Skip Course Information

Course Information

Instructor Info:Jodi Falk
Term: 2013F
Meeting Info: Monday
06:00 PM - 09:00 PM Music and Dance Building MAIN
Description:

This course is designed for students interested in merging social activism, performing arts and teaching. It teaches students to use movement, dance and theatre in settings such as senior centers, schools, prisons, and youth recreation centers. In studio sessions, students will learn how to identify, approach, and construct classes and dance exchanges or events for community sites. Much of the time will be spent together off-site in various locations throughout the Pioneer Valley, where students themselves will create and lead movement/theatre experiences. Some outside of class lab time will be necessary to organize and develop the classes and possible performances. Selected videos and readings will provide a context for discussion and written responses and assist in the development of an individual student's research and teaching methods. No previous experience in the arts or in teaching is necessary.

Texts for course:  Most of the readings will be articles or web pages, given each week in the resources section of Moodle.  There is one text book required, and a few recommended for student interest.

Required textbook:

Amans, Diane. An Introduction to Community Dance Practice. Basingstoke; New York: Palgrave Macmillan, 2008. 

Course Objectives:

Course goals:

  • To acquaint students with various methods for working with dance in various settings
  • To provide experiences interfacing with diverse communities in the Pioneer Valley
  • To provide opportunities for students to lead, co-lead, and facilitate community interactions using movement, dance and theatre
  • To support knowledge of community work through readings, dvds, and more
  • To encourage dance advocacy, community integration, and philosophical grounding in community arts

 

 

 

Course objectives:

  • Students will lead and/or co-lead dance exchanges with various communities in the Pioneer Valley
  • Students will create syllabi for their classes in written form
  • Students will respond to various readings, DVDs and other experiences through online submissions
  • Students will contribute to class discussions in class and online
  • Students will participate fully in class and in the community, verbally, physically and also virtually
  • Students will create a final presentation, details tbd
Evaluation Criteria:

The following are the ways I am looking at evaluating your work in this class.  Hampshire students will receive narratives that speak to these categories; non-Hampshire students will receive grades.  Please see me if you cannot complete any of the work; I will not give incompletes except in rare circumstances and therefore I expect that all of the following assignments will be met.  Also, the assignments below, and a few outside site work will require @ 6-8 hours per week outside of class time.

 

Assignments/Assessments:

  • Participation verbally, physically and virtually in all classes, online and in class discussions and community events
    • 20%
    • (100% attendance is expected; 1 excused absence is allowed – with 2 or more excused absences, student must see instructor for make-up work)
  • Submission of responses to readings, class questions or other assigned support material of class (DVDs, etc.)
    • 20%
  • Leading/co-leading community workshops, creating syllabi through group forum participation and writing syllabi for those workshops
    • 20%
  • Final project, paper/curriculum and presentation, details tbd
    • 20% written
    • 20% presentation
Additional Info:

Rubrics for participation, presentation, and the leading of workshops will be discussed and created with the class.  Grades and short narratives will be given to non-Hampshire students and narratives will be given to Hampshire students.  

Rubrics for submission of responses to questions, readings, or other support material:

 90-100: given to responses which clearly articulate a developed point of view, are creatively engaged with the prompt (question, reading, etc.), and contribute to the students’ own understanding and development of ideas on topic 

80-90: given to responses which are articulate and in clear response to the prompt, and contribute to student growth and understanding

70-80: given to responses which are in relationship to the prompt

0: given to responses which bear no relationship to prompt, are not coherent, or no response at all

Hampshire College Notes on Plagarism

All Hampshire College students and faculty, whether at Hampshire or at other institutions, are bound by the ethics of academic integrity. The entire description and college policy can be found in Non Satis Non Scire at handbook.hampshire.edu under Academic Policies/Ethics of Scholarship. Plagiarism is the representation of someone else’s work as one’s own. Both deliberate and inadvertent misrepresentations of another’s work as your own are considered plagiarism and are serious breaches of academic honesty and integrity. All sources used or consulted in the process of writing papers, examinations, preparing oral presentations, course assignments, artistic productions, and so on, must be cited. Sources include material from books, journals or any other printed source, the work of other students, faculty, or staff, information from the Internet, software programs and other electronic material, designs and ideas.

All cases of suspected plagiarism or academic dishonesty will be referred to the Dean of Advising who will review documentation and meet with student and faculty member. Individual faculty, in consultation with the Dean of Advising, will decide the most appropriate consequence in the context of the class. This can range from revising and resubmitting an assignment to failing the course. Beyond the consequence in the course, CASA considers first offenses as opportunities for education and official warning. Multiple or egregious offenses will have more serious consequences. Suspected instances of other breaches of the ethics of academic integrity, such as the falsification of data, will be treated with the same seriousness as plagiarism and will follow the same process.  Non Satus Non Scire:  Ethics of Scholarship: https://handbook.hampshire.edu/node/87