Approved by Faculty Senate

University Studies Course Approval
Department of Physical Education and Recreation
PER Course Number: 118
Semester Hours: 1 SH
Frequency of Offering: One Semester
Course Title: Jazz Dance I
Catalog Description: This course is an introduction to the basic techniques, terminology, history, and music of contemporary jazz dance. The focus of the course work is on the development of a sound dance technique. Additionally, the specific elements of the jazz style will be considered.


YES, this is an existing course previously approved by A2C2.

NO, this is not a new course proposal.

GENERAL COURSE INFORMATION:

University Studies Approval is requested under Physical Development and Wellness in the BASIC SKILLS area.

GENERAL COURSE INFORMATION FOR:
PER 100 Soccer
PER 101 Basketball
PER 102 Slow-Pitch Softball
PER 103 Racquetball
PER 104 Volleyball
PER 112 Folk & Square Dance
PER 116 Modern Dance I
PER 118 Jazz Dance I
PER 120 Ballroom Dance
PER 122 Beginning Swimming
PER 123 Swimming & Water Safety
PER 128 Ballet I
PER 134 Skiing
PER 135 Weight Training
PER 136 Tap Dance
PER 137 Fencing
PER 139 Tennis
PER 140 Bowling
PER 141 Golf
PER 142 Badminton


The general goal or intent of the 100 level courses listed above is to expose students to, and create participative interest in, movement-based learning opportunities designed to enhance physical and emotional health and wellness throughout one’s life span. Physical Education faculty concur that regardless of the specific teaching tool utilized (e.g. badminton, volleyball, racquetball, etc.) all PER 100 courses contribute to a similar set of course outcomes.

As required in 1 and 2 of the approval process, the following address the outcomes listed for physical education 100 level activity courses and document course content and learning activities relevant to the course outcomes:

Outcome #1: learn skills that will improve the quality and length of their
lives

Through active participation in the listed PER 100 level courses, students
will experience first hand how physical wellness activities positively
impact one's quality of life.

PE 100 level courses contribute to cardio-vascular fitness, flexibility,
muscular endurance and strength. These factors are known to enhance both
longevity and quality of life.

Outcome #2: make pro-active choices leading to a healthier lifestyle

Incidence of inactivity in our culture will not be reduced without
considerable lifestyle change in people of all ages. Through participation
in the various physical activities introduced in PER 100 level courses,
students will gain first hand awareness of the manner in which physical
activity can stimulate both mind and body. After having gained this insight,
students may be more inclined to set and maintain long term goals related to
overall fitness and a healthier lifestyle.

Outcome #3 explore dimensions of personal health promotion and disease
prevention

Research indicates that physical activity reduces the risk for several
major chronic diseases. Skills and information introduced in PER 100
courses will heighten students’ awareness of the importance of developing
and/or maintaining a healthy, active lifestyle. When this awareness leads to
increased activity as a lifestyle change, the student will reduce his/her risk for
development of any diseases associated with inactivity.

Outcome #5 understand health as multidimensional, involving the whole
person's relationship to the total environment

PE 100 level courses involve the "whole person." The body is being improved
physically (hands-on activities), the mind is learning and expanding
(comprehension of rules and strategies, etc.), and students have opportunities to
improve their social development (teamwork, cooperation, healthy competition,
etc.) and appreciation of movement.

Outcome #6: utilize physical activity to reduce medical risks and provide
relaxation, socialization and balance in their lives

By nature of the physical requirements within the PER100 level courses,
students are challenged to improve their level of physical fitness.
Research indicates that one's level of fitness is associated with a
person's ability to work effectively, enjoy leisure time, be healthy,
resist disease, and cope with stress.

Each new activity based skill introduced gives the student additional
choices for a healthy and balanced leisure lifestyle.

The introduction of team games and skill related practice activities in PER
100 courses infuses a socialization aspect.

Outcome # 8 Enhance creative use of leisure time

The development and creative expression of an active leisure lifestyle is partially
dependent upon building a repertoire of leisure activity skills. Through skills
practice and other instructional strategies, students enrolled in PER 100 courses
gain new participatory skills and knowledge of leisure resources. This, in turn,
enhances the students’ repertoire of leisure skills which may ultimately lead to
more creative use of leisure time.

Outcome #9: develop skills consistent with efficient levels of human movement

With practice, basic skills introduced in physical education activity
courses may be taken to a higher level of physical achievement. As skill
related competencies become enhanced, participation typically becomes more
intrinsically rewarding. Individuals who are intrinsically motivated to
participate in healthy movement based activities are likely to continue
this pattern on a regular basis. Regular and consistent participation in a physical
activity leads to more efficient levels of human movement.

This is a 1 credit University Studies course that satisfies the "Physical Development and
Wellness" component of the student’s Basic Skills program. Designated University Studies
outcomes for this course are listed below

Outcome #1 Learn skills that will improve the quality and length of their lives.

Outcome #2 Make proactive choices leading to a healthier lifestyle.

Outcome #3 Explore dimensions of personal health promotion and disease prevention.

Outcome #5 Understand health as multidimensional, involving the whole person’s relationship to the total environment.

Outcome #6 Utilize physical activity to reduce medical risks and provide relaxation, socialization and balance in their lives.

Outcome #8 Enhance creative use of leisure time.

Outcome #9 Develop skills consistent with efficient levels of human movement.

COURSE SYLLABUS
College of Education
Department of Physical Education and Recreation
PER 118 Jazz Dance I - 1 SH

  A.  Course Description

1. Catalog Description
    This course is an introduction to the basic techniques, terminology,
    history, and music of contemporary jazz dance. The focus of the course
    work is on the development of a sound dance technique. Additionally, the
    specific elements of the jazz style will be considered.

  1. Statement of the Major Focus and Objectives of the Course
  2. -The student will develop an appreciation for African-based American
      theatrical jazz dance as both performer and audience.
      (Outcome #5)
    -The student will gain an understanding of the basic anatomical and
    mechanical principles of movement   that support jazz dance technique.
    (Outcome #1,2,5,6,8,9)
    -The student will increase skill levels in performing basic jazz steps,
    isolation, jumps, and turns while building flexibility, strength, coordination,
    and body awareness. (Outcome #1,2,5,6,8,9)
    -The student will be exposed to a wide range of jazz music from the 1900s
      to the present while exploring concepts of pulse, syncopation,
    polyrhythms, and theme and variations.(Outcome #1,2,5,6,8,9)
    -The student will become familiar will jazz dance terminology and history
    in the context of tap, ballet, and modern dance styles. (Outcome #2,8)

  3. Course Outline of Major Topics and Subtopics

I. Technical Skill Development(Outcome #1)

    1. Anatomical alignment/movement principles
    2. Breath support
    3. Flexibility, strength, and endurance
    4. Musicality and phrasing
    5. Isolations, contractions, turns, and jumps

II. Jazz Dance Theory and History(Outcome #5)

    1. African American roots
    2. Rhythmic syncopation/pulse
    3. Stylistic approaches
    4. Historical evolution of the form 1900-present
    5. Improvisation
    6. Multicultural influences

III. Jazz Dance Performance and Analysis(Outcome #1,2,5,6,8,9)

    1. Compositional Methods
    2. Performance techniques
    3. Great twentieth century jazz dance artists and performers
    4. Analysis of jazz form
    5. Dance writing/criticism

 

4. Basic Instructional Plan and Teaching Methods

(Outcome #1,2,5,6,8,9)
Class consists of floor work, center work, and across the floor sequences.
As improvisation is a cornerstone in the development of jazz technique, it
will be used in class to deepen the individual's response to music and
movement demonstration. We will view and discuss jazz dance
videotapes representing diverse styles and applications of the form during
the quarter.

5. Course Requirements and Evaluation (Outcomes #1,2,5,6,8,9)

         80% Class attendance and participation

15% Creative project (presentations in class TBA). Topic: choose a period in jazz history or a prominent jazz choreographer. Research, organize, plan, and rehearse presentation to include both lecture and demonstration or class interaction and a choreographed reflective of your researched jazz style. Selected topics due to Gretchen in writing 3 weeks prior to presentation.

5% Final typed self-assessment for course.

6. Textbook or Alternative

Kregel & Vaccaro. Jazz Dance Today. St. Paul, MN: West Publishers,
1994.

  1. List of References and Bibliography

Andreu, Helene. Jazz Dance: An adult Beginner's Guide. Engelwood
Cliffs, NJ: Prentice Hall, 1993.

Emery, Lynn Fauley. Black Dance in the US from 1619 to 1970. Palo
Alto, CA: National Press Books, 1972.

LaPointe-Crump, Janice. Discovering Jazz Dance: America's Energy and
Soul. Dubuque, IA: William Brown Communications, Inc., 1992.

Kraines, Minda. Jump Into Jazz. Mt View, CA: Mayfield, 1983.

Stearns, Marshall and Jean. Jazz Dance: The Story of American
Venacular Dance. New York. NY: Schirmer Books, 1968.