ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS
FOR
DANCE AND GYMNASTICS
COURSE NUMBER PED 237
CATALOG DESCRIPTION: Consistent with the College of Education Conceptual Framework, focusing on State Department of Education Content Standards (CFSDECS) 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 1.9, 1.11, this course is designed to acquaint candidates with the basic forms of dance and gymnastics. The course addresses the broad spectrum of dance including folk and ethnic dance, social dance, modern dance and ballet dance as well as the development of basic psychomotor skills required for gymnastic tumbling, floor exercise and apparatus. Candidates prepare lesson plans and teach the skills. NCATE 1.2; Praxis Category II
CREDIT HOURS 01
REQUIRED TEXTBOOK: Mood, D., Musker, F., Rink, J. (2007). Sports and
Recreational Activities, 14th Edition, St. Louis: McGraw-
Hill.
INSTRUCTOR: Barbara Williams
TELEPHONE: 334-229-4527
OFFICE: West 238 Acadome
OFFICE HOURS: TBA
ATTENDANCE POLICY: University Policy
Prepared by: Dr. Pat Floyd Date: 09/2005
Approved by:______Date:______
Department Chair
______Date:______
Dean
NOTE: Any candidate requiring alternative formats for testing, written materials and/or other types of accommodations for this course, due to a disabling condition, should advise the instructor within the first week of class.
Revised 6/2007 by Barbara Williams/Doris Screws
PURPOSE
This course is to acquaint the undergraduate physical education candidate with the basic forms of dance and gymnastics. The course is designed to cover a broad spectrum of dance forms including folk and ethnic dance, social dance, modern dance, and ballet dance and to develop the basic psychomotor skills required for gymnastic tumbling, floor exercise and apparatus. Candidates prepare lesson plans, analyze and teach skills. SDECS (1) (a) 4, SDECS (1) (b) 4; Praxis Category II
OUTCOMES
Upon completion of the course, the candidates will demonstrate:
1. Knowledge of concepts relative to the various forms of dance. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1)(a) 4
a. Define dance.
b. Identify and describe the purpose of dance.
c. Identify and describe the various forms of dance.
d. Describe the history, origin and personalities contributing to development of each form of
dance.
2. Knowledge of concepts relative to the principles of movement. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1)(b) 4
a. Define axial movement.
b. List and define the types of axial movement.
c. Define locomotor movement.
d. List the eight basic forms of locomotor movement.
e. Define the terms listed on the dance vocabulary lists.
3. Ability to perform fundamental dance skills in each of the types of dance (see Appendix A for evaluation). CFSDECS 1.5, 1.9, 1.11; SDECS (1)(b) 4
4. Ability to perform fundamental dance sequences in each of the types of dance (see Appendix A1 for evaluation). CFSDECS 1.5, 1.9, 1.11; SDECS (1)(b) 4
5. Knowledge of concepts relative to gymnastics. CFSDECS 1.1, 1.2, 1.3, 1.4; SDECS (1)(a) 4
a. Describe the history, origin and personalities contributing to the development of gymnastics.
b. Identify basic organization, regulations and safety considerations appropriate to each
gymnastic activity.
c. Identify the basic rules and regulations applicable to the all around events in gymnastics.
d. Identify the basic rules and regulations applicable to dual meet competitions in gymnastics.
6. Ability to perform fundamental skills in each of the gymnastic activities (see Appendix A for evaluation). CFSDECS 1.5, 1.9, 1.11; SDECS (1)(b) 4
7. Ability to perform a floor exercise (see Appendix A for evaluation). CFSDECS 1.5, 1.9, 1.11; SDECS (1)(b) 4
8. Develop two lesson plans: one for dance and one for gymnastics (see Appendix B for evaluation). CFSDECS 1.7; SDECS (1)(a) 4
9. Teach two lessons: one on dance and one on gymnastics (see Appendix C for evaluation).
10. Analyze a skill from each activity (see Appendix D for evaluation).
11. Evaluate the performance of a skill from each activity. (see Appendix A for evaluation). CFSDECS 1.8
INSTRUCTIONAL SEQUENCE
I. Dance
A. What is dance?
B. Folk and Ethnic Dance
C. Social Dance
D. Modern Dance
E. Ballet Dance
II. Gymnastics
A. History and Safety Rules
B. Tumbling
C. Floor Exercise
D. Vaulting
E. Balance Beam
F. Parallel Bars
METHODOLOGY
Lecture-demonstration, video tapes, films, individual and small group demonstration, micro-teaching
EVALUATION AND MINIMUM STANDARDS
Outcomes 1, 2 and 5 will be evaluated on written examinations. To pass each outcome, a minimum of 70% of the possible points must be achieved.
Outcomes 3 & 4 will be evaluated on the performance of dance skills & sequences. To pass the outcome, a minimum of 70% of the possible points must be achieved.
Outcome 6 will be evaluated on the performance of gymnastics skill tests. To pass the outcome, a minimum of 70% of the possible points must be achieved.
Outcome 7 will be evaluated on the performance of the floor exercise. To pass the outcome, a minimum of 70% of the possible points must be achieved.
Outcome 9 will be evaluated by the micro-teaching. To pass the outcome, a minimum of 70% of the possible points must be achieved.
Outcome 10 will be evaluated by the skills analysis. To pass the outcome, 70% of the points available must be achieved.
Outcome 11 will be evaluated by the skills performance analysis. To pass the outcome, 70% of the points available must be achieved.
SUMMARY OF EVALUATION
Written Examinations (2) 100 720 - 800 = A Exceptional (4)
Dance Performance Tests (4) 200 640 – 719 = B Proficient (3)
Gymnastics Skills Tests (1) 50 560 – 639 = C Basic (2)
Floor Exercise (1) 50 480 – 559 = D Unacceptable (1)
Lesson Plans (2) 100 000 – 479 = F Unacceptable (1)
Micro-Teaching (2) 100
Skills Analysis (2) 100
Assignments 100
Total Points 800
GRADING
To pass the course with a grade of A, the candidate must achieve 90% of the available points.
To pass the course with a grade of B, the candidate must achieve 80% of the available points.
To pass the course with a grade of C, the candidate must achieve 70% of the available points.
For a grade of D, the candidate must achieve a minimum of 60% of the available points.
Failure to achieve a minimum of 60% of the points available will result in a grade of F.
METHODOLOGY
Class performance, audio-visual media, group discussion, and lecture-demonstration
REQUIRED RESOURCES
Tights and leotards or black sweat pants (shorts) and white t-shirt and gym shoes (if appropriate).
REFERENCES
Mood, D., Musker, F., & Rink, J. (2007). Sports and Recreational Activities. St. Louis: McGraw- Hill.
Ryser, O. (2001). A Manual for Tumbling and Appropriate Stunts. WMc. Brown Company.
WEBSITES
Country Western Dance www.sapphireswan.com/dancelinks/western.htm
www. cwdi.org
Folkdance www.folkdancing.org
Social Dance (Ballroom) www.dancetv.com
www.vidbook.com/title.htm
www.socialdanceservices.com/mov.htm
Square Dance www.dosado.com and www.hertiagedance.com
APPENDIX A
SKILL TEST RUBRIC
50 points / Proficient
40 points / Basic
30 points / Unacceptable
20 points / Unacceptable
10 points
Skills Test
Performance / All components
are demonstrated
and well define / Any one component
is missing / Any two components
are missing / Any three components
are missing / Any four
components
are missing
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30- 34 points = D Unacceptable (1)
29 points and below = F
APPENDIX B
DAILY LESSON PLAN
DAILY LESSON PLAN - In constructing the lesson plan, the teacher should ask him/herself three questions:
1. Why do I teach this lesson?
2. What materials or activities are to be used to achieve the objectives of the lesson?
3. How should I plan and present the activities to the students?
LESSON PLAN OUTLINE
Subject:______Physical Education Standards:______Grade ______
I. Outcomes
What will the students be able to do when you finish the lesson today?
II. Equipment/Supplies
III. Procedures
A. Introduction
Introduction to lesson focus for the lesson. May be preceded by review of last lesson.
B. Practice of Skills/Lesson Focus
These activities are determined by your outcomes.
C. Closing Activity
The lesson may be brought to a close with a game using skills or concepts developed in the lesson, review of skills or concepts, or any activity that will reinforce skills or concepts and be fun.
IV. Assessment/Observation of students
Informal Assessment
Formal Assessment
V. Next Lesson/Reflection
Lesson Plan Rubric
Outcomes / Outcomes clearly
and completely
stated
Equipment / Equipment list is
complete
Introduction / Focus of lesson is
clearly stated / Focus of the lesson
is somewhat stated
Practice of Skills / Practice very clearly
reflects outcomes.
Candidate gives
highly accurate
directions, feedback
and checks for
understanding / Practice clearly
reflects outcomes.
Candidate gives
accurate directions,
feedback and checks
for understanding / Practice somewhat
reflects outcomes.
Candidate gives
somewhat accurate
directions, feedback
and checks for
understanding
Closure / Closing activity
reinforces skills and
concepts
Assessment / Assessment is stated
and is appropriate
Next Lesson / Next lesson is stated
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30- 34 points = D Unacceptable (1)
29 points and below = F
APPENDIX C
Micro-Teaching Rubric
5 / 3 / 1-Subject Matter / Exhibits exceptional
knowledge of subject
matter / Exhibits average
knowledge of subject
matter / Exhibits little
knowledge of subject
matter
Task Level / All tasks designed at
appropriate level / Most tasks designed
at appropriate level / Many tasks designed
at inappropriate level
Outcomes / Lesson outcomes very
clearly stated / Lesson outcomes
clearly stated / Lesson outcomes
Poorly stated
Giving Instructions / Instructions very clear
and concise / Instructions clear and
Concise / Instructions not clear
or concise
Task: Description / Task very clearly
described and is easily
understood / Task clearly described
and is understood / Task not clearly
described and is hard
to understand
Feedback / Gives appropriate
feedback 90% or
more of the time / Gives appropriate
feedback 70-89% of
the time / Gives appropriate
feedback less than
70% of the time
Task Challenge / Tasks are very
challenging and
interesting / Tasks are challenging
and interesting / Tasks are not
challenging and
interesting
Equipment / All equipment and
materials set us and
ready for use when
needed / Most equipment and
materials set up and
ready for use when
needed / Most equipment and
materials not set up
and ready for use
when needed
Verbal Presentation / Speaks very clearly,
can be heard, uses
appropriate language / Speaks clearly, can be
heard, uses
appropriate language / Does not speak
clearly, cannot be
heard, uses
inappropriate
language
Organization / Class very well
Organized / Class well organized / Class not well
organized
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30- 34 points = D Unacceptable (1)
29 points and below = F
Appendix D
Skill Analysis Rubric
Identify
Components / 100% of the
components
of the skill
accurately
identified / 90% of the
components
of the skill
accurately
identified / 80% of the
components
of the skill
accurately
identified / 70% of the
components
of the skill
accurately
identified / 60% of the
components
of the skill
accurately
identified
Explain
Components / 100% of the
components
of the skill
correctly
explained / 90% of the
components
of the skill
correctly
explained / 80% of the
components
of the skill
correctly
explained / 70% of the
components
of the skill
correctly
explained / 60% of the
components
of the skill
correctly
explained
Identify
Correct
Performance / Identifies
correct
performance
100% of the
time / Identifies
correct
performance
90% of the
Time / Identifies
correct
performance
60% of the
time / Identifies
correct
performance
70% of the
Time / Identifies
correct
performance
60% of the
Time
Identify
Incorrect
Performance / Identify
incorrect
performance
100% of the
time / Identify
incorrect
performance
90% of the
Time / Identify
incorrect
performance
80% of the
time / Identify
incorrect
performance
70% of the
Time / Identify
incorrect
performance
60% of the
Time
Make
Appropriate
Corrections / Makes
appropriate
and accurate
corrections
90% of time / Makes
appropriate
and accurate
corrections
80% of time / Makes
appropriate
and accurate
corrections
70% of time / Makes
appropriate
and accurate
corrections
60% of time / Makes
appropriate
and accurate
corrections
50% of time
Overall Assessment
45-50 points = A Exceptional (4)
40-44 points = B Proficient (3)
35-39 points = C Basic (2)
30- 34 points = D Unacceptable (1)
29 and below = F