Writing Course Review Form (5/4/09)
I. General Education Review – Writing Course
Dept/Program
Course # (i.e.
School of Theatre & Dance
U DANC 360L
Subject
ENEX 200)
Course Title
World Dance
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Nicole Bradley Browning
Phone / Email
x2682
Program Chair
nicole.bradleybrowning@umontana.edu
Mark Dean, Director
x2879
mark.dean@umontana.edu
III Overview of the Course Purpose/ Description: Provides an introduction to the subject
matter and explains course content and learning goals.
World Dance (DANC 360L) provides cricical study and analysis of aesthetics, cultural emblems, politics,
and belief systems of world peoples through dance. This course uncovers the diverse ways in which
dance is used worldwide: as a vehicle for religious practice; source of political power; form of cultural
identity and ritual; expression of gender; and form of entertainment, celebration and, most importantly,
way in which all peoples are universally connected. Through the investigation of the political, sacred, and
social functions of dance, this academically rigorous course enables students to recognize dance as a
reflection of a cultures’ aesthetics, history, and belief systems. Scholarly practices are exercised,
including extensive research, writing, constructing a final research paper and project, analysis,
assimilation, and critique.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new
concepts
Students are taught a new language through
which the ephemeral and visceral experience of
dance is studied, analyzed, reflected upon and
discussed. Dance is described through the use of:
Body, Space, Time and Energy. Students are first
introduced to dance forms through film,
performances, and in-class practical experiences,
as well as readings, and are then encouraged to
use the “Body, Space, Time, Energy” language to
better describe and understand the diverse
functions of dance in cultures worldwide. Students
express their written understanding of the subject
material through the completion of the following
assignments: weekly Blackboard discussion, three
short essay quizzes, essay-based midterm exam,
three two-page progress papers that document
ongoing research on a dance and culture of the
student’s choice, a final 12-15 page paper that
serves as a compilation of the research pertaining
to the dance studied and the culture/time period
Formulate and express opinions and ideas in
writing
Compose written documents that are
appropriate for a given audience or purpose
from which the dance evolved, and written
critiques (four-five pages) of two live dance
concerts viewed during the semester.
Following each week of instruction, students are
required to log into the discussion board
component of Blackboard to respond to a prompt
that enables each student to reflect upon course
material and express her/his opinion regarding
such material in writing. Following students’
attendance to two live dance concerts throughout
the term, s/he is required to reflect upon the
experience in writing. The purpose of this
assignment is to stimulate analytical investigation
of dance: what is the underlying power of the
dance? Is it to entertain, communicate with divine
forces, express cultural identity, illustrate power,
define cultural ethics, explore cultural fusion, or to
celebrate? In addition to discussing what the
student believes the purpose and power of the
dance is, the focus of this paper is on the
movement (body, space, time and energy) and
how the movement supports the student’s ideas
and thesis. A final research paper enables the
student to more completely comprehend a specific
dance of a diverse culture; each student selects a
culture and time period from which a specific
dance evolved. Following the completion of this
research, the student constructs a 12-15 page
paper that serves as a compilation of the research
pertaining to the dance studied and the
culture/time period from which the dance evolved.
Through this project, students better understand
the dance as: an emblem of cultural identity, social
order, power and gender-specific behavior; an
expression of religious worship and/and or ritual; a
classical art form, and/or as a medium for personal
expression in a Western or non-Western culture.
Students compose informal writing assignments,
formal writing assignments, and exam-oriented
essays in this course. Each document requires
that the student consider the audience for which
the response is intended. For example, informal
online chat discussions are meant to stimulate
conversation amongst peers, concert critiques
emulate journalistic reviews of dance, and the final
research paper follows a strict academic format
that would prepare students for preparing dance
writing appropriate for academic
presentation/publication. Students are familiarized
with academic and dance scholarly journals as a
reference for this final type of writing.
Revise written work based on constructive
Each written document submitted to the instructor
comments from the instructor
is returned to the student with constructive
comments/criticism. Three progress papers
documenting the student’s research are required
throughout the term to document and summarize
progress made for the student’s research project.
These papers provide an excellent opportunity for
the instructor to guide the student’s development
of a thesis, research, writing, proper citation skills,
and information literacy skills. Students revise and
often restructure their work following the return of
these papers. Students, furthermore, are better
informed in how to continually progress through,
focus, and clearly articulate their research in
writing. Students are encouraged to make
appointments with the instructor regarding their
writing as well as consult the Writing Center for
further assistance.
Find, evaluate, and use information effectively Students are provided with a library session with
(see http://www.lib.umt.edu/informationliteracy/) the College of Visual and Performing Arts librarian
at the commencement of this course. This session
offers students an opportunity to become familiar
with highly regarded academic texts documenting
dance and other appropriate cross-disciplinary art
forms, online journals, ILL and dance films, as well
as academically acceptable sources. The librarian
serves as an ongoing resource for the students
enrolled in this course throughout the semester
and helps to guide them through their research
process.
Begin to use discipline-specific writing
Students are taught a basic language through
conventions
which many dance scholars discuss dance. This
language is broken down into the categories of:
Body, Space, Time and Energy. This is a
language first delineated by Austrian physicist
Rudolf Von Laban; it was subsequently build upon
by dance and movement specialists. Body
includes the analysis of one’s kinesphere, body
parts exemplified in the dance, how the body is
clothed, how bodies relate to one another and how
the body relates to the viewer. Space includes the
Demonstrate appropriate English language
usage
analysis of shape, line, levels, planes, directions,
size of movement, and pathways seen in the
dance and bodies of the dancers. Time includes
the analysis of beat (external or internal timing),
tempo, even rhythm, uneven rhythm, accents,
syncopation, and the use of polyrhythms in the
dance. Finally, in terms of Energy, one analyzes
the quality of the movement: pendular, swinging,
sustained, percussive, vibratory, or loose, as well
as how the movement is phrased and the dancer’s
relationship to weight. It is through the
understanding of this language that the student is
better able to describe and analyze what is
happening in a dance in a less subjective manner
and perhaps draw conclusions about the purpose
and power of the dance in its given culture.
Following this academic approach, the student is
encouraged to describe her/his visceral and
immediate response to the dance and describe
why s/he had this response.
In all formally written and essay-exam
assignments, students are required to submit work
that is grammatically correct and proofread.
Submitted work that doesn’t satisfy these
requirements is returned to the student with
constructive comments and/or corrections as well
as the ongoing recommendation to make an
appointment with the instructor and/or Writing
Center for help and clarification.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
 Yes  No
 Yes No
Outcomes are not currently listed in the syllabus;
however, the instructor is amenable to making this
change should the course be approved as a
writing course. Students currently receive a topic
outline that delineates all reading and writing
assignments due throughout the term through
online course materials. This is available to the
students at the commencement of the semester.
Prior to the due date of written assignments,
students are given directions for the assignment
that describe the specific expectations and
requirements. All materials are posted online in a
folder entitled “Course Documents” and are
regularly updated by the instructor. Students are
notified by email when assignments are posted
online or if changes have been made to the
schedule.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
Are detailed requirements for all written
assignments included in the course syllabus? If not
how and when will students be informed of written
assignments? Please attach one example of
instructions for written assignment.
 Yes  No
 Yes  No
Students are given separate detailed requirements
for all written assignments. These requirements
are posted online and are available to the student
at the beginning of the semester in a folder
entitled “Course Documents.” Students are sent
an email by the instructor reminding them of
impending due dates.
What instructional methods will be used to teach
Students are provided with examples of writing
students to write for specific audiences, purposes,
that satisfy different audiences: for example,
and genres?
dance critiques written by professional critics as
well as scholarly articles written by dance
scholars. In class, students will have the
opportunity to verbally exercise the language by
which the dance will be analyzed and its meaning
assessed.
Which written assignments will include revision in Three progress papers that document the
response to instructor’s feedback?
student’s semester-long research include revision.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Two Dance Critiques:
A 4-5 page (typed, 10-12 pt. font, double-spaced,
1-inch margin, proofread, stapled) paper that
speaks to your perception of the choreography
and how you arrived at your opinion. Thoughtful
theses and responses should be derived from
your unique individual experience. Format below:
1. Introduction: Write a strong opening
paragraph stating the choreographic
information (Title of the piece,
Choreographer, Site, date attended, etc).
Frame a thesis statement for your paper
that formulates your aesthetic reaction to
the overall concert, your point of view.
Include overall impressions and thoughts
about the work.
2. Body of the paper: Select two pieces of
choreography within the concert to
critique. Describe the choreography in
great detail, assuming that the reader has
not seen it. Write about the piece in
complete sentences adhering to
paragraph form. Give statements of
substance, rather than mere description.
3. Conclusion: Write a strong final paragraph
that reflects your overall impressions and
responses to the event.
Three Progress Papers: Progress Paper Outline
Paper 1:
This progress paper should summarize progress
made on your research project. Include: your
thesis (why you are studying this dance); the
dance you are researching; the country, culture
and people from which the dance originates; what
the dance teaches you about the culture; the
underlying purpose and power of the dance; why
the dance is performed; who performs the dance;
if the dance is performed at certain occasions;
how the dance has changed over time; fusion of
the form with other dance forms; outside
influences on the dance; etc. How are body,
space, time and energy used in this dance? What
does this investigation of the movement elements
tell you about the dance and its purpose within its
culture? Be sure to include at least three separate
sources that can range from books, magazines,
and journals to interviews, videos, paintings, and
sculptures. YOU MUST USE THE LIBRARY AS A
RESOURCE! Strict attention must be given to
footnotes and quotes for each progress paper.
Paper 2:
This paper should summarize the newly made
progress on your research project and indicate a
deeper understanding and insight into the dance
subject. This paper should include a revised or
fine-tuned thesis statement indicating how you
have decided to tightly focus your paper/project.
Documentation should also include how your
approach is changing during the process, and if
you are encountering problems that urge you to
shift the thesis of your project. What are you
learning about the dance and the role of the dance
within its culture(s)? Is this dance an ethnic
dance? Is it "authentic"? Is it a "traditional" dance?
Be sure to include at least three new separate
sources and to pay strict attention to footnotes and
quotes for this progress paper.
Paper 3:
This paper should include any new research,
progress, materials gathered, and creative
thoughts on the subject. Additionally, an outline of
the final paper or presentation should be included.
Provided through this outline should be: a clearly
articulated thesis statement, a description of the
dance studied, the cultural origin of the dance, the
purpose of the dance, what the dance represents
within the culture, how the dance teaches about
the culture, how the movement elements of
body/space/time/energy defend your thesis, and a
conclusion. If you are planning to lead the class
through a movement experience that honors the
culture, you may also want to note what steps you
are taking to honor the dance in its original form
and avoid potentially offensive appropriation. If
you are choosing this option, also be sure to
describe what you want to convey to the class
about the culture through movement. This
progress paper should include three new sources
and pay strict attention to footnotes and quotes.
Short Essay Quizzes: (Example)
Quiz 1: 100 points (25 points each)
Answer four of the following five questions. On the
paper provided, please number the questions you
have chosen to answer. Note that grammar,
spelling, and construction of complete thought are
considered in the evaluation of each answer.
1. Dance is a universal experience. How did
the work of Curt Sachs and Carl Wolz
help contribute to the study of dances
worldwide? Follow-up: Dance as a means
to entertain is only one outlet for the art
form. Describe two other purposes dance
maintains in cultures studied thus far,
citing specific dances and cultures, as
well as the underlying power for each
dance referenced.
2. In their article “Looking at World Dance,”
authors Ann Dils and Anne Cooper
Albright contend that all dance is not
static. Why? How does this relate to the
notions of traditional dance? How do
Albright and Dils encourage their readers
to study world dance?
3. In various cultures, dancers have been
assigned rank in social, political and
economic stratification. Using either the
Pullavas outcaste of Kerala, India, or the
Devadassi of the Sadir (later known as
Bharatha Natyam) tradition, explain the
following: 1) the importance of the dance
within its society, and 2) how the dancer’s
occupation leads to a less desirable
image within the society.
4. In Yorubaland (Nigeria, West Africa),
those who practice traditional Yoruba
religion interact with deities and ancestors
in various ways through dance. Two such
dances were featured in both assigned
readings and videos: the Egungun and the
dance for Osun, deity of the River and
protector of children. Explain how 1) each
dance achieves unique communication
with the deity or ancestor and 2)
characteristics associated with this
method of communication, as well as 3)
the ritual functions that are present in
each dance form.
5. Compare and contrast the attitude
towards the body in the Judeo/Christian
view (specifically relative to the Middle
Ages and the historical view presented in
the Jonas reading) and the Hindu view.
Discuss how such perceptions of the body
helped shape the role of dance in realms
practicing such ideology.
Final Project:
The study of dance, a universal art found in all
human societies, is reflective of cultural history,
aesthetics and belief systems. To more completely
comprehend dance of diverse cultures, each
student must select a culture and time period from
which a specific dance evolved. A 12-15 page final
paper will summarize the student’s thesis,
research, and conclusion. Strict attention must be
given to quotes and footnotes. A
bibliography/works cited is a must. Research
paper guidelines must be adhered to. The paper
should be submitted in the following fashion:
typed, double-spaced, 10-12 pt. font, 1-inch
margins, stapled.
Midterm Essay Exam: (Example)
Directions: You may answer 3 questions, each
worth 50 points.
1. Bruce Fleming’s article, “A Conversation
on Conakry” calls into question
“Westerners’” perception of “authentic
dance.” Create your own definition for
authentic dance and cite examples of
specific cultural dances to support such a
definition.
2. Aristotle wrote of his fear of the corrupting
influence of a life devoted exclusively to
dance and urged his society to reserve
the profession of dance for slaves and
foreigners. Considering the history of the
profession of the professional dancer (in
both Western and non-Western societies),
do you agree or disagree with this
statement? Defend and cite your stance.
3. What are the functions of ritual in society?
How are these functions satisfied through
dance? Cite examples of ritual dances in
particular cultures to support your answer.
4. Compare and contrast the role of religion
in the dance forms of Western and nonWestern civilizations. Cite your sources.
Informal Ungraded Assignments
Online Blackboard discussion is informal, and
counts towards the “participation” section of a
student’s grade.
VII. 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
DANC 360L World Dance
The University of Montana School of Theatre & Dance
M/W 2.40-4 PM PARTV 005
Instructor:
Office:
Email:
Associate Professor Nicole Bradley Browning
PAR/TV 185, x2682
nicole.bradleybrowning@umontana.edu
Hours:
T: 11-12.00 pm
R: 11-1 pm
or call/email for appointment
COURSE DESCRIPTION
The study of dance, a universal art found in all human societies, is reflective of cultural history, aesthetics
and belief systems. To more completely comprehend dance of diverse cultures, students will open
themselves to the society and time period from which the dance evolved. Through this study, students
will better understand dance as: an emblem of cultural identity, social order, power and gender-specific
behavior; an expression of religious worship and/and or ritual; a classical art form; and as a medium for
personal expression in western and non-western cultures.
COURSE OBJECTIVES
1. To enhance one’s understanding of the various political, social and sacred functions of dance
cross culturally and through specific time periods.
2. To increase one’ knowledge of historical facts and events relative to the development of dance in
western and non-western cultures.
3. To provide emerging dance artists with sources of inspiration which exemplify physical,
intellectual and emotional qualities of dance.
4. To introduce and exercise scholarly practices in dance including: research, writing and critique.
INSTRUCTIONAL METHODS
This course stimulates active learning through movement, lecture, discussion, reading, research, writing,
dance viewing and presentations.
REQUIRED TEXT
Gerald, Jonas. Dancing: The Pleasure, Power, and Art of Movement
Albright and Dils. Moving History/Dancing Cultures: A Dance History Reader
Additional course materials will be made available on Blackboard. It is each student’s responsibility to
access online readings and the instructor will track each student’s access to assigned articles. Additional
articles will be made available in the form of class handouts. Students are required to take notes for this
course albeit electronically or via hardcopy.
COURSE REQUIREMENTS
1. Weekly informal discussion regarding in class topics on Blackboard.
2. Three short-essay reading quizzes will be given following each section of assigned reading.
3. It is expected that students view as much “live” dance as possible. Written critiques and
discussion will follow performances. Students are required to attend and critique 2 performances.
4. A midterm and final exam will test assimilation and understanding of material assigned through
readings and lecture. Generally this exam is designed as a take-home exam, available on
Blackboard. Questions may include: factual information, historical analysis and cultural
interpretation.
5. A final project and paper are required on a subject approved by the instructor. To aid the research
process, each week (for a period of three weeks) a two-three page paper summarizing progress,
materials gathered and creative thoughts on the subject will be submitted to the instructor. The
two-three page papers must include at least 3 separate sources that can range from books and
magazines to interviews, videos, paintings and sculptures. Strict attention must be given to quotes
and footnotes for each progress paper. These progress papers will be submitted electronically to
the instructor. A final project honoring a culture is a critical part of the research project. This
practicum part of the project may involve students choreographing and/or performing a dance or
leading the class through a choreographed group dance that exemplifies and teaches about the
culture through the basic elements of movement: body, space, time and energy.
6. Information Literacy: As part of this course, students are provided the opportunity to receive a
special topics course at the Mansfield Library that introduces the responsibility of contemporary
university students to thoughtfully discriminate information relative to her/his research in
academia and in this case, dance. The Association of College and Research Libraries' (ACRL)
Information Literacy Competency Standards for Higher Education provide a set of information
literacy standards, performance indicators, and outcomes that serve as the basis for assisting
learners to master content and extend their investigations, to become more self-directed, and to
assume greater control over their own learning.
7. GRADING
• Attendance and class participation (discussion/blackboard discussion board and movement)
10%
• Reading/Quizzes
• Critiques (2)
• Midterm Exam
• Progress Reports (3)
• Final Project and Paper
• Final Exam
10%
10%
20%
10%
20%
20%
* Important note: Two absences are permitted during the semester. Each additional absence warrants a
lowering of your grade 1/3 letter point (i.e. A becomes A-).
Academic Misconduct and the Student Code
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by
the course instructor and/or a 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://www.umt.edu/SA/VPSA/Index.cfm/page/1321.
Department of Theatre and Dance Policy
All Department of Theatre and Dance students must have an in-depth knowledge of the practices and
procedures outlined in the Department of Theatre and Dance Handbook. The Handbook is available
online at http://www.sfa.umt.edu/drama/index.html.
Example of Writing Assignment
The University of Montana
World Dance: DANC 360L
Due Date: One week Following Concert Date
Please follow the format below to write a critique on: Dancers on Location, the Informal Dance
Concert, and/or Dance Up Close.
If one wishes to dance, choreograph, teach, critique or better understand movement as an art
form it is crucial to thoughtfully evaluate and clearly articulate one’s visceral, emotional and
intellectual responses to dance. Dance is one of the most powerful forms of human expression,
and therefore it is a powerful means of communication. Through movements of the body, dance
conveys emotions, ideas and stories. For many people, dance also has the power to heal and
uplift. The purpose of this assignment is to stimulate analytical investigation of dance: how did
one engage or transport you while another failed to invite you in? What is the underlying power
of the dance? Is it to entertain, communicate with divine forces, express cultural identity,
illustrate power, define cultural ethics, explore cultural fusion, or to celebrate? In addition to
discussing what you believe the purpose and power of the dance is, the focus of this paper should
be on the movement (body, space, time and energy) and how the movement supports your thesis.
Finally, the paper should encompass the performance as a whole (as if your viewer did not have
the opportunity to see the concert). Construct a 4-5 page (typed, 10-12pt. font, double-spaced, 1inch margin proofread, stapled) paper that speaks to your perception of the choreography and
how you arrived at your opinion. Thoughtful theses and responses should be derived from your
unique individual experience. You may wish to take notes in the margins of your program so you
can remember the impressions and feelings the dance left with you.
Follow the format below:
1. Introduction: Write a strong opening paragraph stating the choreographic information (Title of the
piece, Choreographer, Site, date attended, etc). Frame a thesis statement for your paper that
formulates your aesthetic reaction to the overall concert, your point of view. Include overall
impressions and thoughts about the work.
2. Body of the paper: Select 2 pieces of choreography within the concert to critique. Describe the
choreography in great detail, assuming that the reader has not seen it. Write about the piece in
complete sentences adhering to paragraph form. Give statements of substance, rather than mere
description.
3. Conclusion: Write a strong final paragraph that reflects your overall impressions and responses to
the event.