Catalog Description: This course is the study of the basic barre and center
technique used in ballet. Additionally, it serves as an introduction to ballet as a
craft and as an art. The course work is centered around developing physical
competence in dance technique.

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.

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.

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.

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.

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.

             This course is the study of the basic barre and center technique used in
             ballet. Additionally, it serves as an introduction to ballet as a craft and
             as an art. The course work is centered around developing physical
             competence in dance technique.

2. Statement of the Major Focus and Objectives of the Course

     A. T he student will develop an appreciation for the art of ballet as both
           performer and audience.    (Outcome #5)

               B.   The student will gain an understanding of the basic anatomical and
                     techanical principles of movement that support ballet technique and
                     theory. (Outcome #1,2,5,6,8,9)

               C,   The student will develop body awareness, performance skills,
                     musicality, coordination, flexibility, strength and self-discipline.
                     (Outcome #1, 2, 5,6, 8,9)

               D. The student will become familiar with the evolution and history of
                     Classical Ballet as a theatrical dance form. (Outcome #5)

               E.   The student will develop a general knowledge of ballet terminology
                     (Outcome #5)

       3.   Course Outline of Major Topics and Subtopics

I. Class Structure (Outcome #1)

A. Pre-warm up
B. Barre work
    1. Emphasis on proper alignment
    2. Introduction of: turnout, five positions of the feet, port de           bras, demi-plie, tendu, degage, round de jambe a terre,    
         frappe, developpe, grand battement, stretche
    3. Center Floor work
        a. Performance technique
        b. Port de bras, positions of the head, tendu, epaulement,
            body positions, arabesque
        c. Simple adagio combinations, preparations for turns
    4. Allegro work
         a.   Basic jumps (saute or temps leve)
         b. Basic locomotor movement across the floor

5. Reverance/cool down

II. Additional Learning Experiences (Outcome #1,3,6)

A. Viewing and discussing films of contemporary and traditional ballets by major U.S. and European companies
B. Defining classical ballet through its history and evolution as an art form in relationship to music, theatre and the visual arts
C. Exploring the relationship of ballet to other theatrical dance styles (modern dance, jazz and tap)

  4.  Basic Instructional Plan and Teaching Methods

The primary experience of dancing will be guided through lecture, demonstration, individual and group feedback, discussion, and active listening to music and self
in the process.

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

Students dance in ballet shoes, leotard and tights with hair pinned off
of face and neck.

Evaluation - 60% Attendance and participation - No more than 2 absences
                               are permitted per quarter

10% 2-4 page research paper on ballet related topic due by            midterm

          10% 1-2 page video reaction paper - videos are in Media
                   Center(basement of Phelps)

10% Movement Sequence done in class at final time

                                        10% Written final exam (includes terminology, theory,

6. Textbook or Alternative

Hammond, Samdra Noll. Ballet Basics. Third Edition. Mayfield 1993

7. List of References and Bibliography

Anderson, Jack. Ballet and Modern Dance, A Concise History.
Princeton, NJ: Princeton Book Company, 1986

Kersley and Sinclair. A Dictionary of Ballet Terms. New York, NY: Da Capo Press, Inc., 1981

Paskevska, Anna. Both Sides Of The Mirror; The Science and Art of Ballet.
New York, NY: Dance Horizons, 1981

Sources for Shoes

Marilyn's School of Dance                                         Blades To Ballet
329 Division St.                                                          1624 Hwy 52N
LaCrosse, WI                                                              54601 Hillcrest Shopping Center
608-785-1447                                                             Rochester, MN 55901
                                                                                     507-281-1401