TCU SCHOOL FOR CLASSICAL & CONTEMPORARY DANCE
International Dance Forms
Spring 2012 Dance 40333-076
Mon & Wed 3:30- 4:50 pm
Meeting in Computer Lab and Studio A
Dr. Suki John
Assistant Professor of Dance
School for Classical & Contemporary Dance
Lowe Hall Room 218
s.john@tcu.edu
Office hours T/R 12:30 -1:30 and by appointment
“Take responsibility for your own life in dance, now and in the future. Dig in and dig out
what you need to know to do what you want to do.”
Jane Baas, Western Michigan University
INTENT:
This course aims to familiarize students with dance as a global phenomenon, and to
help them imagine themselves as part of an inter-connected and rapidly changing art
form. We examine the place of dance in cultural and social life, as a site of human
knowledge and cross-cultural communication, and as a form that impacts and is
impacted by constantly changing technology. As dancers may work internationally in
many capacities, this class will stimulate creative entrepreneurship – encouraging
students to create the work they want to do in dance -- at home and abroad.
INSTRUCTIONAL METHODS:
>We meet in the computer lab and/or the dance studio to view and participate in
dances that are new to us in their geographical source, form, or media
>We read, watch, and research dance with an the international perspective
>We explore ways to disseminate dance internationally through forging new
connections, using new technology, and seeking opportunities for creative
entrepreneurship in the field
>We welcome guests from the Neeley School of Business and from the North Texas
dance community.
THERE IS NO READING PACKET OR BOOK TO BE PURCHASED THIS
SEMESTER. AS A CLASS WE MAY CHOOSE TO SPEND THAT MONEY ON AN
OUTING TO VIEW WORLD DANCE.
Spring 2012 Dance 40333-076
LEARNING OBJECTIVES:
>Experience new dance forms in the studio
>Seek and create dance opportunities beyond local boundaries
>Examine varied ways in which dance is represented through technology
>Take an entrepreneurial approach to community, building liaisons with local
practitioners of non-Western dance forms
>Cultivate interview, pitch, and audition skills
>Take a proactive approach to job creation in the arts
> Discover a non-Western dance form you wish to pursue further.
STUDENTS WILL:
>Demonstrate a strong sense of individuality and innovation, while alternating
leadership with team roles and responsibilities
>Create and share Websites, Interests Folders, Publicity Portfolios, and Webliographies
>Research, create and apply for an international “dream job”
>Identify their passion, skills and potential for success in a particular aspect of dance
entrepreneurship
>Conduct market research and develop marketing strategies for an entrepreneurial
venture in dance
>Develop creative ideas and translate them into a viable business opportunity in the
dance world
>Participate in an “elevator pitch” competition
>Actively participate in and learn about two non-Western dance forms
COURSE REQUIREMENTS:
1) Interests Folder
Each student will create an electronic Interests Folder which includes three areas of
intriguing possible employment. Contents are organized separately under the three
topics you choose. Research each area of interest for job descriptions, business ideas,
consultancies, creative opportunities, and employment opportunities. Where are jobs
listed? How do you find ads? Who hires? Where do dancers get information? These do
not need to be jobs you are currently qualified to do!! The idea is to brainstorm possible ways
to use your dance talent and passion in new settings. Be sure to note whenever
internship opportunities are mentioned. Annotate websites briefly so their value is
apparent to classmates. Interests Folders may be researched collectively, but be sure to
add your name when posting Webliographies; they will be posted online as a class
resource through eCollege.
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Choose three (3) job descriptions for the Interests Folder, from at least two
different categories (i.e. two from Performance, one from Teaching, etc.) Create, add,
and expand on this list, and add new resources to the class Webliographies!
Performance: International performing opportunities; choreographic showcases
and competitions (domestic/international); commercial choreographic
opportunities; non-Western dance forms to perform locally
Private businesses: Studio ownership/operation; Dancewear; Website and
resource development for dancers; New media for dance; New technology for
dance; Press agents/managers for dance; Presenters/agents for touring
companies working internationally and tours visiting from abroad; Business
plans
Arts/Dance administration: Arts lobbyists; Grant writers; Company directors;
Production, Technical/backstage work; How to write a press release; How to get
the press to attend; Creating and operating non-profits; Arts administration;
Management; Press Agencies; Artist agencies
Dance in education Teaching (certification, public schools, Pilates, Gyrotonics,
Alexander Technique, etc.) International teaching opportunities; Community
outreach; World dance in the schools, Dance therapy; Physical therapy; Dance
journalism; Dance scholarship; Graduate School in preparation for…what kind of
careers?
New Media: Dance in new forms; online competitions, dance dissemination and
new technology projects; interactive projects; the next new thing!
Other:…add job descriptions that don’t fit above.
2) PR Portfolio
Create/update a website with basic information about your dance experience,
abilities, strengths, and goals. Online contents must include (hard copies may be
requested):
1. Three resumes
a. multi-page (for educational, entrepreneurial and creative gigs)
b. one page (can be glued to the back of a photo for auditions)
c. 100 word narrative bio (for a program or index)
2. Professional goals (be specific – say what kind of work you are seeking)
3. Statements of Artistry &/or Teaching Philosophy (this will depend on item
#2)
3. Clear and concise list with description of classes you can teach or other
professional skill you are offering
(continued on next page)
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PR Portfolio (cont.)
4. Streaming video (or link) of performance &/or choreography
5. Head and body shots (At least one of each)
3) Dream Job Project
For your “dream job project,” you will be asked to imagine, research, pinpoint
and apply for an international dance job. This job may be advertised, or you may
“invent” a job for a particular company/location in an actual setting where you feel you
could do well. You will create an application for this job, including the appropriate
materials from your Portfolio. Be sure to include:
1. A cover letter (even if none is requested, we will use one for class)
2. Appropriate resume or C.V. (tweaked if necessary)
3. DVD or streaming video if called for.
NOTE: If the materials require translation you will have them translated; if the
DVD format is other than that used in the US, you will have your materials transferred.
The application should be ready to send in its entirety by the date the project is due.
Presentation will include a ‘mock interview’ by the class.
4) Venture in Dance
Building on your findings and materials, you will conduct market research and
develop a business plan for an entrepreneurial venture in dance. This assignment will
be presented to the class in all its parts and summarized in brief on paper (partners will
hand in one hard copy of the completed assignment together). Except, that is, for #6, the
Elevator Pitch, which will be staged in a live and hopefully lively competition. Find a
partner and…go through ALL of the following steps. Be prepared to present, explain,
and back up your ideas to your peers – just as if you were in a meeting with an
interested party.
1. Research what currently exists in the local, national and international world of
dance. What’s missing? What could you add to the picture? How might you fit in with a
new concept? What is the social, political, or ethical contribution you want to make?
2. Analyze the market. What works? Who makes a profit, who breaks even and
who goes under? How do not-for-profits compare to for-profit companies? What is
appropriate for your venture? Are grants available for this sort of project?? What does
your target market/company/client value the most?
3. Brainstorm. Creativity and Opportunity recognition. What can you do that no
one else can? What are you willing to risk? Where would you like to go? What are you
interested in learning, seeing, doing or contributing to the world? What does your idea
bringing to the table… (revenue, press, artistic recognition, new enrollees)??
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4. Business model. Use the webliography and Neeley sources to create a simple
business model. How can you stack the odds in your favor? How will you build your
‘brand,’ develop your idea, market it?
5. Press Release - one page or less. How do you get the media to come to your
event, cover your studio opening, photograph your class or interview you??
6. Elevator pitch. You find yourself in an elevator with ________ (a person who
can make a difference in your future). You have 90 seconds to convince them to take
your call/ look at your video/read your C.V./have a meeting. What will you say??
This part of this assignment, the Elevator Pitch, will be part of a competition we will
create with a business class from The Neeley School. Consider consulting your peers in
the Business School to see how you might share ideas. They may want to back you one
day!
You and your partner will present your Venture to a panel of experts – your peers –
who will grill you on your idea. Be prepared to win them over!
5) Webliography
Update and share information on the webliography through the course of the semester.
Submissions are organized by topic. Please share items that are useful, inspirational or
interesting but not time stealers...even entertaining ones.
Participation/Philosophy/Practice
This class will be as successful as you make it. The value will be in in what you produce
and the skills you choose to develop personally. I will not be keeping track of your
readings or process but will grade your product; these results showcase skills that
enhance your ability to create meaningful dance work for yourself at home and abroad.
Your assignments will require that you take initiative to find the information and
develop the ideas that will be most useful to you. You will have access to a lot of
materials that you may use at your discretion. I have created a webliography that you
will augment over the course of the semester. No one owns this information, so as a
class you will get the most out of the experience by sharing what you know. I will do all I
can to empower you, and I trust you will help each other, to create a sense of preparedness as you
enter the international world of dance.
This course involves a variety of experiences including: embodiment, observation,
research, and discussion. Participation means being present in class; being prepared
and on time; contributing to discussion; and bringing your physical and intellectual
commitment to every session.
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The class will include exploration of two international dance forms. Class will take
place in the computer lab and the studio; it will not always include dancing. Come
prepared to share ideas, take notes and to move. Any appropriate dancewear will be
accepted for studio sessions, although you may find you are more ‘inspired’ when
dressed in keeping with the international form we are studying. Rehearsal skirts may be
recommended for studio classes.
You will not be graded on your dancing; however unexcused absences or lack of
focused participation during guest artist sessions will result in deductions from your
final grade. Please turn off your phones; texting or inappropriate computer use in class
will result in a 5 point deduction from your final grade.
Course Requirements
Percentage
Interests Folder
10%
Publicity Portfolio
25%
Dream Job Project
30%
Dance Venture
30%
Webliography
5%
Total
100%
This course syllabus was developed with the generous input of William “B.J.” Warren
of Millikin University, Gina T’ai of Beloit College, The Coleman Foundation, and
Michael Sherrod of the TCU Neeley School of Business.
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CLASS OUTLINE
(subject to change as life and learning intervene)
1/18 Introduction to terms, ideas, methodology and goals.
1/23- 1/25 The Brave New World of Dance
Bring in ideas about job prospects you want to research internationally –begin work on
Interests Folder
Read and respond in student café:
“ten things for 2012” on Webliography on eCollege: or
http://blog.tendu.tv/2012/01/05/apap-preview-ten-things-the-dance-field-should-betalking-about-in-2012/
1/28 Senior Career Conference (extra credit) all day workshop at TCU
https://careers.tcu.edu/PDF/SeniorConferenceAgenda_UPDATED.pdf
1/30 The Elevator Pitch introduction
Class held in the Neeley Business School
Smith Room 201, Professor Michael Sherrod’s Class
2/1 In-class viewing of Bharata Natyam and Kathak videos
Due: Interests Folders – on eCollege
2/6 Studio A
Bharata Natyam guest Prathiba Natesan
Be prepared to dance
2/8 Indian Dance, Orientalism, Commodification
Read: Jeyasingh, “Getting off the Orient Express” (handout)
2/13 Work on Portfolio
Brown Bag
2/15 Work on Portfolio
2/18 AOC Benefit concert
2/ 20 Prathiba
Meet in studio
2/22 Due: Publicity Portfolio view and discuss with class
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2/27 Prathiba
Meet in Studio
American College Dance Festival – please be prepared to describe auditions and World Dance
classes taken during the festival
2/29 Discussion: Portfolios, Ventures
leap day!
3/5 In-class work on Ventures
Tech week
3/7 In-class work on Ventures
TCU SCCDance concert
3/12 TBA
3/14 In-class work on Ventures and Elevator Pitches
3/17-25 Spring Break!
3/26 Present Ventures in class
3/28 Present Ventures in class
4/2 Elevator Pitch Competition with Neeley visitors
in Erma Lowe Hall
4/4 Middle Eastern Dance
Meet in the Studio with Rivkah
4/9 Middle Eastern Dance (SJ at conference)
Meet in the Studio with Rivkah
4/11 Middle Eastern Dance (SJ at conference)
Meet in the Studio with Rivkah
4/16 Work on Dream Job Project
Senior Capstone Tech Week
4/18 Work on Dream Job Project
4/22 XTE Banquet
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4/23 – 4/30 Presentation of Dream Job Projects
5/2 Wrap up and send off!
MLA Statement:
The School of Classical and Contemporary Dance requires MLA style for all writing.
Papers written in this class must follow MLA guidelines for in-text citations and the list
of works cited. Students are required to familiarize themselves with the TCU Writing
Center’s “Writing Resources” website (http://www.wrt.tcu.edu/Resources.html), and
must read the Writing Center’s MLA Handout and refer to it when writing papers
(available at the Writing Center or on the website under “Citation Information”).
Students should also own a copy of the most current edition of the MLA handbook
(available at http://www.mla.org). Failure to thoroughly and correctly document your
work will result in the return of the paper, ungraded, upon which the student will have
until the next class period to correct and return the paper.
ADDITIONAL CLASS POLICIES
Grade Scale
A
96-100
A92-95
B+
89-91
B
85-88
B82-84
C+
79-81
C
75-78
C72-74
D+
69-71
D
65-68
D62-64
61 and below
SCCDance NEW improved GRADING PHILOSOPHY
The following is the philosophical basis of the grading system used by faculty in the
School for Classical & Contemporary Dance at TCU. It should be understood that these
criteria apply to both process oriented learning and objective learning outcomes. As
such, the grading is necessarily based on both subjective and objective assessment by
the professor. Plus and minus grade designations show the quality of a student’s work
in relation to the higher or lower grade.
A
This grade indicates that there is evidence that you have paid detailed attention
to the material presented in class; that your participation in class was mindful and
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constant, that your work in all assignments and/or activities was timely, invested, and
thorough; and that you have clearly shown improvement or growth over the course of
the semester. You demonstrate that you stretch yourself to learn new things and apply
new methods, observe closely, and identify and consider questions that you find
important. You have developed and consistently practice the ability to direct your own
learning, to self-cue, and to make and maintain changes in your work. Overall, your
work is thoughtful and in-depth, you want to ask questions and explore new ideas, you
are reflective about the material, and demonstrate regularity of excellence.
B
This grade indicates that there is evidence that you paid attention to information
covered in class; you consistently participated in class activities; your work in most of
the assignments and/or activities was timely and thorough; and you have shown
improvement or growth. You demonstrate the ability to learn new things, apply new
methods, and be observant, with some reliance on a professor’s prompting or cuing.
C
This grade indicates that you have shown willingness to engage with and use the
information presented in the course, but little improvement or growth has occured.
Your work shows cursory attempts to understand, question, explore, utilize, and
develop within the course materials and experiences.
D
This grade indicates that your assignments were not completed satisfactorily,
you inconsistently responded to guidance from your professor, and evidence of
improvement or growth was lacking.
F
Course requirements were not met and assessment criteria were not fulfilled.
Attendance:
Attendance is necessary. The material covered in this class will go beyond your
assigned readings; therefore, in-class lecture, discussion, and videos are vital
components. If you are ill, you are expected to contact me by email or voice mail before
class and provide written documentation of the illness when you return to class. If a
personal or family emergency occurs, please contact me and the Office of the Dean of
Student Life.
If you miss assigned work due to an excused absence, you are expected to contact me to
make up the work. This must be done within one week of the missed assignment.
Please do not assume I will contact you—it is your responsibility!
Building Notes:
• If you ride a bicycle to class, please use the bike rack on the West side of the building.
• Do not use the 2nd floor restroom for changing, locker rooms are available to you 30
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minutes before and after your scheduled class time. Non-majors may bring a
lock and leave belongings in a locker. At the end of the term, if locks are not
removed by students, campus police will remove them and abandoned items
will be disposed of.
Non-discrimination Statement:
TCU is committed to providing a diverse and supportive learning community that
values the dignity and respect of the individual and has a non-discrimination policy
that reflects this philosophy. Disrespectful behaviors or comments addressed towards
any group or individual, regardless of race/ethnicity, sexuality, gender, religion, ability,
or any other difference is deemed unacceptable in this class, and will be addressed
publicly by the professor.
Disabilities Statement:
Texas Christian University complies with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act of 1973 regarding students with
disabilities. Eligible students seeking accommodations should contact the Coordinator
of Student Disabilities Services in the Center for Academic Services located in Sadler
Hall, 1010. Accommodations are not retroactive, therefore, students should contact the
Coordinator as soon as possible in the term for which they are seeking
accommodations. Further information can be obtained from the Center for Academic
Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-6567.
Adequate time must be allowed to arrange accommodations and accommodations are
not retroactive; therefore, students should contact the Coordinator as soon as possible in
the academic term for which they are seeking accommodations. Each eligible student is
responsible for presenting relevant, verifiable, professional documentation and/or
assessment reports to the Coordinator. Guidelines for documentation may be found at
http://www.acs.tcu.edu/disability_documentation.asp.
Students with emergency medical information or needing special arrangements in case a
building must be evacuated should discuss this information with their instructor/professor as
soon as possible.
Academic Misconduct Statement:
**Academic Misconduct (Sec. 3.4 from the Student Handbook) – Any act that violates
the academic integrity of the institution is considered academic misconduct. The
procedures used to resolve suspected acts of academic misconduct are available in the
offices of Academic Deans and the Office of Campus Life. Specific examples include,
but are not limited to:
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
Cheating: Copying from another student’s test paper, laboratory report, other
report, or computer files and listings; Using, during any academic exercise,
material and/or devices not authorized by the person in charge of the test;
Collaborating with or seeking aid from another student during a test or
laboratory without permission; Knowingly using, buying, selling, stealing,
transporting, or soliciting in its entirety or in part, the contents of a test or other
assignment unauthorized for release; Substituting for another student or
permitting another student to substitute for oneself;

Plagiarism: The appropriation, theft, purchase or obtaining by any means
another’s work, and the unacknowledged submission or incorporation of that
work as one’s own offered for credit. Appropriation includes the quoting or
paraphrasing of another’s work without giving credit therefore.

Collusion: The unauthorized collaboration with another in preparing work
offered for credit.
This syllabus represents my current plans and objectives. As we go through the semester, those
plans may need to change to enhance the class learning opportunity. Such changes,
communicated clearly, are not unusual and should be expected.
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