Instructor:	Christine Rochester			
Office:SC/L 139	Office Hours: MW 2-4 PM; F 2-3 PM
Email:	christine.Rochester@colostate-pueblo.edu				Phone:549-2660
Credit Hours:  2

I. Course Catalog Description:

Fundamentals of folk, square and social dance; emphasis on the teaching techniques involved in basic dance styles and rhythms.

II. Learning Objectives and Outcomes:

A. The student will:

1. Demonstrate knowledge and skill proficiency in a variety of rhythmic and dance activities.
2. Demonstrate and understand similarities between dances and rhythmic activities.
3. Demonstrate an understanding of developmentally appropriate practices by applying them during teaching, class discussions, exams and portfolios.
4. Demonstrate the ability to plan and collaborate with peers.
5. Gain knowledge and understanding of the role dance and rhythms in the development of K-12 students.
6. Engage in reflective practices.
7. Gain knowledge and understanding of student assessment in the physical education setting.

III. Required Reading Materials:

McGreevy-Nichols, S., & Scheff, H. (1995). Building Dances: A Guide to Putting Movements Together. Human Kinetics.

Graham, G., Holt-Hale, S., & Parker, M. (1998). Children moving: A reflective approach to teaching physical education. Mayfield Publishing Co.

IV. Course Requirements and Assignments

1. Self Evaluation-10%


1. The student will state a minimum of 5 learning goals and performance objectives for the course.
2. The student will explain how he or she will evaluate his or her performance in reaching the five goals and objectives. Both a & b are to be typed and one copy will be submitted to the instructor by the end of the second week of class, another copy will be placed in the student’s portfolio.
3. Your final typed self-evaluation of your accomplishments to meet your set forth goals and objectives that will be submitted to the instructor during the final class meeting, a second copy will be placed in your portfolio.


2. Peer Teaching–20%


1. The students will sign up to teach several fifteen-minute activity lessons to peers during class time. One lesson will come from your text.
2. Whoever signs up first earns the privilege of teaching that activity.
3. The person teaching the lesson must provide a lesson plan for each member of the class.
4. Being absent or unprepared for the lesson you are teaching is unacceptable and you will get a zero for that lesson.
5. The instructor of the course and a peer will evaluate your lesson.
6. You are required to write a reflective journal about your lesson.


3. Field Experience/Project - Teaching K-12 Students– 10%

We will be teaching rhythms at local schools-What schools will you go to? If you don't know, check with Dr. Rochester for placement. A form will need to be signed by your mentor teacher.

1. Chose a school/recreation center and complete a project outside of class time.
2. Student attendance logs must be signed by mentors and turned in during the last week of the semester.
3. Journals on your learning experiences from your work are required.
4. Failure to turn in evidence of your work results in a zero for Field Experience/Project.


4. Writing Assignments 20%

The students will complete 6 computer generated or typed assignments. All research papers are to be 1 1/2 –3 pages in length and be graded for the following intellectual standards: Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic and Significance. Information on these intellectual standards will be provided. All assignments done outside of class will be stamped upon entering class. All papers not stamped at the beginning of class, the day the assignment is due, will be considered late. Late work can earn a maximum of 50% of the total grade.

Assignments for Rhythmic Activities

1. Article Critiques

Find an article from a professional journal, (i. e. J.O.P.E.R.D., Teaching Elementary School Physical Education) summarize the article in your own words and write your opinion of the article and its contents.

2. Critique Assignments:

								Due Date
	
1. Dance in elementary schools 					1/30		
2. The importance of physical activities for adolescents   	2/13
3. Dance and adolescents					2/27			
4. Teaching rhythms/dance					3/13

3. Additional Written Assignment
1. 10 question to ask physical educators about teaching rhythms due 4/3
4. Final Research Paper Due Thursday, April 17th 2002

Topic: The Role of Rhythms and Dance in K-12 schools. Or pre-approved topic of student’s choice. Minimum 3 pages. Follow all guidelines in the document "written assignments for physical education teacher preparation courses".

5. Personal Journals – 7.5% - Minimum four journals
2 due at midterm March 4th

Personal Journals will be a collection of your reflective thoughts.  Not a log of what happened.  

A.	Your journals should answer the following questions.  

1.	Describe in detail a significant situation (or an event that occurred) you were in or are in presently.

2.	Describe your reaction to the situation.

3.	Analyze you reaction to the situation.  

4.	What can you learn from your analysis (implications)? 

B.  Journals on your fieldwork must also be submitted. 



6. QUIZZES- 10%

Provides the instructor with an opportunity to assess students' ongoing learning, and encourages student engagement (as well as promoting regular and timely attendance). Each of 10 quizzes worth 10 points (2 for taking it, 4 for each correct answer). Quizzes cannot be made up.

7. Portfolios to contain the following:
All work must be computer generated! –7.5%


1. Written assignments- These must be submitted for credit in written assignments and portfolio.
2. Self-evaluations
3. All class handouts and lesson plans
4. Description of all content and activities presented in class
5. Journals of your thoughts and feelings about significant events in your life, education, classes, field work and your writings and your readings.
6. Evidence of your completed project
7. Assessment examples used in class and fieldwork


8. Attendance and Participation- 15%

If you are absent due to an excusable school sponsored activity, illness, or emergency it is recommended that you notify the instructor before the absence. Failure to do so may result in inability to make up missed assignments or exams. See instructor for uncontrollable circumstances. Daily participation in all sessions is integral to the success of this class; if students are not present, they are neither contributing nor learning. More than two absences can result in a lowered course grade. Arriving late twice constitutes one absence. An absence when classmates are presenting counts as two absences. To be discussed more at first class meeting.

10% Self Evaluation
20% Peer Teaching
10% Fieldwork
20% Written Assignments
7.5% Reflective Journals
7.5% Portfolios
10%  Quizzes
15% Attendance and Participation
100%

ADA -Statement:

This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." If you have a documented disability that may impact your performance in this class and for which you may require accommodations, please see the instructor as soon as possible, within the first two weeks of class, to arrange accommodations. In order to receive accommodations, you must be registered with and provide documentation of your disability to, the Disability Services Office, which is located in the Psychology Building, Room 232.