Dance Education (MPADE-GE)

This course is an introduction to the fundamental somatic and anatomical principles of alignment for healthy habituation in everyday movement. The students explore multiple somatic forms (Pilates and Yoga) and ideas through discussion, observation, and embodied experience. The course focuses on transfer of dynamic alignment adjustments, one’s personal postural structure, and centering for daily life and movement. No prior Pilates or yoga experience required.

This class introduces students to the art of tap dance, including its history, artists and technique. Beginning students develop a working tap dance vocabulary of steps and sequences, including classic repertory, as well as the rudiments of tap improvisation and choreography. More advanced students focus on more difficult steps as well as on developing virtuosity and expressiveness in their dancing.

Exploration of the vernacular & theatrically influenced forms of Hip Hop dance including but not limited to Breaking, Popping, Locking & Krumping & identifying commonalities & differences within the Hip Hop practices. Focusing on the historical & cultural context & its importance to education in the various schools of dance sectors, students will experience pedagogical approaches, along with approaches to technique, improvisation & cognitive content. Classes will be conducted to Hip Hop, house & dance music from the past three decades. Classes will be begin with a set warm-up & follow with stretching & conditioning exercises. Depending on the week’s focus, there will be across-the-floor progression series & practice techniques of that week’s particular hip-hop dance form. Class will always conclude with a combination that incorporates that week’s dance form & other hip-hop dance forms.

This dance course explores the fifth element of Hip Hop Culture, “Knowledge of self” through progressive movement vocabulary within Hip Hop/Street Dance Culture. Focusing on Hip Hop as a method to endorse cultural exchange and awareness. Individuals critically reflect on the social change, political impact and the evolution of Hip Hop Culture. This course promotes the application of Hip Hop/street dance to inspire, empower, develop self-consciousness, identify social issues and examine the integration of all elements across multiple intelligences.

Analysis of jazz as a dance discipline- introductory level. Includes composition.

This course focuses on developing conceptual, experiential, & pedagogic knowledge in five historical dance education traditions: Graham, Hawkins, Dunham, Horton, & Taylor, & 2 modern fusion techniques that incorporate working with differently abled populations. The course will introduce students to the theories & kinesthetic ideas of each of these choreographer/educators, & students will work closely with the accompanist to learn techniques of accompaniment for these styles. Students will investigate the concepts & constructs of a dance “technique” & what purpose technique classes serve to the dancer & choreographer, including the use of technology & assessment to enhance student experience & comprehension.

This course examines anatomical, biomechanical, developmental, and qualitative principles of human movement analysis. It is an overview of object analysis and notation systems of movement in dance. The movement analysis models include methods for describing, assessing, documenting, and delivering feedback/assessments applicable to all dance forms. Students explore systems such as Language of Dance, Movement Behavior Analysis and Profiling, Laban Movement Analysis, Eshkol-Wachman Movement Notation, and others.

This course centers on advanced skills in modern dance technique with focus on movement precision, musicality, & performance leading to pedagogy. Emphasis is on expanding individual’s technical & expressive capabilities & developing instructional ability in modern pedagogy. Students will investigate the concepts & constructs of their home dance “technique” from a pedagogical perspective, including the use of technology & assessment to enhance student experience & comprehension.

West African Dance is an open level dance class that explores traditional songs, dances, and rhythms from various cultures in the region, and reflects its diversity of styles. This course will also explore the cultural continuum evident in dances/rhythms that have migrated from West Africa to other parts of the world.

This course will introduce students to Afro-Caribbean dance with a focus on Haiti and The Bahamas while exploring its roots in West African dance and culture. Classroom activities will embody fundamental dance movements and explore the relationship to the country’s customs and traditions, inclusive of cultural games and songs. Basic African and Caribbean dance skills and movement vocabulary will be taught emphasizing coordination, polyrhythm and body awareness.

During this course, students examine the American Ballet Theatre National Training Curriculum Level Pre-Primary to Level 5 with attention to established theory, terminology & methodology. Students will learn the sequence, as well as common teaching & learning faults of the program through technique class as well as seminars in pedagogy & dancer health. Includes music studies as related to the needs of class work. Students take the Pre-Primary to Level 3 ABT National Training Curriculum certification examination. Culminating project is an analysis of the Pre-Primary to level 3 National Training Curriculum.

Learning in, through, and about dance is the focus of this course which investigates contemporary educational theory, curriculum development and assessment approaches basic to the establishment of a teaching method in dance. Focus on understanding dance education in the context of general education learning environments (K-12) in multicultural settings, incorporating the National, State, and New York City Standards in Dance Education; and exploring how dance enhances social and cognitive skills critical to the developing child. Learning through and about dance is the focus of this course.

Students examine a model Ballet syllaus for ages 5-18 with attnetion to established theory, terminology and methodology. Students will learn the sequence of as well as common teaching and learning faults of the children's syllabus through a daily class as well as a pedagogy seminar. Including survey of the different kinds of accompaniment (live and recorded music, percussion scores, the spoken word). Students select or prepare accompaniment for dance techniques and compositions.

Students plan, conduct and evaluate a teaching apprenticeship for ages 5-12 in which they demonstrate proficiency in use of biomechanics, artistic imagery, musical accompaniment and insight on the needs of the developing dance student's professioanl and recreational tracks of study.

Students place, conduct and evaluate a teaching apprenticeship for adolescents in which they demonstrate proficiency in the use of biomechanics, artistic imagery, musical accompaniment and insight on the needs of the developing dance student at professional and recreational tracks of study. Additionally, students will examine and prepare a Ballet choreography and differentiate its elements according to the developmental needs of students ages 5-9, 10-13, and 14-18.

This course is designed for graduate dance students in the Professions track and the Professions with ABT track. This is an opportunity to gain supervised experience in a variety of dance-related areas in professional organizations and settings. This internship would require 50 contact hours with the opportunity to gain experience applying the concepts and skills you have learned thus far in your course work. Students are responsible for securing their own internship with guidance from Dance Ed. faculty. Family members cannot supervise you at your internship site.

Supervised fieldwork in dance inclusive of both elementary and secondary placements in public or private school settings. Fieldwork includes classroom observations, critical field reports, goal setting and feedback conferences, as well as assisting, teaching, and participation in school dance projects.

Observations, conferences, and apprenticeships in dance in postgraduate, professional studio, community or therapeutic settings.

Examination of principles in administration, curriculum, instruction, and evaluation of dance programs in higher education and arts organizations. Current trends in college dance curricula and arts organizations are explored, framed in the history of dance in higher education and the structure of arts organizations.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

Examines theoretical perspectives, modes of inquiry, methodologies and procedures for conducting research in dance and education. Focus on developing qualitative research and writing skills, and tools in movement assessment. Case study applications in dance education are stressed.

Examines theories, methods and assessment tools in the teaching of creative movement to children in grades K-6. Concentrates on basics of movement learning, developmentally appropriate activities , lesson planning, and skill in classroom instruction. Integration of dance in K-6 curriculum and multicultural environment is discussed. Observation of dance classroom settings required.

Seminar & laboratory experiences integrating multiple movement choices within a developmental framework so that students can create differentiated dance activities to engage the strengths & meet the needs of children & adolescents who have emotional, behavioral, learning, sensory, &/or physical challenges.

Explores approaches to choreographing, directing, and performing for and with children and adolescents in a variety of educational settings. Specific attention paid to differentiated instruction, culturally and developmentally appropriate source materials and activities , and the use of performance in developing communication and social skills. Performance as formative and summative assessment is discussed.

Theories, principles and techniques of movement in the dance therapy field. Topics include the symbolic aspects of the body; the physiological basis of emotion; movement from a developmental perspective; and cultural differences in movement behavior. The creative process as analogous to the therapeutic process is explored. A lexicon of movement elements is examined as a systematic tool for observation and interpretation. The relationship to education is emphasized.

Program seminar addresses issues confronting dance educators. Emphasis on integrating theory and practice and on the generation of new ideas, approaches and perspectives in dance education. Required culminating project or dance-related research or curriculum design for elementary, secondary, or post-secondary settings. Particular attention paid to report writing.

Course focuses on fostering community building through tee performing arts & takes place in abroad sites. Students will learn & perform traditional dances, study the pedagogic practices of the region, & participate in collaborative teaching & learning with students, teachers professional dancers, & children from the local area.

In this course, students examine dance as a social and cultural phenomenon through an anthropological lens and consider issues of race, gender, class, language, and social justice. Students explore cultures through comparative analysis and experiential learning through movement; are introduced to popular dance anthropologists; and study anthropological methods, such as fieldwork and ethnography, and their practical applications. By the end of the course, students are able to use culture to inform their own dance movement.

Supervised student teaching of dance on the elementary school level (grades K-6). Weekly seminar involves developing appropriate goals, negotiating and enacting appropriate learning experiences, and assessing student learning in dance activities. Student teachers will observe, plan, teach and evaluate dance activities.

Supervised student teaching of dance on the secondary school level (grades 7-12). Weekly seminar involves developing appropriate goals, negotiating and enacting appropriate learning experiences, and assessing student learning in dance activities. The critical analysis of student teaching in the secondary classroom is designed to promote the student's development as a reflective practitioner.

Through Kaleidoscope Dancers, the program’s professional and community service based dance company, students learn and collaboratively design performance repertory and prepare interactive lesson plans for children in K-12 settings. Students work with public school dance teachers to plan and create age-appropriate workshops for the spring term.

Through Kaleidoscope Dancers, the program’s professional and community service based dance company, students coordinate lesson goals, outcomes, and workshop focus with cooperating teachers. Collaboratively teach interactive lesson plans to school groups. Perform repertory for children, support and participate in class format, and facilitate choreographic groups comprised of children and KD dancers to create original choreography. With accompanist create accompaniment for the class and original scores for the choreographic groups

This course prepares students to participate in NYU Steinhardt's Fall Dance Concert. Explore dance production from an educational perspective, with a focus on using a professional concert model as a basis for creating productions in a variety of settings. Guest lectures in lighting and stage management as well as required elements for participation as a choreographer for the concert.

This course guides and supports students as they develop their choreographic work for NYU Steinhardt's Fall Dance Concert. Creates an open dialogue among choreographers to develop their skills in processing feedback and evaluating their own work. Students work in committees to co-produce aspects of the concert including publicity and press, documentation and reception, and programming and scheduling. Students share works in progress informally in class, semi-formally at faculty/staff showing, and formally onstage in the Loewe Theatre.

A two-semester course designed to expose students to resources in the University and NYC communities. Resources include presentations by faculty and guests who have expertise in areas that impact the profession of dance education, such as anatomy and kinesiology for dance, technology for the contemporary classroom, funding, and inclusion, as well as major artistic, research, and education venues in the city. Students engage in a series of selected experiential lecture/demonstrations, workshops and visits with professionals who promote arts and education programs.

A two-semester course designed to expose students to resources in the University and NYC communities. Resources include presentations by faculty and guests who have expertise in areas that impact the profession of dance education, such as anatomy and kinesiology for dance, technology for the contemporary classroom, funding, and inclusion, as well as major artistic, research, and education venues in the city. Students engage in a series of selected experiential lecture/demonstrations, workshops and visits with professionals who promote arts and education programs.

Introduction to the basic mechanical principles affecting the anatomical structure of the human body, including body alignment, placement, and dynamic posture, with laboratory applications for many movement practices. Students explore the musculoskeletal system through discussion and observation and embodiment of functional anatomy explorations. Students research and discuss common injuries and tools for self-care and injury prevention.