Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA (925)

Transcription

1 New Course OR Existing Course X Instructor(s)/Author(s): Lori Biles Subject Area/Course No.: Physical Education 55 Units: Course Name/Title: Advanced Jazz Dance Discipline(s): Physical Education, Dance Pre-Requisite(s): None Co-Requisite(s): None Advisories: Beginning/Intermediate Jazz Dance is recommended Catalog Description: Designed for the student with training in Ballet, Jazz, Modern, Afro, Hip-Hop, or trend styles of dance; this course teaches students advanced dance technique and choreography Schedule Description: So you think you can dance? Or you want to develop advanced skills, learn more advanced dances or work on dances with other advanced dancers. This course is designed for the student who has had some training in Ballet, Jazz, Afro, Hip-Hop, or current trend styles of dance. Students will learn advanced dance technique and choreography.. Hours/Mode of Instruction: Lecture Lab Composition Activity Total Hours hrs (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) Page 1 of 7

2 For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev Page 2 of 7

3 Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives. Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry. Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner. Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy. Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. access and effectively utilize available campus Library and Learning Support Services. 2. apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. demonstrate information competency skills needed to meet the research demands of academic course work and life long learning. None of the Above Page 3 of 7

4 Program-Level Student Learning Outcomes (PSLOs) Physical Education/Dance 1. Apply activities learned in specific fitness modes to improve cardiovascular and muscular endurance, strength, and flexibility for life long fitness. 2. Demonstrate knowledge in team sport activities which include rules, skills, etiquette, and their application in life long recreational activities. 3. Demonstrate knowledge of dance technique and form, it s rhythmic application and gain a greater appreciation of the arts. Course-Level Student-Learning Outcomes (CSLOs): 1. To correctly perform an advanced warm-up progression for Jazz Dance, demonstrating knowledge of correct body mechanics within movement using alignment, balance and form. (PSLO 1 and 3) 2. To properly execute advanced dance technique that corresponds with specific advanced Ballet/Jazz vocabulary. (PSLO 3) 3. To apply advanced skills to a rhythmic structure; to differentiate rhythmic variations of given nonlocomotor/locomotor movement phrases. (PSLO 3) 4. To demonstrate clarity in the use of spacial concepts, timing changes, and the application of dynamics of energy in dance while showing improvement in strength, stamina, muscle control, and flexibility through an advanced jazz dance sequence. (PSLO 1 and 3) 5. To memorize and perform knowledge of a given 3-4 advanced jazz dance combinations, with advanced dance technique, alignment, and form, with its correct rhythmic application. (PSLO 1 and 3) Assessments: 1. Student demonstration on advanced dance warm-up progression (identify and properly demonstrate 5 warm-up exercises and their correct progression) 2. Student demonstration on advanced dance technique and Ballet/Jazz terminology (identify and demonstrate 5 intermediate technique exercises and the specific Ballet/Jazz terminology) 3. Student demonstration on rhythmic structure, and spacial awareness. 4. Pre-test and Post-test to show improvement in strength, muscle control and flexibility by lengthening time and repetitions of dance sequence given. 5. Final to show knowledge of technical skill and execution, accuracy of rhythm, correct use of space (in the room as well as in relation to other dancers), dance style and form, while demonstrating retention of the advanced dance choreography. Page 4 of 7

5 Assignments: 1. Student Dance Warm-up Demonstration: Students are taught a class warm-up progression, emphasizing 5 modes of dance activity: standing warm-up, and isolation exercises; advanced Ballet/Jazz dance technique and vocabulary, core stability, flexibility,and non-locomotor/locomotor floor work. We practice these daily, changing their application to rhythmic structure and level of difficulty. Students are asked to demonstrate a warm-up progression and display knowledge of these 5 areas of exercise while the instructor observes their execution. This correlates with CSLO #1.To correctly perform proper advanced warm-up progression for jazz dance, demonstrating advanced knowledge of correct body mechanics within movement, using correct, alignment, balance, and form. 2. Student Demonstration on Technique and Terminology: Students are taught advanced Ballet/Jazz dance technique and the appropriate vocabulary. Dance technique and vocabulary are the foundation of dance training and essential to the intermediate dancer. Students are asked to demonstrate advanced Ballet/Jazz technique center floor and across the floor and are graded on their execution of these skills. The instructor may call out an advanced sequence of plie positions, or a tendu, degage, battement progression, and the student will demonstrate their knowledge and ability. The instructor may call out an advanced progression for across the floor; chasse, double chanate, pas de bouree step lay-out, for example, and the students will demonstrate in small groups across the floor. Students will be checked off for each task executed properly. This correlates with CSLO #2.To execute advanced dance technique that corresponds with advanced Ballet/Jazz dance vocabulary. 3. Student Demonstration of Rhythmic Structure and Spacial Awareness: Dance students are taught rhythmic structure, and learn to differentiate between rhythmic variations to emphasize accent points in dance. The students will be asked to show rhythmic variations with specific accent counts in non-locomotor and locomotor movement phrases across the floor and center floor: accent 1,_2_, or 1,2,3_4_, or 1,2,3-1,2,3 or 1&2&3&4& or 1&2, 3-4, 5&6, 7-8. The students will be evaluated on their precision and accuracy of performing the given rhythmic structure and the correlated movement. This correlates with CSLO #3.To apply advanced skills to a rhythmic structure; differentiate rhythmic variations of given non-locomotor/ locomotor movement phrases. 4. Student Pre and Post Testing: The student will learn advanced dance choreography that involves spacial exploration, timing variations,and qualitative changes in energy dynamics, as well as a need to improve endurance in strength, stamina, endurance, and flexibility. A comparison will be documented of students improvement in precision and clarity of choreography, spatial exploration, timing awareness, and expression of qualitative dynamics while showing improvement in their endurance. This correlates with CSLO #4.To demonstrate clarity, in the use of special concepts, timing changes, and the application of dynamics of energy in dance while showing improvement in strength, stamina, muscle control, and flexibility through an advanced jazz dance sequence. 5. Final: To perform a given jazz dance combination. Students are graded on the completion and execution of 3-4 jazz dance combinations: showing improvement on the retention of dance choreography, the execution of advanced dance technique, and form, improved stamina, endurance, and flexibility, as well as correct rhythmic structure and accents. This correlates with CSLO #5.To memorize and perform knowledge of a given advanced jazz dance combination with advanced dance technique, alignment, and form and its correct rhythmic application. Page 5 of 7

6 Method of Evaluation/Grading: Class Effort/Participation:.30 points Technical Skill Achievement..30 points Pre-Post Test Improvement..20 points Final Dance (s) Evaluation...20 points 100 total points A-Level student work is characterized by: For CSLO #1 a student performing the proper advanced warm-up progression correctly, demonstrating correct alignment, balance and form. For CSLO #2 a student demonstrates the correct execution of advanced dance technique, and displays knowledge of advanced Ballet/Jazz dance vocabulary. For CSLO #3 a student performs with accuracy and precision in use of rhythmic structure, and rhythmic variations in advanced non-locomotor and locomotor movement phrases. For CSLO #4 a student will demonstrate clarity in use of Space, Time, and Energy, and show improvement in physical endurance and stamina, muscle control, and flexibility while performing 3-4 advanced jazz dance combinations. For CSLO #5 a student will successfully memorize and perform 3-4 advanced jazz dance combinations, with 0-2 errors only, with advanced dance technique, alignment, and form, and with the correct rhythmic application. C- Level student work is characterized by: For CSLO #1 a student can demonstrate the warm-up progression; however the student may have poor alignment and form. For CSLO#2 a student has demonstrated some advanced dance technique correctly but may make 4-5 errors. For CSLO #3 a student is not consistently able to clearly differentiate between rhythmic structure, and rhythmic variations in a given movement phrase. For CSLO #4 a student is not consistently clear on spatial concepts, or timing changes, or qualitative energy dynamics in a dance. For CSLO #5 a student is able to successfully memorize and perform 2-4 advanced jazz dance combinations; however, the student may make 5 to 6 errors in each. There is some improvement in dance technique, alignment, and form, but with challenged rhythmic application. A = % B= 80-89% C= 70-79% D= 60-69% F= 59% or below Course Content: Warm-up Progression and Technique Analysis: o Warm-up and isolation exercises, o Advanced Ballet/Jazz dance technique, o Core stability, o Flexibility, o Non-locomotor / locomotor floor work o Rhythmic structure. Page 6 of 7

7 Lecture and Demonstration on Advanced Dance Vocabulary: o Advanced Ballet/Jazz terminology o Applied advanced dance technique, o Rhythmic analysis terminology o Concepts of spatial awareness and directions changes o Energy dynamics o Quality of movement with projection and focus. Floor Progression and Advanced Skill Development: o Jazz walk/run, chasse, pas de bouree, step-battement, lay-out, side-lifts, glissade, assemble, attitude, arabesque, o Turns: chaine, pivot turn, piroute, pas de bouree turn, pencil turn, soutenu turn, inward and outward pirroute (single, double, triple), barrel turn, leap turn, fouete turns o Steps: Jazz slide, Jazz square, hitch kick, jumpkick, kickball change o Jumps: Jumps, hops, leaps, jete, scissor leap, stride leap, split leap Dance Choreography: Four eights of musical movement phrases are added to a dance each class. The instructor breaks down each move, to in turn blend each movement phrase together. The students must critically analyze each movement and each count and the correlating movement phrasing and rhythmic structure as well as including the use of space, direction changes, qualitative energy, focus and projection. Dance technique and form is also executed in this process. All of these components and the level of performance are blended and applied to the final presentation of the dance combination at the end of class each day. Completion of dance and the Final Performance: The advanced dance student learns three to four dances. The students will perform these dances in their entirety in small groups for each other. The students watching are asked to critically analyze a dance demonstrated by the students. Students are then asked to apply this critical analysis to their own execution of the dance. Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: Jump for Jazz reference source Ballet Basics -- reference source Handout- Ballet for the jazz dancer Page 7 of 7