ILLINOIS STATE UNIVERSITY
COLLEGE OF FINE ARTS
DEPARTMENT OF THEATRE

 Arts for Elementary Schools:  Dance

THE 283.00
3 semester hours

Prerequisite
Admission to Teacher Education Program; C&I 282.

Course Description
This course is designed to provide students with an introduction to theories and methods of teaching
dance and movement in the elementary school setting with special emphasis on integrating the arts. 
It includes planning, facilitating, and assessing dance and movement experiences for children in
grades K-6 while developing an understanding of the interconnectedness of all the arts: art, music,
theatre, and dance.

Overview of the Course (rationale)

The dance component of THE 283 is planned to assist future teachers in understanding concepts and
attaining skills needed for teaching dance to children, grades K-6.  Individuals will acquire
these skills and understandings through:

Students will have the opportunity to explore their philosophies about dance and begin to develop resources
and strategies for classroom use.

The Curriculum and Instruction Department at Illinois State University is committed to preparing future
educators who promote a high level of competence and integrity in practicing their profession.  Graduates
will contribute to the realization of the democratic ideal by providing excellence in education thus enhancing
the quality of life potential for all learners (Realizing the Democratic Ideal Framework). 

Course Objective
Upon successful completion of this course, the student will be able to: 

1.  Demonstrate basic knowledge and skills in working with dance/movement approaches, strategies, and tools developmentally appropriate for elementary aged children in a variety of learning environments. 

NAEYC:  1a, 1b, 1c, 4b, 4c, 4d

IPTS: 1, 4

INTASC: 1, 4
NCATE: 1.1, 2.1.1, 2.1.3, 2.1.5
Realizing the Democratic Ideal: Intellectual Virtue: 1

2.  Identify the characteristics of children’s creative work in dance at different developmental levels and utilize appropriate instructional strategies, materials, and lesson themes for each level.  To meet this objective, students will:

  • Read and discuss related text
  • Collect, discuss and utilize resources (Internet) for developmentally appropriate lesson planning
  • Incorporate age specific instructional strategies and approaches in a classroom setting
  • Write reflective summaries of readings and clinical experiences
  • Develop a resource file containing related instructional materials

NAEYC:  1a, 4 a, 4b, 4c, 4d, 5c, 5d

IPTS: 2

INTASC: 2
NCATE: 1.1, 1.2, 2.1.1, 2.12,  2.1.3, 2.1.5
Realizing the Democratic Ideal: Intellectual Virtue: 1, 3
Moral Virtue:  4

3.  Demonstrate an understanding of the principal sensory, formal, technical, and expressive qualities of dance/movement by:

  • Utilizing the visual, auditory and kinesthetic senses in studio assignments through movement experiences, problem solving experiences, and the viewing of dance. 
  • Understanding and identifying the formal elements represented in the structure and organization of dance.
  • Understanding and demonstrating partnering skills. 
  • Assimilating basic skill fundamentals to produce effective, safe, and efficient movement. 
  • Aknowledging and understanding of the processes and tools required to produce dance.
  • Awareness and understanding of dance as a way to create and communicate meaning through self-expression and personal style or interpretation.

 

 

 

NAEYC:  1a, 1b, 1c, 4b, 4c, 4d

IPTS: 1,

INTASC: 1, 6
NCATE: 2.1.3
Realizing the Democratic Ideal: Intellectual Virtue: 1

4.Demonstrate knowledge of specific ways that dance contributes to the intellectual, social, emotional, and physical development of children by:

  • Reading and discussing related texts
  • Collecting, discussing, and utilizing Internet resources
  • Completing related journal assignments
  • Implementing age appropriate strategies in classroom settings
  • Writing reflective summaries of classroom experiences.
  • Creating own warmup and discuss how that warmup prepares the body and mind for expressive purposes.

NAEYC:  1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d, 5b, 5d

IPTS: 2, 3

INTASC: 2, 3, 4
NCATE: 1.1, 1.2, 2.1.1, 2.1.2
Realizing the Democratic Ideal: Intellectual Virtue: 3

Moral Virtue:  4

5.  Provide examples of how dance can be used to promote an understanding of various cultures and historical periods by:

  • Reading and discussing related text
  • Collecting, discussing, and utilizing Internet resources
  • Participating in studio assignments related to dance in a particular cultural and time period
  • Effectively share & learn a folk dance and or/classical dances from various cultures; describe similarities and differences in steps and movement styles.

NAEYC:  1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d, 5b, 5d

IPTS: 1

INTASC: 1
NCATE: 1.3, 1.3.2, 2.1.4, 3.2
Realizing the Democratic Ideal: Intellectual Virtue: 2

 

6..  Demonstrate a basic knowledge of ways to integrate dance/movement content and skills with other fine arts areas by: 

  • Reading and discussing related text and supplemental material
  • Collecting, discussing, and utilizing Internet resources related to integrating dance into the Elementary Education Curriculum
  • Identifying potential curriculum connections for studio assignments.
  • Cite examples of concepts used in dance and another arts discipline – create a short composition assignment based upon these concepts.
  • Awareness and understanding of how accompaniment (sound, music, spoken text), lighting & costuming can contribute to or affect the meaning of a dance.
  • Developing a resource file that demonstrates clear applications to the other arts.
  • Attending four arts experiences outside of class, and providing written reflections for each:  art, music, theatre, and dance.
  • Participate in a capstone experience in an arts showcase at the end of the semester.

NAEYC:  1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d, 5b, 5d

IPTS: 1, 2, 4, 6

INTASC: 1, 2, 4, 6
NCATE: 2.1.3
Realizing the Democratic Ideal: Intellectual Virtue: 1

 

7.  Identify and develop appropriate strategies for engaging children in dialogue about dance including cultural and historical implications, critical analysis, and aesthetic issues.  To meet this objective, students will:

  • Read and discuss related text and supplemental material
  • Collect, discuss, and utilize Internet resources which relate to the four components of the comprehensive approach: 1) dance production; 2) dance history; 3) dance criticism; and 4) dance aesthetics
  • Develop a resource file with related materials.
  • Develop materials to encourage appropriate audience behavior in watching dance performances and discussing their opinions about the dances with their peers in a supportive and constructive way.
  • Identify possible aesthetic criteria for evaluating dance.
  • Accurately describe the role of dance in at least two different cultures or time periods.

NAEYC:  1a,  1c, 4b, 4c, 4d, 5c, 5d

IPTS: 1, 2, 4

INTASC: 1, 2, 4
NCATE: 1.1, 2.1.1, 2.1.2
Realizing the Democratic Ideal: Intellectual Virtue: 1, 3

 

8.  Demonstrate an understanding of effective assessment techniques within the dance curriculum by: 

  • Reading and discussing related material
  • Collecting, discussing, and utilizing Internet resources related to assessment in the arts
  • Completing related assessment assignments
  • Completing written self-assessments for all studio assignments
  • Develop personal goals and strategies to achieve them.

NAEYC:  1a, 1b, 1c,  2b, 2c, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 5b, 5c, 5d, 5e

IPTS: 1, 2, 4, 6

INTASC: 1, 2, 4, 6
NCATE: 2.1.3
Realizing the Democratic Ideal: Intellectual Virtue: 1

 


Course Outline
 

                     A.   Thematic Idea
                     B.    Translating the Idea into Movement Concepts
                     C.    Developing Activities
                     D.    Developing Outcomes

Required Texts

National Standards for Dance Education plus the Opportunity-to-Learn Standards for Dance Education. 
Reston, VA: AAHPERD, 1995.

Overby, Lynnette Young, Post, Beth C., and Newman, Diane. Interdisciplinary Learning Through Dance: 101 Moventures.
Champaign, IL: Human Kinetics Publishers, Inc., 2005.

Purcell Cone, Theresa, and Cone, Stephen L.  Teaching Children Dance.  Champaign, IL: Human Kinetics
Publishers, Inc., 2005.

LiveText

Recommended Texts

Benzwie, Teresa.  A Moving Experiences-Dance for Lovers of Children and the Child Within.   Tucson, AZ:
Zephyr Press, National Dance Education Organization,  2000.

Benzwie, Teresa. 
More Moving Experiences-Connecting Arts, Feelings, and Imagination.   Bethesda, MD:
National Dance Education Organization,  2000.

Gilbert, Anne Green. Teaching the Three Rs Through Movement Experiences. Bethesda, MD: National
Dance Education Organization,  2002.

Illinois Fine Art State Goals for Learning

Joyce, Mary.  First Steps in Teaching Creative Dance to Children.  Palo Alto, CA: Mayfield Publishing
Company, 1994.

National Standards for Arts Education:  Dance, Music, theatre, and Visual Arts.  Reston, VA: Consortium
of National Arts Education Associations, 1994.

Stinson, Sue.  Dance for Young Children-Finding the Magic in Movement.   Reston, VA:
National Dance Association (AAHPHRD),  1988.

Willis, Cheryl M.   Dance Education Tips From the Trenches. Champaign, IL: Human Kinetics
Publishers, Inc., 2004.

 

Required Student Tasks

1. Consistent, prompt, attendance; active & enthusiastic classroom participation; professional decorum.

2. Required readings in texts, online resources, or selected materials provided by instructor.

3. Presentation of discussion material and specific assignments.

4. Participation in all studio movement experiences, assignments, and activities.

5. Written assignments based on journal requirements, reflective summaries, ECE Portfolio entries,
and assessment assignments.

6. Preparation of Lesson Plans based upon the studio assignments or activities discussed in class.

7. Successful completion of LiveText Component for course.

8. Preparation and completion of Resource File. 
 

Evaluation Devices Possible Points
 

Active participation/professionalism:
Attendance, promptness, academic integrity, ethical and respectful interpersonal relations, an enthusiastic attitude, and full engagement in activities and discussions in the course are expected at all times.  Absences, late arrivals, early departures, and other unprofessional behaviors will contribute to a lowered letter grade.
15
Presentation:  Students will present an oral presentation, create visuals, a handout, and a homework assignment as appropriate on the topic of literacy and dance for children in a chosen age group appropriate to elementary education, K-6. 

(Professional attire is expected from each student on assigned date.)

10
Resource File:  The resource file will contain material that will help in the preparation and presentation of lessons in the elementary education settings in your future classroom.  It will include a total (minimum) of 25 "Activity Entries".  Each Resource/Activity File must include a Table of Contents and a Bibliography. 

RESOURCE FILE GUIDELINES CAN BE FOUND AT: http://www.ilstu.edu/~lmerri/Danceclassroom/THE283ResourceFile.htm

Each activity entry must include the following:
 

  • The activity title
  • The age group/grade targeted
  • The materials needed for the activity
  • The directions/procedure/music/words, etc.
  • The source

Activities cannot be duplicated from throughout the categories despite their cross-interdisciplinary connections.
 

15
Written Assignments:  Each student will maintain a course notebook containing various written assignments given throughout the semester.  Written assignments include journal assignments, reflective summaries of four arts experiences outside of class, ECE Portfolio entries, and assessment assignments.  Written assignments should reflect each student’s understanding of the information presented in readings, lecture, and other class activities. (Feedback on individual assignments will be provided by a check, check +, or check -) 15
Studio Assignments:  Students will develop confidence with the basic elements and tools of dance through a variety of movement experiences and problem solving activities.  Students will reflect upon the process of dancing, dance making, dance appreciation, and the teaching of dance through the use of classroom reflective summaries.  Students will utilize their classroom experiences to contribute to their resource file and overall teaching portfolio for future use.  (While this is intended to be fun and to help you each find the "magic in movement" each of you must bring an open mind, an eager body, and a healthy imagination to these movement experiences.) 20
Lesson Plans:   Students will develop lesson plans based on the studio assignments or activities discussed in class.  Lesson plans should address cross-curricular connections.  There will be a total of 3 lesson plans written by each student.  (1 @ 5 points each and 2 @ 10 points)

The 1st lesson plan will be a Collaborative Lesson Plan based on specific criteria. - 5 pts

The 2nd lesson plan will be a Collaborative Lesson Plan based on specific criteria and "team taught" to children at Metcalf.  (Peer Tutoring and Assessment of Teaching and Learning will be added to this assignment). - 10 pts

The 3rd lesson plan will be created specifically for LiveText (http://college.livetext.com/college/index.html)  - 10 pts

25
TOTAL POINTS POSSIBLE 100

Grading Scale

90 - 100      90%     A

80 - 89      80%     B

70 - 79      70%     C

60 - 69      60%     D

 

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