Advanced Technique and Pedagogy
MPADE-GE.2075
Spring 2015
NYU Steinhardt School of Culture, Education and Human Development
Department of Music & Performing Arts Professions
Dance Education Program
Time: Thursday, 3-6:00 pm
Room: Education Building, Room 305
(Additional space in 304)
Phone: (212) 992-9384
E-mail: [email protected]
Instructor: Susan R. Koff, Ed.D
Accompanist: Toby Twining
Office: Education Building, Office 1210
Office Hours: Tuesdays 3:30-5:30 pm and
Wednesdays 2-4:00 pm. Call (212) 9985400 to schedule an appointment
Course Description:
This course centers on advanced skills in modern dance technique with focus on movement
precision, musicality, and performance leading to pedagogy. Emphasis is on expanding
individual’s technical and expressive capabilities and developing instructional ability in modern
pedagogy. Students will investigate the concepts and constructs of their home dance “technique”
from a pedagogical perspective, including the use of technology and assessment to enhance
student experience and comprehension.
Goal:
At the end of this course, the student will be capable of constructing and executing a dance
course in grades 6-12 and in college, with attention paid to the differences between student
contexts.
Outcomes:
• The student will be conversant in basic motor learning principles that underlie pedagogical
choices.
• The student will formulate a classroom management plan appropriate for either college or
grades 6-12.
• The student will apply pedagogical techniques within the teaching of dance (secondary or
college age) including assessment and working with an accompanist, supported by
appropriate technology.
• The student will be able to physically accomplish a modern dance class as a student.
Course Information and Requirements:
1. Attendance: Required. ONLY ONE ABSENCE WILL BE EXCUSED. ALL OTHER
ABSENCES WILL LOWER THE GRADE.
2. Participation: You must keep up with readings to participate in discussions.
3. No disturbing beepers, pagers, cell phones: please turn all to the off setting.
4. No eating.
5. Attire: Close fitting, comfortable dance clothes. No shoes in the studios.
Assignments/Assessment: Specifics will be distributed at a later date.
1. Technology and Accompanist. [20%]
2. Psychomotor progression and student assessment rubric. [20%]
3. Unit of instruction (written instructions on Classes). [25%]
4. Teaching full class (rubric on Classes). [25%]
5. Dancing participation and working with an accompanist. [10%]
Course Protocol:
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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.
Additional electronic copies must be submitted through NYU Classes. Do not email them directly to the
professor. NO EMAIL ASSIGNMENTS WILL BE ACCEPTED.
Attendance: You are expected to attend every session of the course. Only one absence is permitted;
excused or not excused. If you are going to be absent please send an email to the instructor. 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 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
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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.
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Academic Integrity: Please be familiar with NYU policies:
http://www.nyu.edu/cas/ewp/html/policies___procedures.html#statementacademicintegrity
Text:
Below or posted on NYU Classes.
Gibbons, E. (2007). Teaching dance: The spectrum of styles. Bloomington: AuthorHouse.
*Order from Amazon.com
Kimmerle, M., & Cote-Laurence, P. (2003). Teaching dance skills: A motor learning and
developmental approach. Andover, NJ: J. Michael Ryan Publishing.
*Order from
https://web4.uwindsor.ca/units/AEC/DocForms.nsf/TeachingDanceSkills?OpenForm
Koff, S.R. (2007). Psychomotor domain: Dance. In R. J. Seidel & A.L. Kett (Eds.), Workbook
companion: A needs-based focus on high school adolescents (pp. 307-321). New York:
Springer.
Magill, R.A. (2007). Motor learning and control: Concepts and applications (8th ed.). New
York: McGraw-Hill.
Seidel, R.J., Perencevich, K.C. & Kett, A.L. (2007). Chapter 3: Psychomotor domain. (pp. 75113). In From Principles of Learning to Strategies for Instruction. New York: Springer.
Taylor, P. (Ed.). (2006). Assessment in arts education. Portsmouth, NH: Heinemann.
Detailed Assignment:
• Technology and Accompanist [20%]
1. In a group of half the class, you will meet with an accompanist and each person will
teach a 5 minute warm-up exercise.
2. One person from the group will video record this teaching.
3. In class you will show the clip, using tools on the Smart Board and analyze strengths
and weaknesses in pedagogy and working with the accompanist.
4. The actual teaching and recording element of this assignment will take place after the
class, in the same studio, on an assigned day from 6-6:45pm.
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Psychomotor Progression and Assessment Rubric [20%]
1. Choose one basic/fundamental movement skill in your preferred form of dance. This
skill should be a building block for many movements within this form. It should be
very simple, at the beginning or introductory level of technique. Describe why this is
a fundamental skill. Name a population age (public school, studio, college, etc.)
Describe the:
• Overall goal and focus of the skill
• Details of all coordinating limb and body part movements.
2. Describe how you would teach it at the ACQUISITION phase (Focus on overall
goal).
3. Describe how you would teach the skill at the AUTOMATICITY phase. (Breaking
down elements to achieve coordination and detect errors).
4. Describe how you would teach the skill at the NEAR TERM TRANSFER stage.
(Focus on stylistic elements).
5. Describe how you would teach the skill at the FAR TERM TRANSFER stage. (Apply
stylistic elements to new skill).
6. Create a rubric that assesses performance at each of the four stages.
Suggested Schedule:
Date
Jan. 29
Feb. 5
Introduction
Pedagogy Introduction
Feb. 12
Basic concepts of pedagogy
Feb. 19
Analysis of material and
instruction/feedback, grades 512, novice and experienced
adults
Form Groups
Assessment
Feb. 26
Topic
March 5
Classroom management
March 12
March 19
March 26
Technology and Accompanist
SPRING RECESS, NO CLASS
Imagery and Practice
Musical Analysis
Teaching
Teaching, Full class
Teaching, Full class
Teaching, Full class
Teaching, Full class
Teaching, Full class
April 2
April 9
April 16
April 23
April 30
May 7
Readings (following class)
Seidel et al. chapter
Gibbons: Chapter 2
Koff: p. 307-321
Kimmerle & Cote: Intro, pp. xiiixvi, ch 4
Magill, ch. 12 & 13;
Kimmerle & Cote: ch 5, 6, 7
Gibbons: Chapter 4
Taylor, Chapters 1 &2, Rubrics
pdf
Doyle (on NYU Classes)
Gibbons Chapter 3, NPR :
Classroom Management
Technique
Modern
Modern
Modern
Modern
Teaching guests:
Tal and Yun-Tzu,
Maria and Kari
Modern
Teaching Groups
Teaching Groups
Teaching Groups
Teaching Groups
Teaching Groups
Teaching Groups
Teaching Groups