|12/6/2023 4:34:36 PM||
|Discipline and Nbr:
CHOREO FOR PERFORMANCE||
Choreography for Performance
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||2.00||Lecture Scheduled||0||17.5 max.||Lecture Scheduled||0
|Minimum||2.00||Lab Scheduled||6.00||6 min.||Lab Scheduled||105.00
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||6.00|| ||Contact Total||105.00
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
34 - 4 Enrollments Total
Also Listed As:
| ||Total Out of Class Hours: 0.00||Total Student Learning Hours: 105.00||
The purpose of this course is to give intermediate to advanced dance students the opportunity to develop choreography from initial concept through completion and performance. Students will conduct rehearsals, receive feedback on choreography, show their work, and prepare to present dances in the annual dance production. Students in this course may also perform in dances choreographed by fellow students.
Concurrent Enrollment in THAR 11.8
Course Completion of DANCE 3.1 and DANCE 27
Limits on Enrollment:
Schedule of Classes Information
In this course students develop choreography from initial concept through completion and performance. Students will conduct rehearsals, receive feedback on choreography, show their work, and prepare to present dances in the annual dance production. Students in this course may also perform in dances choreographed by fellow students.
(Grade or P/NP)
Prerequisites:Concurrent Enrollment in THAR 11.8
Recommended:Course Completion of DANCE 3.1 and DANCE 27
Limits on Enrollment:By audition
Repeatability:34 - 4 Enrollments Total
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
|CSU Transfer:||Transferable||Effective:||Spring 1982||Inactive:||
|UC Transfer:||Transferable||Effective:||Spring 1982||Inactive:||
Upon completion of the course students will be able to:
1. Apply teaching and communication skills to effectively convey choreography to dancers and to evoke movement and performance qualities from them as appropriate to a dance piece.
2. Apply knowledge of choreographic principles to the creation of a dance.
3. Combine elements of choreography, musical accompaniment, costuming, and other theatrical elements to communicate an artistic intention.
4. Evaluate aesthetic elements of a dance piece.
5. Evaluate personal effectiveness as a choreographer.
6. Analyze the work of other choreographers and apply gained insights to one's own choreographic processes.
7. Describe the pre-production steps involved in a dance concert.
8. Assimilate and perform choreography in rehearsal (for students performing in fellow student pieces)
Repeating students: Each semester the student will be presented with new learning experiences in the process of choreographing a different piece related to a different theme. Choreographic/artistic ability will develop with each repetition. As a dancer, the choreography learned will vary from semester to semester; therefore, the skills required to meet the demands of the choreography vary. Students will enhance abilities and deepen knowledge of choreographic and general dance performance skills with each repetition
Topics and Scope
I. Dance-making (choreographing a full length dance piece)
B. Selection of musical accompaniment (or other accompaniment)
C. Development of costume concept
D. Stylistic considerations
E. Incorporating choreographic devices
F. Choreographic form
G. Principles of group choreography
H. Use of props or sets
II. Rehearsal Process
A. Counting choreography and music
B. Teaching skills
D. Enhancement of personal choreographic and teaching skills through
observation and investigation of other choreographers at work
E. Rehearsal skills as a dancer in other choreographers' work
A. Cast meetings and callboard procedures
C. Working conceptually with a lighting designer
D. Selecting a title for a performance and a dance piece
E. Determining program order: aesthetic and practical considerations
IV. Performance Skills
A. Coping with performance anxiety
C. Facial Expression
D. Evoking desired performance quality from dancers
V. Aesthetics - Assessing the artisitc merit of a dance piece
Outside of class:
1. Written proposal for choreography, costume, and technical
aspects of a dance piece
2. Choreographing of a solo, duo or group dance piece
3. Preparing choreography to teach to dancers by reviewing choreography,
going over counts, etc.
4. Choreographic notebook including some form of choreographic
notation, sketches of formations, ideas for staging, creative ideas
and inspiration for the piece, journal entries, etc.
5. Reading of class handouts (3 to 4 pages over the course of the
semester) and notices or schedules on the production callboard.
6. Initialing of callboard
1. Written assessment of the dance production process from the
perspectives of a choreographer and/or dancer including pre-production
elements such as publicity, rehearsal schedules, program order and
2. Written critique of the aesthetic merit of dance pieces choreographed
for the course (including a self-critique) and brief analysis of the
skills and knowledge gleaned from participation in fellow students'
In class assignments:
1. Conducting of rehearsals and teaching of choreography
2. Additional assignments for students who are dancing in fellow students' dances
3. Participating in rehearsals as a dancer, practicing, and memorizing dances
Repeating students will demonstrate increased depth and breadth in completion of assignments.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
10 - 20%
|Proposals, choreographic notebook, critique(s)||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
40 - 60%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
0 - 0%
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
20 - 40%
Instructor prepared materials