Dance in Society
Kennesaw State University
DEPARTMENT OF DANCE
DANC 1107
DANCE IN SOCIETY
SUMMER 2020
Professor Natalie Smith Berry
Office: Chastain Pointe Dance Facility, Suite 306
Office Hours: By appointment
E- Mail: Use D2L E-mail to contact instructor www.kennesaw.edu/dance
SYLLABUS
Course Description:
Through an examination of the role of arts in society, and an in-depth study of dance, this interactive course provides an understanding of the creative process and develops skills in creativity and critical analysis. Heightened perceptual abilities will be developed through class experiences and field visits to a variety of arts events in dance, music and theater and the visual arts. (Attendance at some events requires paid admission.)
Pre-requisites:
ENGL 0099 and READ 0099 if required.
Text: Selected readings are available through the KSU library course electronic reserves web service. To access readings, go to library.kennesaw.edu. Click the “services” tab, click on “course reserves” tab and then on the “electronic reserves account” link. You will need to create an account the first time. The password for the course will be provided on Brightspace D2L.
General Education
This course is a Kennesaw State University general education requirement and addresses the general education learning outcome(s) listed below:
DANC 1107 satisfies one of Kennesaw State University’s general education program requirements. It addresses the Global Perspectives general education learning outcome(s). The learning outcome states: Global Perspectives: Students will analyze creative works from multiple international cultures in relation to the historical, political, economic, sociocultural, aesthetic, or personal contexts in which those works emerged.. For more information about KSU’s General Education program requirements and associated learning outcomes, please visit http://catalog.kennesaw.edu/preview_program.php?catoid=34&poid=3977
Learning Objectives:
· Gain an appreciation and understanding of dance in different cultures and communities from around the globe.
· Gain an understanding and experience of the basic elements of dance.
· Gain an understanding of the commonalities between dance and other related fields of study.
· Develop an understanding of the difference between dance as an art form and dance as a form of human expression.
· Develop skills to critically review and analyze performance.
Course Overview
Week 1 May 26 – June 2
This week looks like a lot of work. And it is. But half of the work this week is reading the course information such as the SYLLABUS. Once you have read through those documents you can begin the fun stuff - the content of the course. This week we Define Dance. We will also learn that there are many lenses from which to look at dance. Have you ever been afraid to critique art, such as dance? We will also look at specific ways to critique a dance.
Learning Objectives:
1. Identify key points in the syllabus
2. Describe yourself to the class in the student introductions
3. Identify the various roles that dance plays in societies
4. Discuss how dance can make meaning and reflect culture
5. Identify different perspectives when viewing dance
6. Identify levels of Dance Criticism
7. Describe the three “elements of dance”
To do:
The following tasks will help you complete and satisfy the learning objectives for the week:
Course Introduction Materials:
· Familiarize yourself with Welcome module area.
· Watch course navigation screen shot in the Welcome area.
· Find and read Syllabus
· Take Syllabus quiz - Due by Tuesday, June 2 by 5:00pm
Instructional Materials:
· Introduce yourself – record a video introduction and post -- please see "Student Introductions" in Week 1 Discussion Post. Your post is due Monday, June 1 at 5pm with your second post due by Tuesday, June 2 at 5pm.
· Read and take notes on power points and class readings for the week.
· Watch all videos
Readings for the week:
Lihs, Harriet. “Origins and Definitions,” in Appreciating Dance: A Guide to the World's Liveliest Art. 4th, Highstown,NJ: Princeton Book Company, 2009, pp. 1-7.
Shapiro, Sherry B, "Dance in a World of Change: A Vision for Global Aesthetics and
Universal Ethics," in Dance in a World of Change: Reflections on Globalization and Cultural Difference, ed. Sherry B Shapiro (Raleigh, North Carolina: Human Kinetics, 2008), 253-274.
Strauss, Marc, "Dance Criticism". The Dance Experience: Insights Into History, Myron Howard Nadel and Marc Raymond Strauss, Princeton, Highstown, NJ, 2003, pp. 287 296.
Week 2 June 2– June 9
This week our focus shifts to the role dance plays in society in regard to religion.
Learning Objectives:
1. Identify key differences and similarities in how dance is used in Yoruba, Candomblé and Christianity religions
2. Compare Yoruba and Candomblé
3. Summarize the impact Christianity in the Ancient world had on the development of dance
4. Identify the key elements of Indian dance
5. Describe the differences between Bharata Natyam and kathakali
To Do:
The following tasks will help you complete and satisfy the learning objectives for the week:
· Read the assigned chapter and take notes on the power point lecture and readings for the week.
· Watch all videos.
· Participate in and complete tasks in the Discussion Forum #1 – First post due by Monday, June 8 at 5pm. Follow up post due by Tuesday, June 9 at 5:00 pm.
Readings for the week:
Asante, Kariamu Welsh. "Commonalities in African Dance: An Aesthetic Foundation", in Moving History, Dancing Cultures (eds. Ann Dils and Ann Cooper Albright). Middletown, CT: Wesleyan University Press, 2001, pp 144-151.
Jonas, Gerald. Dancing: The Pleasure, Power and Art of Movement. Harry N. Abrams, NY, 1992, pp 56-69.
Week 3 June 9 – June 16
The courts of three cultures are studied this week as we discuss the role of dance at court.
Objectives:
1. Identify key points of the Ashanti court dance, Bugaku court dance and Ballet during the reign of Louis XIV
2. Discuss the similarities and differences of Ashanti court dance, Bugaku court dance and Ballet during the reign of Louis XIV
3. Discuss how the court dances differ from religious dances learned in earlier modules
To Do:
The following tasks will help you complete and satisfy the learning objectives for the week:
· Read and take notes on the lectures and assigned readings for the week
· Watch all videos
· Participate in and complete tasks in Discussion Forum #2 – First post due by Monday, June 15 at 5pm. Follow up post due by Tuesday, June 16 at 5:00 pm.
Readings for the Week:
Myers, Helen. "Piercing the Mask of Japanese Dance Theater”. The Dance Experience: Insights Into History, Myron Howard Nadel and Marc Raymond Strauss, Princeton, Highstown, NJ, 2003, pp. 39 - 54.
Week 4 June 16 – June 23
We begin our look into Social Dance by studying a dance that is not a social dance – kabuki. However, we will see the implications kabuki theater had on the socialization of a society. We will then look at the social implications of lindy hop and jitterbug. We continue our "promenade" (dance joke) with social dance as we look at the beginnings of waltz, tango and contra dance.
Objectives:
1. Identify key points of Kabuki, lindy hop and jitterbug dance forms
2. Compare the social perspective of Kabuki, lindy hop and jitterbug with current social concerns
3. Identify the key points of the contra dance, waltz and tango
4. Differentiate the social implications of the contra, waltz and tango
To Do:
The following tasks will help you complete and satisfy the learning objectives for the week:
· Read and take notes on the lecture for this week
· Watch all videos
· Submit the Outside Activity – Due by Tuesday, June 23 at 5:00 pm.
· Complete Mid Term Exam by Tuesday, June 23 at 5:00 pm.
Readings for the Week:
Review reading from previous week
Myers, Helen. "Piercing the Mask of Japanese Dance Theater”. The Dance Experience: Insights Into History, Myron Howard Nadel and Marc Raymond Strauss, Princeton, Highstown, NJ, 2003, pp. 39 - 54.
Week 5 June 23 – June 30
Production elements get a chance in the spotlight. (whoops! another pun - get it, lighting people create spotlights - we are discussing production elements such as lighting this week!) A brief history of how ballet evolved and how it reflects society is also highlighted this week. This week’s reading will give you insight on how to look at concert dance. This is a great resource as we move into looking at concert dance. This is also a great source to use when you complete the Concert Writing Assignment and Video Analysis.
Objectives:
1. Identify aspects of dance production and the impact on audience perception (this will be assessed during the Concert Writing Assignment)
2. Identify on the connection between costume construction and development of ballet technique
3. Demonstrate a connection with course material with everyday life
4. Describe the themes of Romanticism and of Classicism
5. Identify the historical and societal implications on the development of Romantic and Classical era ballets.
To Do:
The following tasks will help you complete and satisfy the learning objectives for the week:
· Read and take notes on the lecture
· Watch videos for the week
· Outside Activity Due this week – Due by Tuesday June 30 at 5:00 pm
Readings for the Week:
Norgren, Catherine F. "Seeing Feelings: Costume Design And Dance". The Dance Experience: Insights Into History, Myron Howard Nadel and Marc Raymond Strauss, Princeton, Highstown, NJ, 2003, pp. 239-254.
Nadel, Myron Howard "Seeing Choreography". The Dance Experience: Insights Into History, Myron Howard Nadel and Marc Raymond Strauss, Princeton, Highstown, NJ, 2003, pp. 205-219.
Week 6 July 30 – July 7
The early 20th century brought about many changes in the world and we see those changes having a direct impact on creating a new movement vocabulary in both ballet and modern dance forms. We will finish the week taking a brief look at the mid 20th century modern dance pioneers.
Objectives:
1. Identify key points of the new style of early 20th century ballet and how it reflects the historical and societal values of the period
2. Identify the key points of the new dance form modern dance and how it reflects the historical and societal values of the period.
3. Identify selected individual contributions to the evolution of modern dance
4. Identify different approaches to choreography and the reflection of society of each
To Do:
The following tasks will help you complete and satisfy the learning objectives for the week:
· Read and take notes on the lecture and reading
· Watch all videos
· Participate in and complete tasks in Discussion Forum #3 – First post due by Monday, July 6 at 5pm. Follow up post due by Tuesday, July 7 at 5:00 pm.
· Video Concert Writing Assignment - Due by Tuesday, July 7 at 5:00 pm.
Readings for the Week:
(This is review - same reading from last week. Refer to this reading again as we move into identifying key points of the new style of 20th century ballet and the new dance form modern dance.)
Nadel, Myron Howard "Seeing Choreography". The Dance Experience: Insights Into History, Myron Howard Nadel and Marc Raymond Strauss, Princeton, Highstown, NJ, 2003, pp. 205-219.
Minton, Sandra. Modern Dance: Body and Mind, Morton Publishing Company, 1991, pp 1 – 10.
Week 7 July 7 – July 14
This week we see some of the information we learned at the beginning of the semester return as we examine krumping and hip hop dance.
Objectives:
1. Identify key components of krumping and breaking/b-boying in the United States
2. Identify elements of krumping and breaking/b-boying that connect to African dance
3. Demonstrate an understanding of the globalization of breaking/b-boying in connecting other dance forms to concert dance.
To Do:
The following tasks will help you complete and satisfy the learning objectives for the week:
· Read and take notes on the lecture and reading
· Watch all videos
· Participate in and complete tasks in Discussion Forum #4 – First post due by Monday, June 13 at 5pm. Follow up post due by Tuesday, July 14 at 5:00 pm.
Readings for the Week:
Johnson, Imani Kai, and ياك يناميإ نوسنوج. “B-Boying and Battling in a Global Context:
The Discursive Life of Difference in Hip Hop Dance / يملوعلا قايسلا يف ﹰاعارص هفصوب صقرلا: ”.الحياة الخطابية للاختلاف في رقص الهيب هوبAlif: Journal of Comparative Poetics, no. 31, 2011, pp. 173–195. JSTOR, JSTOR, www.jstor.org/stable/23216052.
Final Exam
July 14th 8:00 am – July 20th at 5:00 pm
Mandatory concert attendance:
Due to Covid 19, Summer 2020 concert attendance will be a video concert writing assignment.
Grading Procedure
|
Assignment |
Points |
||
|
Syllabus Quiz |
10 points |
||
|
Student Introduction Discussion Post
|
20 points |
||
|
Outside Dance Activity
|
90 points (2 at 45 points each) |
||
|
Discussion Post
|
80 points (4 at 20 points each) |
||
|
Video Concert Writing Assignment |
50 points |
||
|
Mid Term Exam |
75 points |
||
|
Final Exam |
75 point |
||
|
|
Total
|
|
400 Points |
Final grade breakdown for points earned:
A = 400 – 360 points
B = 359 – 320 points
C = 319 – 280 points
D = 279 – 240 points
E F = 239 and below.
Communication and Grading of Discussion Posts
· Responses to emails and other direct communication will usually occur within 24-48 hours, weekends excluded.
· Responses to discussion posts will vary depending upon time of week posted. Grading will not be done over weekends. For this purpose it is suggested that students begin posting in discussion forums before the weekend commences.
Grading Procedures
· Grading will follow rubrics provided.
· Timeline for grading of discussion posts is one week to ten days.
· Timeline for grading Concert Writing Assignment is two weeks.
· Late work will not be accepted unless otherwise noted in the rubric.
· If a student is suspected of Student Academic Misconduct an incident form will be filed with the Department of Student Conduct and Academic Integrity.
EXTRA CREDIT OPPORTUNITIES (30 points max)
Extra credit can be earned by providing documented evidence of any or all of the following opportunities:
1. Attending a talk back following the dance concert. (10 points each- max. 20 points)
2. Volunteering to usher at a Marietta Dance Theatre art event. (10 points)
3. Attending a global learning opportunity associated with the “Year of” celebrations at KSU. (10 points)
4. Attending a professional dance concert in the community. Prior approval of acceptable concerts is required from the instructor. (10 points)
5. Other events announced in class (10 points)
Not all of the above will be offered during summer session.
All extra credit documentation must be submitted within one week of the event.
Departmental Statement on Expectations for Writing in the Major/Minor The Department of Dance encourages student development as articulate scholars along with their growth as creative artists. To assist students in their development as articulate, emerging scholar-artists, the Department requires the use of the MLA style. Students will be given access to the departmental online writing lab, where they can solicit assistance with their academic papers.
The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing assistants work with you on thesis development, organization, research documentation, grammar, mechanics, and more. They help you improve your paper AND teach you strategies to become a better writer on your own. For more information or to make an appointment, visit http://writingcenter.kennesaw.edu , or stop by Room 242 in the English Building.
Academic Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to university materials, misrepresentation/ falsification of university records or academic work, malicious removal, retention or destruction of library materials, malicious/ intentional misuse of computer facilities and/ or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement.
Nondiscrimination Statement
Kennesaw State University (KSU) is committed to maintaining a fair and respectful environment for living, work and study. To that end, and in accordance with federal and state law, Board of Regents policy, and University policy, the University prohibits harassment of or discrimination against any person because of race, color, sex (including sexual harassment and pregnancy), sexual orientation, gender identity, gender expression, ethnicity or national origin, religion, age, genetic information, disability, or veteran status by any member of the KSU Community on campus, in connection with a University program or activity, or in a manner that creates a hostile environment for members of the KSU community. Incidents of harassment and discrimination will be met with appropriate disciplinary action, up to and including dismissal, expulsion, or termination from KSU. Every member of the KSU community is expected to uphold this policy as a matter of mutual respect and fundamental fairness in human relations. All members of the faculty, staff, and student body are expected to ensure that nondiscriminatory practices are followed at the University.
Students with Disabilities
The Department of Dance will make reasonable accommodations for students with documented disabilities in ways certified by the office of KSU Disabled Student Support Services. It is incumbent upon the student requiring the accommodation to provide appropriate documentation and secure certification from the KSU Office of Disabled Student Services in advance of the start of the course. The student should meet with the faculty for the course during the first week of the semester, or earlier if possible, to discuss the requested accommodations.
Should the need arise, the instructor reserves the right to make any changes in the schedule, content outline, grading procedure, etc., specified in this course syllabus. Students will be informed of any such changes.