NYU Steinhardt School of Culture, Education & Human Development
Department of Music & Performing Arts Professions
Dance Education Program
METHODS & MATERIALS IN TEACHING DANCE
MPADE-GE 2265
Fall 2015
Time:
Instructor:
Phone:
E-mail:
Wednesday, 4:30-6:35 pm
Susan R. Koff, Ed.D
(212) 992-9384
[email protected]
Room: Education Building, Room 303
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:
What is “good” teaching? What is “real” dance? What is “higher” education? These and other
inquiries will guide our journey in the Methods & Materials in Teaching Dance course. During this
course, learners will engage in interpreting teaching and learning practices (hermeneutics) by looking
through different filters of analysis. Each filter represents theories or principles that underpin
educative practices and generate inquiry into what is real, what is good and what constitutes
knowledge. Rather than perpetuating a right or wrong way of teaching, this course instead aims to
reveal that what we perceive and conceive is related to the perspective we take. Hence, this course
prepares the students to interact critically as they progress through the Program and future courses via
the development of concepts and skills for understanding teaching and learning.
This course will introduce a narrow set of filters mainly derived from educational theory. The purpose
of such is to concurrently introduce learners to pertinent systems of belief that could be expected to be
encountered in education-centered learning cultures (K-12 systems, post-secondary education, etc.)
Hence, this course investigates teaching and learning in, through and about dance particularly within
educational contexts.
Class sessions are seminar based and will include a mixture of active interaction, group discussion,
whole class discussion and lecture. The homework assignments parallel class content in several ways:
A) Reflection: Viewing and thinking about one’s own teaching in light of theory.
B) Analysis: Applying theory to observed teaching.
C) Vision: Projecting what you want in teaching and learning dance for the future.
Course Goal:
At the culmination of the course students will be able to critically reflect on the nature of teaching and
learning as they engage within the field of dance and education. They will understand that conceptions
of what constitutes knowledge, reality and value are dependent upon the limits from which teaching
and learning are perceived. They will be able to apply critical reflection and scholarly support to
develop a personal ideology that demonstrates how they envision approaching their own teaching and
learning practices.
1
Assessment:
Teaching Analysis (20%)
Homework Assignments (10%)
Reflective paper (10%)
Collaborative Mini-Session (30%)
Final Vision Statement (30%)
Assignments
• Teaching Analysis:
1. Choose a teaching site and schedule one observation (PreK-12 Cert students will observe
10 hours, but write about only ONE of the classes observed). This should not be a class in
which you are participating.
2. Write what you observe (not what you think is going on). This should be an objective (not
interpretive), detailed description of the teaching environment and style.
3. Analyze the teaching in terms of Mosston. Explain which teaching styles you observed and
provide evidence for your conclusions. You may comment on whether you believe these
contributed to a successful class and/or which additional styles might have been of benefit.
4. This paper should be approximately 3-6 pages.
• Homework:
Respond to all class discussions via NYU Classes discussion boards that have been opened.
Article Analysis: One -two page article analysis from assigned article in Journal of Dance
Education, volume 14, number 1
1. APA citation of the article
2. Discussion of how theory impacted, inspired and/or supported the research.
3. Discussion of how knowledge gleaned from this research can impact your teaching career.
• Reflective Paper:
Using Reflective Teaching as a guide, write a short reflection on a teaching event this
semester, or something from your past. Use theory. Limit 3 pages.
• Collaborative Mini-Session:
Assignment will be detailed in a separate handout.
• Final Vision Statement:
Assignment was detailed in a summer handout. The final paper has these requirements:
Limit 5-8 pages
Limit personal reflection within the paper. It must be “big picture” vision
The final must demonstrate familiarity and use of theorists from the semester
Course Protocol:
• Assignment Formats: All assignments must be typewritten with at least a normal 12 pt font
and double-spaced lines. Use a header and page numbers. Please hand in hard copies of
assignments without folders. Do not email them.
•
Attendance: You are expected to attend every session of the course. Only one absence is
permitted that will not affect the grade. Any additional absences 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 missed session.
•
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.
2
•
Late Assignments: Late assignments will be reduced in letter grade increments. Assignments
may be handed in up to one week late. Any assignment that is not complete within this time
(one week late) will not receive a grade and will negatively affect your cumulative course
grade. Late assignments may not receive significant feedback.
•
Grading:
Letter Grade
Number Grade
Legend
A
94-100
Exceptional
A-
90-93
Excellent
B+
87-89
Extremely Good
B
84-86
Very Good
B-
80-83
Good
C+
77-79
Satisfactory
C
74-76
Satisfactory
C-
70-73
Nearing Satisfactory
D+
67-69
Minimum Passing Grade
D
65-66
Minimum Passing Grade
F
0-64
Failure
•
Incomplete Grading (and extensions): Under exceptional circumstances, such as 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.
Course Readings:
Suggested Reference:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Required Texts:
NYU Bookstore
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., Wittrock,
M. (2001). Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of
educational objectives. Pearson Education.
Dewey, J. (1938). Experience & education. NY: Macmillan. ISBN: 0-02-013660-9 (Seminal text).
Freire, P. (1998). Pedagogy of freedom. Lanham, MD: Rowman & Littlefield Publishers.
ISBN: 0-8476-9047-4
3
H’Doubler, M. (1998). Dance, a creative art experience. Madison, WI: University of Wisconsin Press.
ISBN: 0-299-01524-6 (Seminal text).
(H’Doubler is no longer available in the Bookstore. You can access it digitally through the NYU
Library as GETIT, on-line access. In addition, one copy is on reserves for this course.)
Smith-Autard, J. (1997). The art of dance in education. London: A&C Black. ISBN: 0713638974
(Chapter 1) (Used again in future classes)
Course Library Reserve
The following hard-copy texts are on 2 hour loan in Bobst Library
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. ISBN: 0-674-00361-6
Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press. ISBN: 9780674710016
Dewey, J. (1934). Art as experience. NY: Perigee Books. ISBN: 0-399-50025-1
Gardner, H. (1999). Intelligence reframed. NY: Basic Books. ISBN: 0-465-02610-9
Greene, M. (2001). Variations on a blue guitar: The Lincoln Center Institute lectures on aesthetic
education. New York: Teachers College Press.
Hooks, B. (1994). Teaching to transgress. NY: Routledge. ISBN: 0-415-90808-6
Kealiinohomoku, J. (2001). An anthropologist looks at ballet as a form of ethnic dance. In A. Dils, &
A. Cooper-Albright (Eds.), Moving history/dancing cultures: A dance history reader.
Middletown, CT: Wesleyan University Press. (Read bottom of p. 37 to p. 42)
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago/London: The
University of Chicago Press.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
ISBN: 0-674-57628-4
Zeichner, K. & Liston, D.P. (2014). Reflecting teaching: An introduction. NY : Routledge. (Read
Chapters 1, 2 & 5).
Digital CoursePack
A NYU Bookstore digital CoursePack has been requested. There will be a fee for the digital CoursePack. In addition, these
texts are in the course library reserve. Please note which pages or chapters will be utilized.
Brookfield, S. (1990). Developing a personal vision of teaching. In The skillful teacher: On technique,
trust, and responsiveness in the classroom. San Francisco, CA: Jossey-Bass. (pp. 15-20)
Mosston, M. (1973). Teaching: From command to discovery. Belmont, CA: Wadsworth Publishing
Company, Inc. (Ch. 2, 3, 4, 5, 6)
Electronic Access (also posted on M&M NYU Classes)
Andrzejewski, C. E. (2009) Toward a model of holistic dance teacher education. Journal of Dance
Education, 9(1), 17-28. Andover, NJ: J. Michael Ryan Publishing, Inc.
http://www.tandfonline.com/doi/pdf/10.1080/15290824.2009.10387380
Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Brain, mind, experience
and school. Washington, DC: National Academy Press. (Chapter 5)
https://getit.library.nyu.edu/go/8709228
4
Dobbs, S. (1992). The DBAE handbook: an overview of discipline-based art education. Santa Monica,
CA: The J. Paul Getty Trust. ISBN: 0-89236-214-6. (p. 9-18, 71-85)
https://getit.library.nyu.edu/go/8710094
Koff, S. (2000). Toward a definition of dance education. Childhood Education, 77(1), 27-31.
http://www.tandfonline.com/doi/pdf/10.1080/00094056.2000.10522134
Lakes, R. (2005). The messages behind the methods: The authoritarian pedagogical legacy in Western
concert dance technique training and rehearsals. Arts Education Policy Review, 106(5), 3-18.
http://search.proquest.com/docview/211015396/fulltextPDF?source=fedsrch&accountid=12768
Spectrum Institute for Teaching and Learning. (n.d.). Spectrum of teaching styles.
http://www.spectrumofteachingstyles.org/
University of South Carolina Museum of Education. (n.d.) Readers guide to education. Links to
Dewey, Eisner and Greene. http://www.ed.sc.edu/museum/exhibitions.html
Warburton, T. (2008). Beyond steps: The need for pedagogical knowledge in dance. Journal of Dance
Education, 8(1), 7-12.
http://www.tandfonline.com/doi/pdf/10.1080/15290824.2008.10387353
Assessment:
AREA
EXCELLENT VERY GOOD GOOD
NEEDS
WORK
Mechanics
Flawless
spelling,
grammar and
APA usage.
All sections
included.
One or two
spelling,
grammar or
APA mistakes.
All sections
included.
Minor spelling,
grammar or
APA mistakes.
All sections
included but
one not
completely
realized.
Writing
Eloquent, clear
throughout,
exhibiting
higher order
thinking.
Clear, nonClear writing
obscure and not mostly, but
jargon filled.
some moments
lacking clarity.
Some jargon.
Unclear writing
style. Jargon
used rather than
definition of
ideas.
Assignment
Particulars
All essential
items are
included
thoroughly.
All essential
items are
included, and
for the most
part are
presented
thoroughly and
clearly.
Essential items
are missing.
All essential
items are
included.
Significant
spelling,
grammar or
APA mistakes.
One section
missing.
5
Suggested Schedule, 2014
Week
1
Date
Sept. 2
HOMEWORK
for next week
2
Sept. 9
HOMEWORK
for next week
3
Sept. 16
4
HOMEWORK
for next week
Sept. 23
HOMEWORK
for next week
5
Sept. 30
6
HOMEWORK
for next week
Oct. 7
HOMEWORK
for next week
Assignments
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Welcome/Introduction
Syllabus overview
Introduce Teaching Analysis; analysis-vision-reflection
Students meet
Group introduction presentation
Read Brookfield: Developing a personal vision of teaching
Read Reflective Teaching
Read Koff
Find observation site for Teaching Analysis
Finish Vision Statement Draft 1
Newsprint dialogue on professions
Discuss Reflective Teaching, Vision of Teaching (Brookfield)
What are teaching and learning?
Vision Statement (Draft 1) Due
Finish reading Dewey & Greene
Begin reading hooks & Freire
Begin teacher observation
Reflect on readings and make any adjustments to your Vision
Statement you want (don’t hand in)
What is Dance Education?
Discuss Koff, discuss Dewey & Greene
Finish reading hooks, Freire & Shor
Discuss hooks, Freire & Shor in light of last week’s reading
Read Mosston, Ch. 2, 3, 4, 5
Read Anderson/Krathwohl, et al.
Write Reflective Paper
Mosston & Bloom deconstruction
Mosston teaching styles presentations
Hand in Reflective Paper
Write Teaching Analysis
Surf Educational Theorist Web-links (on NYU Classes)
Discuss ed. theorists – Vygotsky, Gardner, Bruner
Finish reading H’Doubler
Read Smith-Autard, Chapter 1
Use Mosston and Anderson/Krathwohl to reflect on your Vision
Statement and Teaching Analysis.
Finish Teaching Analysis.
6
7
Oct. 14
HOMEWORK
for next week
8
Oct. 21
HOMEWORK
for next week
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss H’Doubler & Smith-Autard
Hand in Teaching Analysis
Reflect on H’Doubler & Smith-Autard and make any adjustments to
your Vision Statement (don’t hand in.)
Read Lakes
Read Warburton
Read Andrzejewski
Read Kealiinohomoku
Discuss Lakes, Warburton, Andrzejewski, Kealiinohomoku
Fill out Ed. Theorist Choice Page
Read Bransford
Read Dobbs
Browse Standards (on NYU Classes)
Review all previous reading
Discuss Dobbs/Standards
Overview of all previous reading
Investigate theorist for your group
•
Mini-session group meetings
Finish Vision Statement (Draft 2)
Print & bring 3 copies to class
Finish Dobbs/Standards discussion
Vision Statement reading groups
Finish Vision Statement
Continue Mini-Session work
Presentation Groups, reading groups
NO CLASS
Presentations
Presentations
•
•
•
9
Oct. 28
10
HOMEWORK
for next week
Nov. 4
11
HOMEWORK
for next week
Nov. 11
12
HOMEWORK
for next week
Nov. 18
•
•
•
•
•
•
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13
14
15
Nov. 25
Dec. 2
Dec. 9
•
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7