Approved by Faculty Senate

University Studies Course Approval
Department of Physical Education and Recreation

PER Course Number: 136
Semester Hours: 1 SH
Frequency of Offering: One Semester
Course Title: Tap Dance I
Catalog Description: An introduction to tap technique emphasizing musicality, expression, and style in performance within the cultural and historical context of the form.

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 136 Tap Dance I - 1 SH

 

A.  Course Description

 

1. Catalog Description

An introduction to tap technique emphasizing musicality, expression, and
style in performance within the cultural and historical context of the form.

  1. Statement of the Major Focus and Objectives of the Course
  2. -To learn to use the feet as percussion instruments with rhythmic clarity
    while incorporating body movement for fluidity and balance within one's
    personal tap style. (Outcome #1,2,5,9)
    -To become familiar with basic tap and soft shoe steps and rhythms and
    traditional step combinations.(Outcome #1,2,5,9)
    -To "frame" tap dance in its cultural/historical relationship to other dance
    styles and music.(Outcome#5)

  3. Course Outline of Major Topics and Subtopics

I. Introduction

    1. The evolution of Tap as an American Dance Form(Outcome #5)
    2. Principles of technique, alignment, and joint action pertaining to tap.
    3. (Outcome #1,6,8,9)

    4. Elements of style: rhythmic clarity and precision in the feet. Free
    5. flow in upper body, weight transfer and distribution through the
      body, listening, focus. (Outcome #1,5,6,8,9)

    6. Rhythm Basics and Sound Texture (Outcome #1,2,5)

1. Pulse
2. Subdivisions of the pulse (note values)
3. Time signature (round tempos, square tempos)
4. Syncopation (downbeat, upbeat)
5.Crafting the phrase (combination of sounds)

               E. Skill acquisition and Expression(Outcome #1,2,5,6,8,9)

               G. Precision drilling -listening and repeating (Outcome #1,5)

               H. Rhythm games(Outcome #1,2,5)
                    Broadway styles.(Outcome #1,2,5,6,8,9)

               J. "Jamming" (exploring the form through structured improvisation)
                   (Outcome #1,2,6,8,9)

4.  Basic Instructional Plan and Methods (Outcomes #1,2,3,5,6,8,9)

The primary experience of listening and organizing sound patterns through movement will be supported with lecture/demonstration, discussion and viewing films.

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

                  The primary experience of listening and organizing sound patterns through
                  movement will be supported with lecture/demonstration, discussion, and
                  viewing films.

6. Textbook or Alternative - None Requested.

  7. List of References and Bibliography

Hanna, Judith Lynn. The Performer-Audience Connection: Emotion to
Metaphor in Dance and Society. Austin: University of Texas
Press. 1983

Marx, Trina. Tap Dance: A Beginner's Guide. Englewood Cliffs. NJ:
Prentice-Hall Inc., 1983

Nash, Barbara. Tap Dance. Dubuque, IA: Wm. C. Brown Co. Publishers,
1969.

Shipley, Glenn. Modern Tap Dictionary. Los Angeles: Action Marketing,
1976.

Film Sources:
"About Tap"--PBS Documentary
"Watch Me Move"--Black Dance in America"--PBS Documentary