry, belts, jeans, skirts, dresses and hats should not be worn
during class. Although the amount of movement in the classroom will vary, always be ready to move
comfortably.
Dance Studio. Shoes, food, gum, and beverages, with the exception of bottled water, are not allowed in the
dance spaces. Students are responsible for leaving the studio the way found it when entering the space. Cell
phone and beepers are to be shut off or set on silent modes. If you are a parent with children at home or
have a situation where you need to keep your phone please discuss this privately with the instructor.
Academic Integrity:
Those giving the instructor reason to believe that the TU Student Code of Conduct has been violated will be
subject to University Sanctions. Please refer to the Student Code of Conduct and Disciplinary Procedures for
more information:
http://www.temple.edu/bulletin/Responsibilities_rights/responsibilities/responsibilities.shtm#honesty
Plagiarism. Temple University policy defines plagiarism as, “taking credit for someone else’s work and ideas,
stealing others’ results or methods, copying the writing of others without proper acknowledgment, or
otherwise taking credit for the work or ideas of others.” Instances of plagiarism may result in disciplinary
action by Temple University, up to and including dismissal. Please note that this is a university-wide policy
and should be taken seriously. Any student found plagiarizing (using someone else’s ideas and/or words as
your own without giving credit to the source) risks receiving a failing grade.
Disabilities Accommodations:
Any student who feels s/he may need an accommodation based on the impact of a disability should contact
me privately to discuss your specific needs as soon as possible but preferably within the first two weeks of
class. In addition, please contact Disabilities Resources Services at 100 Ritter Annex to coordinate reasonable
accommodations. The Disabilities Resources and Services (DRS) is the office that determines appropriate
accommodations. This office bases that decision upon documentation collect from the student with a
4
disability, the student’s functional limitations, established guidelines and appropriate practice at Temple
University. The DRS phone number is 215.204.1280.
Harassment Rule. No person in the classroom may verbally mistreat or physically harm another on the
basis of race, ethnicity, age, body size, disability, sexual orientation, or religious affiliation. If a problem arises
with the class, please make an appointment with the instructor immediately to dialogue about the concerns.
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and
Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link:
http://policies.temple.edu/getdoc/asp?policy_no=03.70.02
University Information
For assistance with writing and organizing your ideas contact the University Writing Center 215-204-1792.
http://www.temple.edu/writingctr/
Weather: If classes must be closed due to hazardous weather conditions, it will be posted on
www.temple.edu
5