Examination arrangement

Course content

This course is designed to give a general introduction into the practice and methods of using dance for health and therapeutic purposes. After completing the course, students are expected to be able to plan and teach dance in a health related context for at least one type of demographic, for example children, youth or adults.

The course has two parts. Part one gives an introduction into methods and perspectives on the significance of dance and movement for human health. The second part will examine different methodological approaches for working with different demographics, with an emphasis on children/youth and the elderly. Both parts will consist of theory as well as practical tools for working with different health challenges. The students will also be given an introduction into the history and methods of dance and movement therapy.

Learning outcome

Knowledge:

A candidate who successfully completes DANS1101 will have

• Foundational knowledge of psychological, physical and health challenges typical for selected demographics.
• Knowledge of different methods when working with movement and dance within health- sociocultural and societal perspectives.
• Knowledge of specific approaches/methods within the work of dance and movement therapy: Group therapy (for instance the Chase method, Living music/living dance method), one-to-one work, and knowledge of some central methods for working with autistic children/youth, and those living with eating disorders, PTSD, and dementia)

Skills

A candidate with a completed qualification in DANS1101 will

• Have skills in using fundamental psychologically sound dance and movement principles in a teaching and/or therapeutic situation.
• Be able to evaluate one's own teaching.
• Be able to plan and use appropriate dance and movement for a given demographic.
• Create learning experiences that enhance feelings of mastering, creativity and positive experiences.

General competence

A candidate with a completed qualification in DANS1101 will be able to

• Work goal-oriented, independently and as a team.
• Reflect and discuss different uses of dance and movement in a health context.

Learning methods and activities

Two intensive study weekends (Friday to Sunday), and 12 hours of digital teaching.

Compulsory assignments

• Presentation of an independent study task
• Mandatory participation during intensive teaching (80%)
• Compulsory attendance at digital gatherings (80%)

Further on evaluation

The practice-based, compulsory assignment must be approved before the student can take the exam. The presentation of a chosen theme is based on independent student work, done in groups of 3-4. The students, under supervision, choose an age group or a specific challenge (for instance dementia patients) and develop a session of about 45 minutes (if three are working together), or 60 minute (if four are working together). Specific criteria will be set; the session must include a warm up, a main part and a conclusion. The practice-based task will be discussed and evaluated in terms of content by the supervisor and must be approved before the student can take the course exam. The students who are not presenting, will participate in the activities presented by the group. These presentations are scheduled to take the last sessions after lunch on the last Sunday of the last intensive teaching sessions.

The formal assessment is a written paper, where the student discusses their practice-based task, using theory from the course literature. The written task should be around 4500-5500 words.

It is not necessary to re-do the compulsory assignments, should the student fail the written exam.

Recommended previous knowledge

Experience within dance or similar subject such as music, drama, physical education is an advantage, but not mandatory. The student must be willing to work on the dance floor, trying out different dance movements, this could be sitting as well as standing. No previous dance experience is needed, but an interest in using dance and movement in a healing frame/purpose is necessary.

Course materials

Reading lists will be presented at the beginning of the semester.

Credit reductions