I. ASCRC General Education Form
(revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be submitted for the course to receive subsequent general education status .
Group II. Mathematics VII: Social Sciences
(submit
III. Language VIII: Ethics & Human Values separate forms if requesting more than one
III Exception: Symbolic Systems * IX: American & European
IV: Expressive Arts X: Indigenous & Global general education group
X
V: Literary & Artistic Studies XI: Natural Sciences
VI: Historical & Cultural Studies w/ lab

w/out lab

*Courses proposed for this designation must be standing requirements of designation) majors that qualify for exceptions to the modern and classical language requirement
Dept/Program
School of Theatre & Dance
Course Title
World Dance
Course #
U DANC 360LX
Prerequisite
II. Endorsement/Approvals
Credits
Complete the form and obtain signatures before submitting to Faculty Senate Office
3
Instructor Requestor
Phone / Email
Please type / print name Signature
Karen Kaufmann x2870 karen.kaufmann@umontana.edu
Program Chair Director
Michael Monsos
Dean
Dr. Stephen Kalm
Date
III. Type of request
New One-time Only Renew
X
Change
Reason for Gen Ed inclusion, change or deletion
Description of change
Remove
IV. Description and purpose of the general education course: General Education courses must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course content to students’ future lives: See Preamble: http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
World Dance provides critical 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, a source of political power, a form of cultural identity and ritual, an expression of gender, a form of entertainment, a celebration, and most importantly, a 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 culture’s aesthetics, history, and belief systems. Scholarly practices are exercised, including extensive research, writing, analysis, assimilation and critique. As students assess the role of dance within non-Western and Western cultural traditions, World Dance fulfills both the Indigenous & Global and
Literary & Artistic Studies general education requirements.

V. Criteria: Briefly explain how this course meets the criteria for the group. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Course covers a number of works in one or more of the various forms of artistic representation.
Course establishes a framework and context for analysis of the structure and significance of these works.
Course provides mechanisms for students to receive instruction on the methods of analysis and criticism.
Course provides mechanisms for students to develop arguments about the works from differing critical perspectives.
Through lecture and class discussion, students acquire a specific language to discuss and interpret movement. This system—defined by
Austrian physicist Rudolf Von Laban— categorizes movement through use of the body, space, time and energy. Becoming versed in this language permits students to objectively look at the internal structure of world dances and articulate meaning. Students are assigned extensive scholarly readings that first introduce historical perspectives regarding world dance and then delve deeply into the ethnographic and critical study of dance.
Readings vary in historical and cultural scope, exposing students to dance forms (and their embedded meanings and implications) ranging from ancient Greece to medieval Europe to the
Japanese court to contemporary Africa. In class, students are exposed to many historical and cultural dance forms that support assigned readings.
Students are afforded the opportunity to participate in world dance forms (such as West
African dance and Spain’s Flamenco dance) in the dance classroom. The opportunity to embody a particular dance heightens students’ understanding of the defining characteristics of the form and thereby the culture and time period that evolved the dance.
Students investigate dances that evolved, or were eradicated, during specific times in history and thus learn about the power assigned to the human body and its expression through dance.
For example, through the study of American
Indian traditional dances such as the Ghost
Dance, students learn about a new religion and how a restored sense of hope evolved from a form of dance. They learn about why the threatening power of such cultural practices as dances were outlawed and prohibited by governmental authorities. Contemporarily, students learn how traditional dances strive to survive as symbols of one’s heritage and cultural emblems. This extensive study is applied to

several different cultural dances including
European folk Dance, Bhratha Natyam, dance of the Whirling Dervish, Polynesian dance, ballet,
Japanese court dance, African dance, capoeira,
Danztheater, and Chinese traditional dance.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of this perspective, students will be able to analyze works of art with respect to structure and significance within literary and artistic traditions, including emergent movements and forms.
After students become familiar with research methods, each student exercises extensive research (text, journal, film, music, Internet, live interview, participation in dance forms) upon a specific dance from a particular culture or time period. Through this research, the student learns about the significance of the dance form and its effect on said culture or time period. Presentation of this research enables the entire student population to further understand the impact of a particular dance form and its importance in the realm of world dance.
Upon completion of this perspective, students will be able to develop coherent arguments that critique these works from a variety of approaches, such as historical, aesthetic, cultural, psychological, political, and philosophical.
1.
Written reading quizzes following each section of assigned reading topics.
2.
Written mid-term and final exams test the assimilation and understanding of material assigned through reading and lecture and tests factual information, historical analysis, aesthetic content, political content, cultural impact and philosophic interpretation.
3.
Final research project and paper investigating a specific form of world or historical dance that exemplifies the: social order, cultural identity, expression of religious/ritual worship, gender specific behavior, power structure or method of celebration/entertainment for a particular culture or people. The project enables students to deepen their understanding of a chosen culture, peoples, time period, history, implication and purpose by which a specific dance evolved. The project reveals the weight and depth of the dance and its meaning.
4.
Progress reports (2) on final research project and paper are evaluated before presentation of research is permitted.

5.
Analysis of dance performance
(traditional dance theater as well as dance performance as seen in traditional
American Indian pow-wow celebration) is documented in two 3-5 page dance critiques.
Active participation in both class discussion as well as dance practicum in which students have the opportunity to learn world dance forms firsthand in the classroom.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry at least 3 credits, and will be numbered at the 100-200 level.
If the course has more than one pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200 level), provide rationale for exception(s).
World Dance is a survey course that introduces students to a breadth of purposes for which one might dance in cultures worldwide. No previous experience with dance technique, cultural inquiry, anthropology, or dance history is necessary to take this course. The course does, however, necessitate extensive reading, inquiry, research, writing, communication skills, discussion skills, and presentation skills that are best suited to advanced students of the 300 level.
VIII. 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 360LX World Dance
University of Montana School of Theatre and Dance
T/R 9:10-10:30 AM PARTV 005
Autumn 2013
Instructor: Professor Nicole Bradley Browning
Office:
Email:
Hours:
PAR/TV 185, x2682 nicole.bradleybrowning@umontana.edu
M/W: 10:40-11:40, T: 10:45-11:45
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 study the societies and time periods from which the dances evolved. Through this investigation, 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 history 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, synthesis and writing.
INSTRUCTIONAL METHODS
This course stimulates active learning through movement, lecture, discussion, reading, research, writing, dance viewing and presentations.
RECOMMENDED TEXT
Gerald, Jonas. Dancing: The Pleasure, Power, and Art of Movement
Albright and Dils. Moving History/Dancing Cultures: A Dance History Reader
Selections from these texts will be available for assigned readings on Moodle, as will additional reading materials. It is each student’s responsibility to access online readings. Additional articles may 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.
Attendance, participation in class discussion and completion of reading assignments and quizzes at the discretion of the instructor.
2.
It is expected that students view as much “live” dance as possible. Students are required to attend 3 performances.
3.
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
Moodle. Questions may include: factual information, historical analysis and cultural interpretation.
4.
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 three-page paper summarizing progress, materials gathered and creative thoughts on the subject will be submitted. The threepage papers must include at least 3 separate sources that can range from books and magazines, on-line journals and films to interviews, videos, paintings and sculptures. Students are required to use books as resources for this study. 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. The first progress report will be submitted to the instructor for research subject approval and evidence of support materials, a peer will review the second, and the third will be submitted to the instructor for grade. If the student is seeking an Area of Permissive Specialized Competency in Dance, then this final project MUST research a dance of Native American culture.
5.
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.
6.
GRADING
• Attendance, class participation (in discussion and movement exploration!), quizzes

25%
• Attendance to Dance Concerts
15%
• Midterm Exam
10%
• Progress Reports (3)
15%
• Final Project and Paper
30%
• Final Exam
10%
* 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 Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or 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://life.umt.edu/vpsa/student_conduct.php
.
All Theatre & Dance students must have an in-depth knowledge of the practices and procedures outlined in the School of Theatre & Dance Student Handbook. The Handbook is available online at http://www.umt.edu/theatredance/about/handbook .
There is inherent risk involved in many Theatre & Dance classes as they are very physical in nature.
Please proceed through class, shop time, or rehearsal with caution. Always be mindful of your personal safety and the safety of others. Students participating in class/shop/rehearsal/performance do so at their own risk.
Due to safety considerations, at no point during a student’s time spent in class or serving on a production (in any capacity) should non-enrolled persons be guests of that student without my
consent. Presence of such unauthorized persons in a class, shop, or any backstage/off-stage area will negatively affect a student’s grade.
Students with disabilities may request reasonable modifications by contacting me. The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and
Disability Services for Students (DSS). “Reasonable” means the University permits no fundamental alterations
of academic standards or retroactive modifications. For more information, please consult http://life.umt.edu/dss/ .
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and corresponding responses to the Assessment Advisory Committee.