Approved by Faculty Senate

Department of Physical Education and Recreation
PER Course Number: 116
Semester Hours: 1 SH
Frequency of Offering: Each Semester
Course Title: Modern Dance
Catalog Description: A theory and lab course introducing technique and history of modern dance and its place among other dance forms.

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

NO, this is not a new course proposal.

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

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
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

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.

College of Education
Department of Physical Education and Recreation
PER 116 Modern Dance - 1 SH

  1. Course Description

1. Catalog Description
    A theory and lab course introducing technique and history of modern
    dance and its place among other dance forms.

  1. Statement of the Major Focus and Objectives of the Course
  2. -To strengthen, open, and integrate body/mind/spirit through expressive
    movement (Outcome #1,2,5,6,8,9)

    -To develop an appreciation for modern and post-modern dance from both
    performer and creator and audience viewpoints within an historical
    perspective of the form (Outcome #1,2,5,6,8,9)

    -To gain a basic understanding of anatomy, body mechanics, efficient
    energy use and breathing techniques and to apply those principles in a
    free-flow movement style (Outcome #1,2,5,6,8,9)

    -To become familiar with Laban Movement Theory concepts of space,
    time, weight, flow, and eight basic effort actions (Outcome #1,2,5,6,8,9)

    -To increase awareness, rhythmic clarity, coordination, and qualitative
    range of movement through training and self-observation and
    assessment (Outcome #1,2,5,6,8,9)

  3. Course Outline of Major Topics and Subtopics

           I.  Alignment Principles(Outcome #1,2,5,6,9)
                A.    Core support to peripheral expression
                B.    Economy of effort
                C.   Oppositional lengthening through vertical axis
                D.    IIdeokinesis – the nine lines of movement

          II.   Movement Principles (Outcome #1,2,5,6,9)

    1. Breath-based phrasing
    2. Balance between flexibility and strength
    3. Laban movement analysis (effort, space, time weight, flow)
    4. Daily technique and skill development/phrase work: floor, center,
    5. traveliing

      III.   Performance and Choreograhpy Skills (Outcome #1,5,6,8,9)

    1. Focus and projection
    2. Inner motivation
    3. Clarity of intent
    4. Improvisation
    5. Creative projects

      IV.  History and Criticism (Outcome #5)

    1. Overview of the development of 20th century modern dance
    2. Key 20th century modern dance artists- oral and written report
    3. Peer assessment process- oral and written
    4. Self-assessment process- written
    5. Audience development: Professional dance company written
    6. response

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

This is a beginning dance class emphasizing movement expression
through technique (skill acquisition); improvisation (creative problem
solving) and composition (making dance studies); theory and history of
modern dance will be integrated into the curriculum. Exposure to diverse
world music forms (i.e.: African, South American, and Indonesian) will be
included as accompaniment for dance phrase.

         The succession of events in class will vary from day to day according to a
         rotation of exercises. They consist of floor work, center work (stationary
         and traveling), structured improvisations and ideokinesis (guided imagery).
         Individual and group feedback on performance will be offered by both
        classmates and the instructor. Questions are encouraged. Videotapes of
        current modern dance companies will be viewed and discussed during the
        quarter Lecture, Demonstration, Video Tapes, and daily practice.

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

75% Class attendance, participation, and quality of progress. No more
                than 2 absences are permitted per term.

5%        Report on a concert performance. Due the next class day after

10%       Midterm-written report and movement presentation based upon a
               20th century dance artist.

10% Final-Original dance study (approx. 2 min.) researched, structured
                and performed by the student. AND….Typed self-assessment
                including observations about how you have changed through the
                process, technical strengths and weaknesses and future goals—to
                be submitted last class day.

           Extra Credit opportunity--Guest Artist master classes-- (as scheduled)

Dress: Bare feet, tights and leotards, hair pinned off face and neck. No
gum. Sweats allowed if the space is cold.

    6. Textbook or Alternative

Penrod, James and Plastino, Janice. The Dancer Prepares: Modern
Dance for Beginners, Mountain View, CA: Mayfield Publishers, 1998.

  1. List of References and Bibliography

Brown, Jean Morrison (ed). The Vision of Modern Dance. Princeton, NJ:
Princeton Book Co, 1979.

Cohen, Selma Jeanne (ed). The Modern Dance: Seven Statements of
Belief. Middletown, Ct: Wesleyan University Press, 1965.

                    Laban, Rudolf. Modern Educational Dance. Boston: Plays, Inc., 1975.

Minton, Sandra. Modern Dance: Body and Mind. Englewood CO: Morton
Publishers, 1984.

                    Wigman, Mary. The Language of Dance. Middletown, CT: Wesleyan
                    University Press, 1966.