Approved by Faculty Senate March 17, 2003

 

WINONA STATE UNIVERSITY

PROPOSAL FOR NEW COURSES

 

Department _Theatre and Dance_____________________________                                                Date ____2/5/2003____________  

 

______THAD 151________                 ____TAP DANCE I                  ____________________                                    ____1________

Course No.                                                   Course Name                                                                                                                    Credits

 

This proposal is for a(n)                          ___X__ Undergraduate Course                                 ______ Graduate Course

 

Applies to:          ______ Major                                                 ___X__ Minor                                            ___X__ University Studies*

_____ Required                                           __X__ Required

_____ Elective                                           _____ Elective

 

Prerequisites        _______None                                                                                                   ______________________

 

Grading method   ______ Grade only                     ______ P/NC only                                    ___X__ Grade and P/NC Option

 

Frequency of offering  __spring semester (1x/year)___

 

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed. submitted according to the instructions on that form.

 

Provide the following information (attach materials to this proposal):

 

A.         Course Description

         1.     Catalog description.

         2.     Course outline of the major topics and subtopics (minimum of two-level outline).

         3.     Basic instructional plan and methods.

         4.     Course requirements (papers, lab work, projects, etc.) and means of evaluation.

         5.     Course materials (textbook(s), articles, etc.).

         6.     List of references.

 

B.         Rationale

         1.     Statement of the major focus and objectives of the course.

         2.     Specify how this new course contributes to the departmental curriculum.

         3.     Indicate any course(s) which may be dropped if this course is approved.

 

C.         Impact of this Course on other Departments, Programs, Majors, or Minors

         1.     Does this course increase or decrease the total credits required by a major or minor of any other department?  If so, which department(s)?

         2.     List the departments, if any, which have been consulted about this proposal.

 

D.         University Studies Course Proposals

The form Proposal for University Studies Course must also be completed and submitted according to the instructions on that form.

 

Attach a Financial and Staffing Data Sheet.

 

Attach an Approval Form.

 

Department Contact Person for this Proposal:

 

 

___Gretchen Cohenour                            _________________            ___457-5665__              ___gcohenour@winona.edu_____

Name (please print)                                                                                         Phone                        e-mail address


WINONA STATE UNIVERSITY

PROPOSAL FOR UNIVERSITY STUDIES COURSES

 

Department __Theatre and Dance___________________________                                                            Date ___2/5/2003_____________  

 

         ____THAD 151_________           _____TAP DANCE I__________________________                                ___1_________

         Course No.                                          Course Name                                                                                                               Credits

 

         This proposal is for a(n)                 ___X__ Undergraduate Course

 

         Applies to: ______ Major                                                 ___X__ Minor

_____ Required                                           __X__ Required

_____ Elective                                           _____ Elective

 

         University Studies (A course may be approved to satisfy only one set of outcomes.):

Course Requirements:

                       Basic Skills:                                                             Arts & Science Core:                                 Unity and Diversity:

                       _____ 1. College Reading and Writing                       _____ 1. Humanities                                       _____ 1. Critical Analysis

                       _____ 2. Oral Communication                                     _____ 2. Natural Science                               _____ 2. Science and Social Policy

                       _____ 3. Mathematics                                                  _____ 3. Social Science                                 _____ 3. a. Global Perspectives

                       _____ 4. Physical Development & Wellness              __X__ 4. Fine & Performing Arts                  _____     b. Multicultural Perspectives

                                                                                                                                                                                    _____ 4. a. Contemporary Citizenship

                                                                                                                                                                                     _____     b. Democratic Institutions

         Flagged Courses:                               _____ 1. Writing

                                                                        _____ 2. Oral Communication

                                                                        _____ 3. a. Mathematics/Statistics

                                                                        _____     b. Critical Analysis

 

         Prerequisites ______None                                                                                     ______________________

 

 

Provide the following information (attach materials to this proposal):

 

         Please see “Directions for the Department” on previous page for material to be submitted.

 

 

Attach a University Studies Approval Form.

 

Department Contact Person for this Proposal:

 

 

 

__Gretchen Cohenour___________________                   __457-5665__                mailto:_gcohenour@winona.edu________

Name (please print)                                                                       Phone                                          e-mail address

 

 


WINONA STATE UNIVERSITY

PROPOSAL FOR UNIVERSITY STUDIES COURSE

 

DEPARTMENT:   THEATER AND DANCE           DATE: JANUARY 31, 2003

                 

COURSE NUMBER:   THAD 151 

 

COURSE TITLE:    Tap Dance I              NUMBER OF CREDITS:   1

 

CATALOGUE DESCRIPTION: An introduction to tap technique emphasizing musicality, expression and style in performance within its cultural and historical context. Prereq: none. Offered once yearly. Grade only. May be repeated once for credit.

 

This course previously existed in the department of Physical Education and Recreation under the category of Physical Development and Wellness and is being transferred to the Department of Theater and Dance. This proposed course is designed to satisfy the requirements in: Fine and Performing Arts.

 

Department and contact person for this course: Gretchen Cohenour, PAC 212; 457-5665

 

Email: gcohenour@winona.edu

 

                        

This course includes requirements and learning activities that promote students’ abilities to:

 

a. explore the language, skills, and materials of an artistic discipline: Through the knowledge and practice of basic tap step combinations and movements from various styles and historical periods, the student will experience tap dance as a form of expression with its own vocabulary, technique, musicality and purpose.  Students will be introduced to basic tap styles including traditional rhythm tap and ‘soft shoe’ techniques. They will be introduced to principles of alignment that support clarity of tone and rhythm in percussive ‘foot-work.’

 

b. use methods of an arts practitioner to actively engage in creative process or interpretive performances: Students will practice tap techniques in every class session.  Students will create and perform an original tap dance (1 1/2 - 2 minutes) based on a tap style researched, interpreted, and choreographed by the student. The dance will be performed for the class as a final project.

 

c. to understand the cultural and gender contexts of artistic expression: Through video, lecture and discussion, students will be exposed to the history of rhythm tap as a hybrid American art form, and will appreciate the diverse roles and artistic contributions of men and women throughout its evolution. Students will view tap styles that reflect the fusion of African-American based poly rhythms and Irish and English clogging. An historical overview of tap dance in America as vernacular expression, entertainment, and art will provide a context for appreciating the roots of the dance form.

 

d. engage in reflective analysis of their own work or interpretive performance and respond to the work of others: Students will view, discuss, and respond in written form to tap dance performed by professionals and experienced through video. Students will also reflect upon and assess, in written form, their own creative process and product and critique peer projects.

 

 

 

Course activities and assignments that address these Fine and Performing Arts Requirements will be identified in the syllabus by letter (a), (b), (c), (d)                         


COURSE OBJECTIVES

A.             To learn to use the feet as percussion instruments with rhythmic clarity, tone quality, consistent pulse, and expressive range. (a,b)

 

B.             To incorporate body movement and for fluidity and balance within one's personal tap style.  (a,b)

 

C.             To become familiar with tap dance terminology and basic music theory. (a)

 

D.             To develop skill in performing basic ‘rhythm tap’ and ‘soft shoe’ steps, and traditional tap combinations through disciplined practice. (a,b)

 

E.             To "frame" tap dance in its cultural/historical evolution as an American art form in relationship to other dance styles and jazz-based music. (a,b,c)

 

F.             To examine twentieth century tap artists in the context of artistic style, and race and gender issues. (c,d)

 

G.             To create and assess a final tap dance study that synthesizes and reflects the skills and knowledge learned. (b,d)

 

COURSE OUTLINE    

       I.  Introduction

              a.     The evolution of Tap as an American Dance Form. (a,b,c,d)

              b.     Principles of technique, alignment and joint action pertaining to tap. (a)

c.             Elements of Style: Rhythmic clarity and precision in the feet.  Free flow in upper body, weight transfer and distribution through the body, listening, and focus. (a,b)

 

        II.   Rhythm Basics and Sound Texture (a,b)

              a.     Pulse

              b.     Subdivisions of the pulse (note values)

              c.     Time signature (round tempos, square tempos)

              d.     Syncopation (Down beat, up beat)

d.             Crafting the phrase (combination of sounds)

 

       III.   Skill acquisition and Expression (a,b,c,d)

              a.     Traditional steps and drills (listen and echo)

              b.     Rhythm games

              c.     Learning tradition patterns within Vaudeville, Hollywood and Broadway styles

e.             "Jamming" (exploring the form through structured improvisation.

f.             Original choreography and assessment of final project

      

IV.           Cultural Historical Context (c,d)

a.             Historical Overview 1830’s to the present

b.             Tap artists: race and gender issues

c.            Current trends

 

 

BASIC INSTRUCTIONAL PLAN AND METHODS (a,b,c,d)

The primary experience of practicing, listening to, and organizing tap sound patterns and movements will be supported with lecture/demonstration, discussion and viewing professional tap artists from a range of historical periods. Student composition/creation of tap sequences and self and peer assessment of this creative work will also be integrated.


COURSE REQUIREMENTS    

Students need to wear tap shoes and loose-fitting clothing or dancewear and keep a class notebook. Students are expected to practice outside of class. Students may practice as a group in Phelps Studio on Fridays from 1:00-2:00 p.m. While tapping in WSU dance studios, the doors to the studio must be shut for sound insulation to respect our neighbors in the building.

 

ASSESSMENT AND MEANS OF EVALUATION

       75%    Class attendance, participation and quality of involvement.  No more than 2 absences are permitted per semester (See attendance policy below) (a,b,c,d)

       5%     Brief typed response to a Dance Concert (d)      

       5%     Midterm: 1 page Typed report on an eminent tap dancer/choreographer. List special technical features or characteristics of that artist's style. Cite sources.  (Due: M. 4/1) (a,c,d)

       10%    Final: Choreographed tap dance study (solo or small group) performed on M W April 22-24 in class. (b,d)

        5%    Typed reflective self-assessment (Due last class day) (a,d)

 

TEXTBOOK (Recommended not required)

       Fletcher, Beverly. Tapworks.  Highstown, NJ: Dance Horizons, 2002

 

REFERENCES

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

       Fletcher, Beverly. Tapworks.  Highstown, NJ: Dance Horizons, 2002

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

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

      

       Film Sources:

       -"About Tap",“Tap”,“Tap Dogs”,“Stomp”-PBS Documentaries

       -"Watch Me Move:Black Dance in America" PBS Documentary

-Select Hollywood Musicals from the 1930’s to the present

 

Possible Research Topics for Tap Reports

Bill Bojangles Robinson, Brenda Buffalino, Gregory Hines, Stomp, Tap Dogs, Fred Astaire, Ginger Rogers, Savion Glover, Diane Walker, Gene Kelly, Bob Fosse, Michael Kidd, Buster Brown, Juba (William Henry Lane), African Dance, Minstrel Shows, Vaudeville Shows, Broadway Tap Styles, Hollywood Tap styles, the American Tap Dance Orchestra etc…

 

Dance Class Attendance Policy

Attendance is mandatory.  Absences will affect your grade in two ways:

       1.     It will affect the percentage of your grade designated for participation.

       2.     More than two (2) absences will lower your final grade by one letter for each excessive absence.

An Excused Absence includes, for example, death in the family, or debilitating illness.

 

Tardiness     If you are more than ten minutes late to a dance class without having notified the instructor in advance you may not participate in the class, and that class will be counted as an unexcused absence.  Being late to class twice is equivalent to one unexcused absence, if the lateness is less than ten minutes.

 

Make-Up Classes may be made up where there are appropriate substitutes in the curriculum, at the discretion of the instructor.

 

Active Observation Without Participation  You are responsible for assessing your own state of health in consultation with their doctor.  If you are unable to dance, you may actively observe class for up to two weeks without participating. (This may include notating movement phrases, drawing floor patterns, giving peer feedback, journalizing, etc.)

 

Injury Policy         Credit for all technique classes is contingent upon participation.  If a student has or incurs an injury in the course of study resulting in a long term (over two weeks) lay off from dancing, it is the student's responsibility to consult with the teacher as to creative options in the learning process or withdrawal from the class.

 

 

 

B.      Rationale

 

1.     Statement of the major focus and objectives of the course.

 

      See above

 

2.     Specify how this new course contributes to the departmental curriculum.

 

It is required in the dance minor program, and will also serve as a Fine Arts Core in the University Studies Program.

 

      3.   Indicate any course(s) which may be dropped if this course is approved.

              

               PER 136 Tap Dance I

 

C.      Impact of this Course on other Departments, Programs, Majors, or Minors

 

1.     Does this course increase or decrease the total credits required by a major or minor of any other department?  If so, which department(s)?

 

      No

     

2.     List the departments, if any, which have been consulted about this proposal.

 

Department of Physical Education and Recreation

Department of Music

 


 

WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

 

                                                                                                                                                                           Course or Program__THAD 151 Tap Dance I_

 

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

 

Please answer the following questions completely.  Provide supporting data.

 

1.     Would this course or program be taught with existing staff or with new or additional staff?  If this course would be taught by adjunct faculty, include a rationale.

 

 

This course will be taught with existing staff, including adjunct faculty.  The Dance Minor program has one full-time faculty member and historically has depended on adjunct faculty to meet the needs of the program.  Although WSU is currently experiencing a hiring freeze, the CLA dean has committed necessary adjunct money to maintain the Dance Minor program.

 

 

 

 

 

2.     What impact would approval of this course/program have on current course offerings?  Please discuss number of sections of current offerings, dropping of courses, etc.

 

 

Since this class is currently being offered under a PER course number, approval of this course in THAD will enable us to maintain the Dance Minor at its current level and support the Fine Arts Requirement for the University Studies program.

 

When the PER Department revised its curriculum in Fall of 2002, they decided to drop dance technique classes and their involvement in the shared Dance Minor program, and offered these courses to the THAD Department.

 

The Tap Dance I class is taught once a year, in spring semester.

 

Since this course has existed in the Dance Minor program for years as a PER course, transference of the course to the THAD Department will have no impact on current offerings.

 

 

 

3.     What effect would approval of this course/program have on the department supplies?  Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

 

 

Approval will have no effect on department supplies.  The Department of Theatre and Dance within the College of Liberal Arts has supported the administration of the Dance Minor program for years, and has provided equipment and supplies.  A portion of the full-time THAD dance faculty member’s load has been dedicated to teaching PER dance classes, and CLA has covered PER dance adjunct salaries.  Bringing the dance courses into the Department of Theatre and Dance will have a positive effect in that there will be greater efficiency in the Dance Minor program being contained within one department (THAD) and one college (Liberal Arts).