Examination arrangement

Course content

Dance pedagogics and coaching gives a general introduction into practice-based teaching for different dance types and genres. After completion of the course the students should be able to teach chosen dance forms for at least one demographic, for instance children aged 5-8, teenagers aged 13-15, adults.

The course is divided into two parts: Part one deals with methods for dance-training and dance-trainer leadership within dance. The second part deals with general as well as specific methods and practices within dance pedagogics and dance didactics. The course emphasises the significance of communication/interaction between instructor/teacher and student. Both parts contains practical approaches to pedagogical and didactic principles. In addition, students will be offered a brief insight in a range of dancers' histories and aesthetics for dance practice. Students will also be given classes on the analysis and and use of archive material and a short introduction into digital teaching practice.

Learning outcome

Knowledge:

A candidate who successfully completes DANS1102 will have knowledge

• Of different methods for dance teacher leadership and what defines a good dance instructor/dance teacher.
• Of central teaching and learning principles with dance didactics and pedagogics.
• About the importance of a healthy social environment for learning dance.
• Of different teaching and working methods in the teaching of dance.

Skills:

A candidate who successfully completes DANS1102 will be able to

• Use foundational skills in teaching dance.
• Evaluate one's own teaching skills.
• Plan didactically relevant teaching of dance.
• Facilitate the mastering and well-being of students.

General Competence:

A candidate who successfully completes DANS1102 will be able to

• Work goal-oriented, independently and together with others.
• Reflect on and discuss dance and dance teaching.

Learning methods and activities

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

The teaching will consist of lectures, some practical teaching/work, work in groups and individual tasks.

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 children aged 3-5) 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 place in 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 assignment, should the student fail the written exam.

Recommended previous knowledge

Experience with dance on a practical level will be an advantage, but is not absolutely necessary. The student should ideally have some experience as teacher within subjects such as dance, drama or music and physical education.

Course materials

Will be given when the semester begins.

Credit reductions