Temple University
Boyer College of Music and Dance
Dance Department
Dance as a Mode of Learning
Fall Semester 2013
Professor: Dr. Theresa Purcell Cone
Office: 1047 James Hall, Rowan University, Glassboro, NJ
Phone: 856-256-4764
Email: conet@rowan.edu
Office Hours on Temple campus: Monday 2:00 – 2:30 or 5:45-6:30, Or by appointment.
Course Title and Number: D8876 - 001 Dance as a Mode of Learning - 3 credits
Class Schedule and Location: Monday - 2:40-5:40 - Pearson 222
No Text Required: All course information will be distributed in class or available online at
http://users.rowan.edu/~conet/ or http://users.rowan.edu/~conet/Temple/temple.dance.html
Catalog Description: This course integrates philosophical/historical perspectives of dance as a
mode of learning with critical analysis of curriculum frameworks and principles of curriculum
design. It emphasizes practical application in the design of learning experiences and curricula in
dance.
Course Goal: To investigate and gain an understanding of dance education curriculum
frameworks and acquire the knowledge and skills needed to develop implement a dance
education curriculum for a variety of student populations.
Course Objectives: As a result of taking this course students will:
 Investigate various dance education philosophies and develop a personal philosophy
that supports curricular content and pedagogy decisions.
 Gain an understanding of the Teaching and Learning Dance in the Arts Standards from a
historical and theoretical perspective.
 Investigate and gain an understanding of educational theory that supports curriculum
development. This includes, Mosston’s Spectrum of Teaching, Wiggins and McTighe’s
Understanding by Design, Gardner’s Multiple Intelligences, Culturally Responsive
Curriculum Design and Brain Research influences on curriculum development and
Differentiated Learning theory.
 Develop a scope and sequence for a dance education program using a collaborative
group process.
 Develop a yearlong plan for a specific grade cluster based on a scope and sequence.
 Develop a unit plan for a selected grade level and dance form that includes lesson
descriptions and assessments.
 Develop an interdisciplinary dance unit for a selected grade level and integrated subject
area.
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Learn how student’s psychomotor, cognitive and affective/social characteristics
influence curriculum design and implementation
Understand how to develop adaptations to the dance curriculum for students with
disabilities.
Locate and review dance curriculum from a variety of learning environments.
Topical Outline/Content:
 Dance Education Philosophy – Multiple Perspectives and personal development.
Including dance education definitions, student benefits and the importance of dance as
an essential subject for all students.
 Historical perspectives on dance education and curriculum.
 Standards for Learning and Teaching Dance in the Arts: Ages 5-18.
 Standards for Learning and Teaching Dance in the Arts: Early Childhood
 Professional Teaching Standards for Dance Arts
 Curricular frameworks including the Spectrum of Teaching, Backwards Design, Multiple
Intelligences, Brain research and Differentiated Learning.
 Culturally responsive curriculum. Understanding context and its influence on curriculum
design.
 Framework for developing a scope and sequence.
 Yearlong planning
 Unit and lesson plan development
 Interdisciplinary framework and lesson development.
 Modifications for adapting curriculum content and instructional strategies for teaching
dance to students with disabilities.
 Connecting Assessments to objectives. Assessment types.
 Resources and programs available through the school, community, online, and print
materials.
Evaluation (1000 points) based on Assignments (850 total points), and Attendance/Dispositions
(150).The assignments are aligned with the sequence of lessons presented in the course follow the hyperlinks for full descriptions (point values as noted).
Assignments (850 points) – Assignments are aligned with the sequence of lessons presented in
the course. Follow the hyperlinks for full descriptions (point values as noted).
 Building Community Warm-up Due: Students are scheduled for each week. (20 points)
 Your philosophy narrative. Paper and in-class presentation/performance. Due
September 9 (100 points)
 What is dance? Interviews/responses and published definitions. Due September 9 (50
points)
 Standards for Learning and Teaching Dance in the Arts: Ages 5-18 From Text to Practice.
Due September 16 (50 points.)
 Spectrum Teaching Assignment Educational Theory into Practice Due September 23 (50
points)
 School Community Context Due 9/30 (50 points)
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Scope and Sequence grade cluster Assignment Due 10/7 (100 points)
Yearlong plan, Unit sample and lesson sample Due 10/21 (100 points)
Curriculum Project Proposal Due 10/21 (30 points)
Interdisciplinary Activity and Unit outline Due 11/4 (50 points)
Early Childhood Activity Due 11/11 (50 points)
Research selected disability characteristics. Due 11/18 (50 points)
Curriculum project Due 11/25 or 12/2 (150 points)
Professional dispositions are behaviors valued in the education profession. You need to
demonstrate commitment, honesty, respect, and responsibility, in addition to gaining the skills
and knowledge needed to become a highly qualified educator. Your disposition in this class is
important. Show up on time, be enthusiastic, work hard, help others, and set a high
achievement standard for yourself in all assignments. Students who demonstrate a pattern of
class lateness, absences, late assignment submissions, will meet with me to discuss the
concern.
Assignment Policy. All assignments are to be completed and submitted during class on the due
date. Assignments must be submitted in hard copy. Late assignments will receive a 20% point
deduction; this does not include points that may be deducted when the assignment is
reviewed. If you are absent on the assignment date, you are required to email the assignment
to me by the beginning of the class time (to demonstrate that you have completed the
assignment) and submit a hard copy during the next class or your assignment will be considered
late.
Attendance Policy (150 points). Attendance is required. Students should be in the classroom
and ready to begin promptly at the scheduled class time. 20 points will be deducted for each
absence. Students who arrive after attendance is taken are considered late and will lose 10
points. Students are expected to attend the entire class session and 10 points will be deducted
if a student leaves before the end of the class session without prior communication to me. If
you are absent, you are expected to take responsibility for making arrangements to acquire all
materials and information covered during the absence.
Class Participation You should demonstrate an enthusiasm for learning by remaining focused
during class, actively participating in all class activities, and contributing to class discussions.
Students are also expected to demonstrate respect for the professor and peers by listening to
other points of view and responding appropriately. You are asked to not use a cell phone or
text or eat during the class session.
Academic Integrity. Students are expected to abide by the University policies on academic
honesty and integrity. Submit your own work. You are cheating yourself and your future
students when you use the work of others. Plagiarism is not tolerated. In addition, when
completing an assignment, you must reference/cite all information you use related to a
resource. Resources include: books, articles, curriculum guides, online information, emails,
printed, verbal, or taped interviews, DVD’s, CD’s, videotapes, audiotapes,
conference/convention handouts, and student papers and assignments.
Academic Integrity (Temple policy Statement): 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
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 disability, the student’s functional limitations, established guidelines and appropriate
practice at Temple University. The DRS phone number is 215.204.1280.
Student and Faculty Academic Rights and Responsibilities: Freedom to teach and freedom to
learn are inseparable facets of academic freedom. The University policy on Student and Faculty
Academic Rights and Responsibilities (Policy # 03.70.02) can be accessed with this link:
http://policies.temple.edu/getdoc.asp?policy_no=03.70.02
Class Cancellation In case of bad weather or instructor illness, class may be canceled. To find
out about class cancellations due to bad weather I will send you an email by 2:00pm.
Grading Scale
A
94 - 100%
A91 - 93.99%
B + 88 - 90.99%
B
84 - 87.99%
BC+
C
C-
81 - 83.99%
78 - 80.99%
74 - 77.99%
71 -73.99%
D+
D
DF
68 - 70.99%
64 - 67.99%
60 - 63.99%
0 - 59.99%
Course Calendar
Date
8/26
Topics
Introductions and Course Overview.
Building a Learning Community. (Activity)
Essential Questions: Why teach dance? Dance
education definitions and student benefits. What
does dance offer that cannot be taught by another
subject? (Class discussion.)
Curriculum evolves from Personal philosophy – What
influences philosophy? Presentation/performance on
Philosophy narrative by Theresa Cone.
A process to develop your philosophy narrative based
on your experience, identity, personality, beliefs and
studied scholarly works.
Assignment descriptions.
9/9
Sharing interview findings and definitions.
Personal philosophy narrative
presentation/performances by each student.
Historical perspectives on dance education
curriculum development. (Lecture)
Standards for Learning and Teaching Dance in the
Arts: Ages 5-18 Translating text into practice.
(Lecture and activity)
Professional Teaching Standards for Dance Arts (Class
Discussion)
Standards for Learning and Teaching Dance in the
Arts: Ages 5-18 from Text to practice presentations.
Educational Theories and the relationship to dance
education curriculum development
Mosston’s Spectrum of Teaching (lecture and
practice)
Wiggins and McTigue’s, Understanding by Design.
(Group discussion and curriculum application),
Gardner’s Multiple Intelligences application to dance
education (lecture and activity).
Discussion on Brain research related to dance
education. Students share their findings.
Spectrum Teaching Assignment Activity
presentations
Culturally Responsive Curriculum Teaching Context,
Postmodern pedagogy, (Lecture and developing a
context web, in-class activity)
9/16
9/23
Assignments
Due 9/9
Read article, Cone, T (2007) In the
Moment: Honoring the Teaching and
Learning Lived Experience. Access on
my website
http://users.rowan.edu/~conet
OR
http://users.rowan.edu/~conet/Temple
/temple.dance.html
Complete: 2 assignments
1. What is dance? Interviews about
dance and definitions noted in the field
of dance education.
2. Personal philosophy narrative, paper
and presentation/performance
Due 9/16
Standards for Learning and Teaching
Dance in the Arts: Ages 5-18 from Text
to practice, paper and presentation.
Investigate Brain research and dance.
Due 9/23
Spectrum Teaching Assignment. Due
9/23
Article Search:
School Community Context. Questions
to consider for curriculum design. Due
9/30
9/30
11/4
Developing a scope and sequence
(Lecture and in-class activity) Select an environment,
contextual information, demographics and
community profile.
Year-long plans, Units, and Lessons (Lecture)
Curriculum Project Outline
Assessment in Dance Education
(Lecture and in class activity )
Developing a Parallel curriculum for students who
cannot physically engage during the dance lesson,
(temporary illness or injury) or home school
students.
Interdisciplinary Curriculum Framework and Common
Core State Standards
Lesson design
(Lecture and activity)
Interdisciplinary Lesson Presentations
11/11
Standards for Teaching Dance in Early Childhood
Curriculum for young children. Characteristics of preschool children
Designing curriculum for public school, community
programs, and studio teaching.(Lecture and activity)
Sharing Early Childhood Activity
10/7
10/14
10/21
10/28
11/18
11/25
12/2
Curriculum Adaptations for Students with Disabilities.
IDEA and ADA laws
Strategies for Adaptations
Curriculum project presentations
Curriculum project presentations
Scope and Sequence grade cluster
Assignment. Due 10/7
Yearlong plan, Unit sample and lesson
sample Due 10/21
Curriculum Project Proposal Due 10/21
Interdisciplinary Activity
Due 11/4
Early Childhood Activity
Due 11/11
Research selected disability
characteristics. Due 11/18
Curriculum project: Your philosophy
applied to practice.
Due 11/25 or 12/2