Seminar in Dance Education
MPADE-GE 2509.002
Fall 2015
NYU Steinhardt School of Education
Department of Music & Performing Arts Professions
Dance Education Program
Time: Monday, 4:55-6:35 pm
Instructors: Susan R. Koff, Ed.D
John-Mario Sevilla, MFA
Phone: (212) 992-9384
E-mail: [email protected]
[email protected]
Room: Waverly 431
Office: Education Building, Office 1210
Office Hours: Tuesdays 3:30-5:30pm and
Wednesdays 2-4:00pm. Call (212) 998-5400
to schedule an appointment
Course Description:
Seminar in Dance Education is the culmination course for the MA in Dance Education. The Program
Seminar addresses issues confronting dance educators. Emphasis is on integrating theory and
practice and on the generation of new ideas, approaches and perspectives in dance education so that
the students are prepared to continue their careers from this point forth. Students are required to
complete a curricular model for an education arm of an arts organization or as an overview of their
K-12 plan. Particular attention is paid to report writing including the development of an extensive
review of the literature for individual projects and developing that curriculum from the initiation
phase, through to all assessment.
During this course students will bring in literature discovered during several searches, as well as
literature presented in other courses. There will be discussions of issues presented in this literature,
and the manner in which these issues impact the professional life of a dance educator.
Inconsistencies through literature will also be discussed. Based on this format, students are expected
to be actively searching the literature, reading and analyzing what they have discovered, and prepared
to discuss these issues in class or online.
Goal:
At the end of this course, the student will be able to implement the developed tools in the next steps
of a career in dance education.
Outcomes:
The student will be able to investigate and implement assessment and evaluation in curricular and
programmatic contexts.
The student will actively review the literature in their chosen area of interest.
The student will use that engagement with the literature to support their curriculum model.
The student will articulately discuss the issues that have been researched in Dance Education.
The student will synthesize all prior Dance Education learning into the assignments in this course.
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Text:
Anderson, L.S. & Krathwohl, D.R. et al. (2001). A taxonomy for learning, teaching & assessing—a
revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Andrade, H., Lui, A., Palma, M, & Hefferen, J. (2015). Formative Assessment in Dance Education.
Journal of Dance Education, 15: 47-59.
Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Lavender, L. (1996). Dancers talking dance: critical evaluation in the dance class. Champaign, IL:
Human Kinetics.
Lerman, E. (2008). Counterpulse. Liz Lerman’s critical response: Toward a process of critical
response. 7 August 2013: http://counterpulse.org/2008/liz-lermans-critical-response/.
NYC Blueprint for the Arts: http://schools.nyc.gov/offices/teachlearn/arts/canda_dance.html
Jesson, J., Matheson, L., & Lacey, F.M. (2011). Doing your literature review: Traditional and
systematic techniques. Thousand Oaks, CA: SAGE Publications.
Kumar, R. (2011). Research methodology: A step-by-step guide for beginners (3rd ed.). Thousand
Oaks, CA: Sage.
Locke, L.F., Silverman, S.J., & Spirduso, W.W. (2004). Reading and understanding research.
Thousand Oaks, CA: SAGE Publications.
National Coalition for Core Arts Standards: http://nccas.wikispaces.com/
National Dance Education Organization. (2004). Research priorities for dance education: A report to
the nation. NDEO.
(Directions for accessing NDEO's Research Priorities: Go to NDEO.orgà Click on "Research
(DELRdi)" à "Research Priorities"à Download a full text copy of the Research Priorities for
Dance Education: A Report to the Nation (2004)
Stiggins, R & Chappuis, J (2005). Using student-involved classroom assessment to close
achievement gaps. Theory into practice. 44. 1. 11–18. (provided)
Warburton, E.C. (2006). Evolving modes of assessing dance: in search of transformative dance
assessment. In P. Taylor (Ed.), Assessment in arts education. Portsmouth, NH: Heineman.
(provided)
Ebrary Text (via Bobcat/NYU Classes):
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.) [Electronic version].
Alexandria, VA: Association for Supervision & Curriculum Development.
http://ezproxy.library.nyu.edu:6305/lib/nyulibrary/docDetail.action?docID=10081770
(Or: Log into NYU Homeà Go to Research pageàType in "Understanding by Design" into Books
and More Search boxàClick on "Understanding by Design" eBook (should be first search
result)àSelect Online Version
eBook should open)
Recommended:
Hart, C. (1998). Doing a literature review: Releasing the social science research imagination.
Thousand Oaks, CA: SAGE Publications.
Assignments/Assessment:
1. Annotated Bibliography (20%)
2. Literature Review (25%)
3. Curriculum Model and Presentation (30%)
4. Assessment (20%)
5. Forum responses, Active Participation (Cover Letter, CV) (5%)
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Assignment Details:
1. Annotated Bibliography:
Read and assess a minimum of 20 publications on your chosen topic.
2. Literature Review:
Integrate the annotated bibliography into a coherent review of the chosen literature. This
should be approximately 8-10 pages, double-spaced.
3. Cover Letter, Bio, CV
This is professional preparation toward employment. Details will follow.
4. Curriculum Model:
In this paper you will present a plan for a curriculum in an educational arm of an arts
organization or as an overview of your K-12 plan. It should be approximately 20-25 pages,
double-spaced. Included in this project is presentation of the curriculum (as to a curriculum
committee, a potential employer, or a conference presentation). All presentations will be with
PowerPoint projection. Duration is 10 minutes.
5. Assessment:
In your Curriculum Model, you will submit evidence of baseline, formative and summative
assessments; self, student-to-student and teacher-to-student assessments; and teacher
reflection to address your goals and objectives. You will submit samples of two graphic
organizers, one rubric, one checklist, five journal questions or exit slips, 1 feedback protocol
and 1 teacher reflection practice that you have designed specifically for your curriculum
model.
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Policies:
• Assignment Formats: All assignments must be typewritten with at least a normal 12 pt font
and double-spaced. Use a header and page numbers. Please hand in hard copies of
assignments without folders. Do not email them; emailed copies will not be accepted.
• Attendance: You are expected to attend every session of the course. If you are going to be
absent please send an email to the instructor. Under exceptional circumstances, such as those
with a serious illness or other emergency, and at the discretion of the course instructor an
absence is excused. Except for these exceptional circumstances, every absence will decrease
the cumulative grade by one letter grade increment. Please make arrangements with a peer to
collect course materials for you and contact the peer after the session for updates on the
session activities and assignments.
• Late arrivals/Early departures: Being on time and staying throughout the duration of the
course is to be expected. Three late arrivals, three early departures, or any three combinations
of late arrivals and/or early departures to/from class will equate to an absence. A late arrival
or early departure of more than 15 minutes will be counted as an absence. An unexcused
absence will decrease the cumulative grade by one letter grade increment.
• Late Assignments: Late assignments are reduced in letter grade increment. Assignments
may be handed in up to one week late. Late assignments may not receive significant
feedback. Any assignments that are not complete at this time (one week late) will not receive
a grade and will negatively affect your cumulative course grade.
• Grading:
Letter Grade
A
AB+
B
BC+
C
CD+
D
F
•
•
•
•
•
•
Number Grade
94-100
90-93
87-89
84-86
80-83
77-79
74-76
70-73
67-69
65-66
0-64
Legend
Exceptional
Excellent
Extremely Good
Very Good
Good
Satisfactory
Satisfactory
Nearing Satisfactory
Minimum Passing Grade
Minimum Passing Grade
Failure
Incomplete Grading: Under exceptional circumstances, such as those with a serious illness
or other emergency, and at the discretion of the course instructor, an incomplete grade may be
granted, based on the student's performance throughout the course of the semester.
E-mail Communication with Instructor(s): Please keep your e-mails as succinct as
possible. If you predict you will need to write more than one paragraph, it is an indication
that you probably need to schedule a meeting rather than writing an e-mail.
Special Accommodations: Any student attending NYU who needs an accommodation due
to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of
Hearing should register with the Moses Center for Students with Disabilities located at 726
Broadway, phone: 212.998.4980, or website address: www.nyu.edu/csd.
Please refrain from all cell phone use during class.
Please clean up after any food or drink.
Academic Integrity: Please be familiar with NYU Steinhardt policies:
http://steinhardt.nyu.edu/policies/academic_integrity
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Suggested Schedule:
*Homework/readings are to be completed prior to class
Week
Date
HOMEWORK
for next week
1
Sept. 14
HOMEWORK
for next week
2
Sept. 21
Assignments/Topics
• Review Appendix A, Locke
• Read Kumar, Reviewing the Literature
• Introduction to Assessment; Goals
• Read Kumar, Reviewing the Literature
• Introduction to Course; Literature Review
• Read Warburton
3
Sept. 28
• Creating the Curriculum Model
• Review of CV, Cover Letter
Notes posted on NYU Classes
• Annotated Bibliography Due
Read Anderson, Chapter 6; Wiggins and McTighe,
Chapter 7
4
Oct. 5
HOMEWORK
for next week
•
Discuss Baseline Assessment or PreAssessment
• Read Research Priorities
• Read Stiggins and Chappuis
• Read Andrade et al
• Read Wiggins, Introduction & Chapter 1
• Read Lavender, Chapters 6-9
5
TUESDAY OCTOBER
13 (Mon October 12 is Fall
Holiday, Monday classes meet
on Tuesday)
HOMEWORK
for next week
6
Oct. 19
• Dance Education Literature and Issues
• Formative Assessment
• Baseline Assessment Due
• Read Wiggins, Chapters 2, 8
• Read Lavender, Chapters 10-12
• Formative Assessment
• Literature Review Due
• Two Graphic Organizers and Checklist Due
5
HOMEWORK
for next week
• Read Lerman
7
Oct. 26
• Formative/Summative Assessment
Rubric and five journal questions or exit slips
Due
• Read Wiggins, Chapters 3, 4
8
Nov. 2
• Program and Teacher Evaluation
• Feedback Protocol Due
HOMEWORK
for next week
•
Read Wiggins, Chapters 11, 12
9
Nov. 9
• Creating the Curriculum Model
• Teacher Reflection due
10
Nov. 16
• Writing
• Prepare Figure 1.2 from Wiggins, p. 22
• Cover Letter, Bio, CV Due
11
Nov. 23
• Groups
12
Nov. 30
• Curriculum Model Due
• Assessment Due
• Presentations
13
Dec. 7
• Presentations
14
Dec. 14
Presentations
6