Didactics and Methodology for Dance Education 3

Display Schedule

Code	Completion	Credits	Range	Language Instruction	Semester
107KMTV3	credit	4	20 seminar hours (45 min) of instruction per semester, 85 to 105 hours of self-study	Czech	winter

Subject guarantor

Name of lecturer(s)

Lucie HLAVÁČKOVÁ

Department

The subject provides Dance Department

Information on the combined form:

The course is taught in a combined form of contact and non-contact teaching in a ratio of about 1:4, i.e. 80 hours of distance learning,

20 hours of face-to-face contact per semester.

The content of the Didactics and Methodology of TaV 3 consists of a theoretical part, focused on the methodology and didactics of dance education, and the practical application of knowledge acquired during the study. Emphasis is placed on the construction of a dance lesson for different age categories, taking into account individual specific differences in the period of childhood and adolescence. The main theme that runs through the entire teaching is creativity and the conscious development of the emotional, psychological and physical aspects of the child's personality.

The course is closely related to the content of the TaV Pedagogical Seminar.

The aim of the course is to develop the independent and creative pedagogical work of the dance teacher, his/her expertise in working with the child, taking into account the characteristics of the individual's developmental period and with an emphasis on supporting the child's natural expression.

Thematic areas

Structure and structure of the dance education lesson.
Working with the theme of each lesson, defining the lesson objective.
Dance and movement with equipment and its possible uses.
Dance and movement with equipment and its possible uses.
Interrelationships in the group.

Learning outcomes

The student will acquire theoretical information and practical skills related to the systematic and logical construction of a lesson.

The student will be able to work with a wide range of imagination, to balance preparatory exercises, to encourage children's creativity and to give space for their improvisation. In the discussion over the credit seminar paper, the student can take a position on the chosen issue and defend it. The student will demonstrate that he/she thinks about the chosen topic in a broader context. At the same time, the student knows and already uses effectively the basic terminology of the field.

Prerequisites and other requirements

Prerequisites - Dance improvisation, Dance education for children

Corequisites - Dance Ed. Pedagogical Seminar

Literature

Susan R. KoffDance Education: A Redefinition

Susan M. Flynn et al.Teaching Children Dance

Helen PayneCreative Dance and Movement in Groupwork

Mary Sprague et al. Experiencing Dance: From Student to Dance Artist

Jacqueline Smith-AutardArt of Dance in Education

Gayle Kassing (Author), Danielle Jay-Kirschenbaum (Author)Dance Teaching Methods and Curriculum Design: Comprehensive K-12 Dance Education

Nicole Brown (Editor), Amanda Ince (Editor), Karen Ramlackhan (Editor)Creativity in Education:International Perspectives

Mindy AloffWhy Dance Matters

Charlotte Svendler Nielsen, Stephanie BurridgeDance Education Around the World

Teresa HeilandLeaping into Dance Literacy through the Language of Dance

Sally Carline Lesson Plans for Creative Dance: Connecting With Literature, Arts, and Music

Mary Ann Brehm (Author), Lynne McNett (Author)Creative Dance and Learning: Making the Kinesthetic Link

Susan Bauer The Embodied Teen: A Somatic Curriculum for Teaching Body-Mind Awareness, Kinesthetic Intelligence, and Social and Emotional Skills--50 Activities in Somatic Movement Education

Miranda TufnellA Widening Field: journeys in Body and Imagination

Evaluation methods and criteria

Credit is awarded on the basis of a seminar paper, which is a subtopic of the student's bachelor's thesis, in the range of 6-8 NS and its informed defence

Other requirements: 100% attendance, activity in class.

Note

Teaching combines monological, applied, interactive teaching methods, encourages self-study within the framework of non-contact learning and student's critical thinking. The student is encouraged to create his/her own portfolio based on the acquisition of his/her own experience and skills.

Distance contact will be provided:

phone, email, video calls
through group platforms for communication between students (social networks, internet, apps,

moodle, etc.)

The student's independent work within the contactless learning consists of:

active participation in a selected national trade show or festival with an intensive workshop and the elaboration of a feedback to be reported orally in the contact teaching
seeking out sources of inspiration in the field of movement and music and recording them in his/her portfolio
searching for professional theoretical background for the seminar paper
writing a thesis of 6-8 NS, which is a sub-topic of the student's bachelor thesis
searching for and collecting professional information from recommended and other literature related to the topics covered in the third semester, sharing this knowledge and confronting it with the teacher and with other students in contact teaching