COURSE DESCRIPTION

DANC 2303 is a general survey of dance forms designed to create an appreciation of the vocabulary, techniques, and purposes of the creative process. This course includes critical interpretation and evaluations of choreographic works and dance forms within cultural and historical contexts.

Credit Hours: 48 hours. In a 16-week semester, students should expect to commit 3 hours/week to this class. This does not include time spent on homework assignments and preparation for tests.

COURSE RATIONALE

DANC 2303 will begin with students learning to identify their own aesthetic values and engage in critical thinking about dance. Students will study the development of Western theatrical dance from the Renaissance and Baroque time periods through the 20th and 21st centuries. The course will then focus on the beginnings of Modern Dance both in the United States and Europe. The course will conclude with an exploration of Contemporary Dance forms, including Musical Theater on the stage and screen.

INSTRUCTIONAL METHODOLOGY

The primary modes of learning will be recorded lectures by the instructor and the use of class discussion boards. Video presentations will play a large role in the recorded lectures and students will be assigned audio recordings and readings. Students will also complete library/online research for their personal aesthetics presentations at the start of the semester.

This course is delivered in an Online Asynchronous modality.

Communication

Regular communication is key to a successful Online Asynchronous experience. Stay informed about class announcements, updates, and any changes to the schedule through the course website, email, and syllabus. 

Technical Requirements

This requires the necessary technology, including a reliable internet connection, a working ACC email address, and the ability to turn in assignments through Blackboard.  Technical support will be available to assist you with any challenges you may encounter. Austin Community College has a variety of services for students who need reliable computer technology and high-speed internet to complete their coursework. Visit the Student Technology Access website and/or email the instructor directly.

If you have any questions or concerns about the modality, please feel free to reach out to the instructor at jlindber@austincc.edu

Technology 

All materials, assignments, and activities will be accessible online via Blackboard. Please make sure you have the hardware and internet capabilities to complete an online course. A tablet or laptop with a good internet connection is recommended. You will also need Google Docs or Microsoft Word. 

COURSE REQUIREMENTS

• Completion of all reading, listening, or viewing assignments

• Completion of fourteen (14) discussion boards, three (3) tests, one (1) presentation, and two (2) observation papers

• Active interaction asynchronously via discussion boards

REQUIRED TEXTS AND MATERIALS 

Ten (10) readings and podcasts will be uploaded to Blackboard. Students may request a copy of the reading, or a link to the podcast, to be emailed. Students are responsible for having reading/listening completed prior to completing the discussion board. See the attached Course Schedule for reading/listening assignments.

EVALUATION & GRADING

Interaction during the semester will have a direct impact upon grading. Other assignments will be given the following percentage for the final class grade.

Tests (3 x 12%)                                                                       36%

Observation Papers (2 x 8%)                                            16%

Presentation                                                                             20%

Discussion Boards (14 x 2%)                                           28%

                                                                           TOTAL                              100%

SCALE

A            90-100 Points

B            80-89  Points

C            70-79   Points

D           60-69   Points

F            below 60

*Note: Please see or e-mail the instructor at any time if you have concerns or questions about your grade.  Your assignment grades may be checked on Blackboard throughout the semester.

LEARNING OBJECTIVES

Upon successful completion of this course, students will: 

• Identify various forms of dance.
• Articulate the relationship between dances and the historical and cultural contexts from which they emerged.
• Express an informed personal reaction to dance forms.
• Critically analyze and write about dance using established methods of dance criticism.
• Evaluate the impact of dance on culture.

GENERAL ED

Students completing this creative arts core curriculum course will meet the following objectives: 

• Communication Skills: Develop, interpret, and express ideas and information through written, oral, and visual communication that is adapted to purpose, structure, audience, and medium.
• Critical Thinking Skills: Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.
• Personal Responsibility: Identify and apply ethical principles and practices to decision-making by connecting choices, actions and consequences
• Social Responsibility: Analyze differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
• Teamwork: Consider different points of view to work collaboratively and effectively in pursuit of a shared purpose or goal.

COURSE SCHEDULE

DANC 2303 Dance Appreciation ONL

Week 1

Introduction, A Definition of Dance aesthetics [Watch: Aesthetics and Criticism]

   Beginnings of Ballet/Renaissance [Watch: Renaissance Dance]

               Stuff You Missed in History Class: A Brief History of Ballet, Pt. 1 – podcast

Week 2

   Baroque Dance [Watch: Baroque Dance]

               Stuff You Missed in History Class: A Brief History of Ballet, Pt. 2 – podcast

   Ballet d’Action [Watch: Ballet d'Action]                                        

Week 3

   Romantic Ballet [Watch: Romantic Ballet & Romantic Ballet Review]

Stuff You Missed in History Class: Marie Taglioni – podcast

In Pursuit of the Sylph by Debora Jowitt – article

Week 4

The Russian Classical Ballet [Watch: Russian Classical Ballet]

Susan Au, Ballet and Modern Dance chapter 5

Russia House: Send in the Swans - Podcast

Week 5

9/29                 Test 1 Due

Week 6

   Forerunners of Modern Dance [Watch: Forerunners of Modern Dance]

               Forerunner reading

Week 7

   Diaghilev and the Ballets Russes [Watch: Ballet Russes]

Ballet Russes reading

Week 8

   Modern Dance [Watch: Modern Dance]

               Martha Graham, I Am A Dancer (This I Believe)

10/18               Observation Paper 1 Due

Week 9

The Rise of American Ballet [Watch: The Rise of American Ballet]

Susan Au, Ballet and Modern Dance chapter 7

Stuff You Missed in History Class: Maria Tallcheif – podcast

Week 10

   11/3                 Test 2 Due

Week 11

   Second Generation Modern Dancers [Watch: Second Generation Modern Dance Choreographers]

   Post-Modern Dance [Watch: The Judson Church / Postmodern Movement]

Week 12

Contemporary Dance Trends [Watch: Contemporary Trends]

Week 13

   Musical Theater in America [Watch: Musical Theater: Dance for the Stage & Dance for the Screen]

   Dance on the Screen: Dance in Movies and on Television

Week 14

   12/1                 Test 3 Due

Week 15

   12/8                 Presentation Due

Week 16

12/13               Observation Paper 2 Due

REQUIRED TEXTS AND MATERIALS 

Ten (10) readings and podcasts will be uploaded to Blackboard. Students may request a copy of the reading, or a link to the podcast, to be emailed. Students are responsible for having reading/listening completed prior to completing the discussion board. See the attached Course Schedule for reading/listening assignments. This is a Zero Textbook Cost (ZTC) course.

Introducing Yourself Through Dance

Presentation

The purpose of the class presentations is to give you an opportunity to discover, explore, and share a dance form which is a part of your cultural history or a dance form we will not examine this semester.

1. Presentation – You will create a seven to ten-minute (7 - 10 min.) class presentation on a dance form which you consider representative of your culture and you. Record your presentation and upload the video, or link to the video, to Blackboard by the end of the day (11:59pm) on Dec. 8th.

Your presentation should explore the cultural significance of the movement form and introduce yourself. You may include a physical demonstration, costumes, props, etc. Explore the following points:

• Why did you select this movement form? What makes it special to you?

• How did this dance form develop historically? What country or community did it start in?

• Who has traditionally performed this movement? Who is currently performing it (if applicable)?

• Are there or were there any significant individuals involved with the dance form? Is there a founder, major choreographer, well known performer, etc., associated with this movement form?

• What was the social impact of this dance form? Is it used in celebration of a religious ceremony, a civil or political ceremony? Is it a form of community building or ritual of growth/passage?

• What does the dance look like? Are there significant actions, pathways, which enable you to recognize this dance form? (Example: Dancing on the tips of your toes in special pointe shoes = ballet) (Videos are great!)

• Where is it typically performed? (On a stage, outdoors, in temple, in a home, etc.)

• What do people wear to perform this dance form? What is the significance or importance of the different elements of the costume (masks, makeup, jewelry, etc.)?

• What sound, if any, accompanies the movements? Do the ‘dancers’ contribute to the accompaniment? Do the ‘musicians’ contribute to the movement? Are specific instruments or sounds or songs associated with this movement form?

• Is this dance performed in Austin, or in the central Texas area? Please share any upcoming performance dates and information. (Websites are great!)

• Are there classes available in this cultural dance form in the Austin area? Share any class times, locations, and cost information you can find. (Remember to be culturally sensitive.)

Use these points as a check list to make sure you have covered all elements of this cultural dance style. Please include any additional information you’d like to. For example: short videos of an interview you conducted for the presentation. Show props or costumes, or photos of you or a family member in costume or the ‘location’ of the movement style. Etc.

Remember, for example, even if the costumes are ‘not significant,’ tell us that. “Performers of this dance style wear everyday clothing. You may see people performing the ____ in jeans, shorts, a wedding dress, flip flops, boots, a Halloween costume…anything!”

I will also be looking for clear, well-paced public speaking, an organized presentation with smooth transitions and a demonstration of interest in your topic, as well as good example videos with your own verbal explanation of what we are seeing or what we should note. Not all forms will have movement videos available, so in these cases include images, your own demonstration, or a full discussion on why recording the movement would be inappropriate. 

DANCE OBSERVATION PAPER

Each of your two observation papers should be a minimum of 450 words (approximately 2, or more, type-written pages, double-spaced, 12 pt. font). Papers may be longer than two (2) pages.

Observation Paper 1 should be uploaded to Blackboard by 11:59pm Friday, Oct. 18th.

Observation Paper 2 should be uploaded to Blackboard by 11:59pm Friday, Dec. 13th.

Papers may be turned in prior to the due date.

I am happy to read drafts and provide feedback.

For Paper 1, select one of the following:

• La Fille Mal Gardée– Clog Dance Widow Simone
• La Sylphide – The Reel  
• Sleeping Beauty – Waltz

For Paper 2, select one of the following:

• Isadora Duncan Baccahnale
• Jose Limón There is a Time (Excerpt)
• Bill T. Jones Arnie Zane Company What Problem?

Approach this assignment as an opportunity to apply some of the concepts you are learning in class. Select and watch a recorded performance. Take notes or re-watch your selection so you feel comfortable writing about what you have seen.

• • Give the name of the performance (and the scene in Paper 1)
    • note: dance titles should be underlined or italicized. Follow my lead above.
  • How do you feel about this dance? What stands out to you? In a nutshell, how would you explain what you watched?
  • Describe moments or movements which stand out for you (a big lift, a dramatic leap, a romantic embrace, the use of a scarf, the swinging of a sword, etc.)
  • Describe the accompaniment (classical music, jazz, aggressive, calm, etc.)
  • Describe the costumes. What do the costumes tell you about the dance/characters?
  • Tell me about how the space is used (Do the dancers stay in one general area of the stage? Crisscross the stage? Perform lots of lifts and jumps? Roll on the ground?)
  • Tell me about the energy in the performance. Is the dancer/character calm and placid or enraged and frenetic, or losing their mind and lost in grief, etc.?
  • What connections can you make with our course content? What new understandings or appreciations do you have for the work or the artists?

ACC POLICIES

Statement on Academic Integrity

Austin Community College values academic integrity in the educational process. Acts of academic dishonesty/misconduct undermine the learning process, present a disadvantage to students who earn credit honestly, and subvert the academic mission of the institution. The potential consequences of fraudulent credentials raise additional concerns for individuals and communities beyond campus who rely on institutions of higher learning to certify students' academic achievements, and expect to benefit from the claimed knowledge and skills of their graduates. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include but are not limited to: plagiarism, cheating, fabrication, collusion, falsifying documents, or the inappropriate use of the College’s information technology resources. Further information is available at: www.austincc.edu/about-acc/academic-integrity-and-disciplinary-process.

Student Rights & Responsibilities

Students at ACC have the same rights and protections under the Constitution of the United States. These rights include freedom of speech, peaceful assembly, petition and association. As members of the community, students have the right to express their own views, but must also take responsibility for according the same rights to others and not interfere or disrupt the learning environment. Students are entitled to fair treatment, are expected to act consistently with the values of the college, and obey local, state and federal laws (www.austincc.edu/srr).

As a student of Austin Community College you are expected to abide by the Student Standards of Conduct: www.austincc.edu/students/students-rights-and-responsibilities/student-standards-of-conduct.

Senate Bill 212 and Title IX Reporting Requirements 

Under Senate Bill 212 (SB 212), the faculty and all College employees are required to report any information concerning incidents of sexual harassment, sexual assault, dating violence, and stalking committed by or against an ACC student or employee. Federal Title IX law and College policy also require reporting incidents of sex- and gender-based discrimination and sexual misconduct. This means faculty and non-clinical counseling staff cannot keep confidential information about any such incidents that you share with them.

If you would like to talk with someone confidentiality, please contact the District Clinical Counseling Team who can connect you with a clinical counselor on any ACC campus: (512) 223-2616, or to schedule online: www.austincc.edu/students/counseling. 

While students are not required to report, they are encouraged to contact the Compliance Office for resources and options: Charlene Buckley, District Title IX Officer, (512) 223-7964, compliance@austincc.edu.

If a student makes a report to a faculty member, the faculty member will contact the District Title IX Officer for follow-up.

Student Complaints

A defined process applies to complaints about an instructor or other college employee. You are encouraged to discuss concerns and complaints with College personnel and should expect a timely and appropriate response. When possible, students should first address their concerns through informal conferences with those immediately involved; formal due process is available when informal resolution cannot be achieved. 

Student complaints may include but are not limited to: issues regarding classroom instruction, college services and offices on the basis of actual or perceived race, color, national origin, religion, age, gender, gender identity, sexual orientation, political affiliation, or disability. 

Further information about the complaints process, including the form used to submit complaints, is available at: www.austincc.edu/students/students-rights-and-responsibilities/student-complaint-procedures.

Statement on Privacy

The Family Educational Rights and Privacy Act (FERPA) protects confidentiality of students’ educational records. Grades cannot be provided by faculty over the phone, by e-mail, or to a fellow student.

Recording Policy

To ensure compliance with the Family Education Rights and Privacy Act (FERPA), student recording of class lectures or other activities is generally prohibited without the explicit written permission of the instructor and notification of other students enrolled in the class section. Exceptions are made for approved accommodations under the Americans with Disabilities Act.  

Recording of lectures and other class activities may be made by faculty to facilitate instruction, especially for classes taught remotely through BlackBoard Collaborate or another platform. Participation in such activities implies consent for the student to be recorded during the instructional activity. Such recordings are intended for educational and academic purposes only.

Safety Statement

Health and safety are of paramount importance in classrooms, laboratories, and field activities. Students are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Emergency Procedures posters and Campus Safety Plans are posted in each classroom and should be reviewed at the beginning of each semester. All incidents (injuries/illness/fire/property damage/near miss) should be immediately reported to the course instructor. Additional information about safety procedures and how to sign up to be notified in case of an emergency can be found at: www.austincc.edu/emergency.

Everyone is expected to conduct themselves professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual may be immediately dismissed from the day’s activity and will be referred to the Dean of Student Services for disciplinary action.

In the event of disruption of normal classroom activities due to an emergency situation or a continuing illness outbreak, the format for this course may be modified to enable completion of the course. In that event, students will be provided an addendum to the class syllabus that will supersede the original version.

Campus Carry

The Austin Community College District concealed handgun policy ensures compliance with Section 411.2031 of the Texas Government Code (also known as the Campus Carry Law), while maintaining ACC’s commitment to provide a safe environment for its students, faculty, staff, and visitors. Beginning August 1, 2017, individuals who are licensed to carry (LTC) may do so on campus premises except in locations and at activities prohibited by state or federal law, or the College’s concealed handgun policy. 

It is the responsibility of license holders to conceal their handguns at all times. Persons who see a handgun on campus are asked to contact the ACC Police Department by dialing (512) 223-7999. Please refer to the concealed handgun policy online at: austincc.edu/campuscarry.

Discrimination Prohibited

The College seeks to maintain an educational environment free from any form of discrimination or harassment including but not limited to discrimination or harassment on the basis of race, color, national origin, religion, age, sex, gender, sexual orientation, gender identity, or disability.

Faculty at the College are required to report concerns regarding sexual misconduct (including all forms of sexual harassment and sex and gender-based discrimination) to the Manager of Title IX/Title VI/ADA Compliance. Licensed clinical counselors are available across the District and serve as confidential resources for students.

Additional information about Title VI, Title IX, and ADA compliance can be found in the ACC Compliance Resource Guide here.

Use of ACC email

All College email communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify students of any College-related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Information about ACC email accounts, including instructions for accessing it, are available at: www.austincc.edu/help/accmail/questions-and-answers.

Use of the Testing Center

All testing is currently online. While campuses are closed, exams for courses will be online tests that students can take from home. For more information about online testing at ACC, visit the Online Testing resource page: www.austincc.edu/academic-and-career-programs/acconline/testing.

STUDENT SUPPORT SERVICES

The success of our students is paramount, and ACC offers a variety of support services to help, as well as providing numerous opportunities for community engagement and personal growth.

Student Support

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these campus services and resources is available at:www.austincc.edu/students. A comprehensive array of student support services is available online at: www.austincc.edu/coronavirus/remote-student-support.

Student Accessibility Services

Students with documented disabilities who need academic or other accommodations must request them through the office Student Accessibility Services (SAS). SAS offices are located at each major campus. Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester; otherwise, the provision of accommodations may be delayed. Students who have received approval for accommodations from SAS for this course must provide the instructor with the document titled “Notice of Approved Accommodations” from SAS before accommodations will be provided. Accommodations will not be provided retroactively. Arrangements by the instructor for academic accommodations can only be made after he or she receives the “Notice of Approved Accommodations” from the student.

Additional information about Student Accessibility Services is available at: www.austincc.edu/offices/student-accessibility-services-and-assistive-technology.

Academic Support

ACC offers academic support services on all of its campuses. These services, which include online tutoring, academic coaching, and supplemental instruction, are free to enrolled ACC students. Tutors are available in a variety of subjects ranging from accounting to pharmacology. Students may receive these services on both a drop-in and referral basis. 

An online tutor request can be made here.

Additional tutoring information can be found here.

Library Services

ACC Library Services is operating online while campuses are closed during the current pandemic. Libraries continue to support ACC courses and programs and provide students with research and assignment assistance from expert faculty librarians. ACC students have full rights and privileges to access Library Services online 24/7 via the ACC Library website, and students must use their ACCeID logins to access all online materials, including ebooks, articles from library databases, and streaming videos. ACC Libraries provide the “Ask a Librarian” service, which allows students to reach a librarian 24/7 through online chat or complete an online form for in-depth questions. Faculty librarians are available via email and virtually to meet with you by appointment seven days a week. Students can also contact the Library for questions about their library account, registration holds, and technology/device distribution options.

• Library Website: library.austincc.edu
• Library Information & Services during COVID-19: researchguides.austincc.edu/LSinfoCOVID19
• Ask a Librarian 24/7 chat and form: library.austincc.edu/help/ask.php
• Library Hours of Operation by Location: library.austincc.edu/loc/
• Email: library@austincc.edu

Student Organizations

ACC has over seventy student organizations, offering a variety of cultural, academic, vocational, and social opportunities. They provide a chance to meet with other students who have the same interests, engage in service-learning, participate in intramural sports, gain valuable field experience related to career goals, and much else. Student Life coordinates many of these activities, and additional information is available at: sites.austincc.edu/sl/.

Personal Support

Resources to support students are available at every campus. To learn more, ask your professor or visit the campus Support Center. All resources and services are free and confidential. Some examples include, among others:

• Food resources including community pantries and bank drives can be found here: www.centraltexasfoodbank.org/food-assistance/get-food-now

• Assistance with childcare or utility bills is available at any campus Support Center: www.austincc.edu/students/support-center
• The Student Emergency Fund can help with unexpected expenses that may cause you to withdraw from one or more classes: www.austincc.edu/SEF
• Help with budgeting for college and family life is available through the Student Money Management Office: sites.austincc.edu/money/

A full listing of services for student parents is available at: www.austincc.edu/students/child-care.

• The CARES Act Student Aid will help eligible students pay expenses related to COVID-19: www.austincc.edu/coronavirus/cares-act-student-aid.   

Mental health counseling services are available throughout the ACC Student Services District to address personal and or mental health concerns: www.austincc.edu/students/counseling.

If you are struggling with a mental health or personal crisis, call one of the following numbers to connect with resources for help. However, if you are afraid that you might hurt yourself or someone else, call 911 immediately.

Free Crisis Hotline Numbers:

• Austin/Travis County 24 hour Crisis & Suicide hotline: 512-472-HELP (4357)
• The Williamson County 24 hour Crisis hotline: 1-800-841-1255
• Bastrop County Family Crisis Center hotline: 1-888-311-7755
• Hays County 24 Hour Crisis Hotline: 1-877-466-0660
• National Suicide Prevention Lifeline: 1-800-273-TALK (8255)
• Crisis Text Line: Text “HOME” to 741741
• Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline: 1-800-662-HELP (4357)
• National Alliance on Mental Illness (NAMI) Helpline:1-800-950-NAMI (6264)