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Curriculum and Pedagogy in Dance & Drama: EDU5179Q/S

CurriculumandPedagogyinDance&Drama:EDU5179

MONDAY:Section003(JI)|10:30am-1:30pmWEDNESDAY:Section001(PJ)|12:30-3:30pmTHURSDAY:Section002(PJ)|12:30-3:30pm

*AllclassestobeheldintheAuditorium

Instructor: Dr.TraciL.Scheepstra [email protected]

OfficeHoursMonday,Wednesday&ThursdayByappointmentonly:Room1086

CourseCoordinator:

Dr.K.Hibbert,[email protected]

CalendarCopy:

Danceanddramaareintegralpartsoftheelementaryschoolartscurriculum.Thiscoursefocusesonmethods,content,planning,instruction,andevaluationinelementarydanceanddramaeducation,andprovidesopportunitiestoexplorethecreativeprocess.(.25credit)

CourseDescription:This course will introduce teacher candidates to the world of elementary dance and dramacurriculumandpedagogythroughathoughtprovokingexplorationoftheoreticalperspectivesand practical applications. Using a critical lens to understand and apply new concepts andprinciples, teacher candidates will develop the knowledge, skills, and attitude necessary tosuccessfully implement a dance and drama program to support the diverse needs of PJIstudents.Thepremiseofthiscourseistoexploredanceanddramathroughthelensofequity,inclusivity, and social justice education, while also becoming proficient in analysing,understanding,andapplyingkeyaspectsoftheOntarioCurriculumGrades1-8:TheArts(2009).


Teachercandidateswillbechallengedtodeconstructpreconceivednotionsofwhatconstitutesappropriatedanceanddramaeducationinordertoconsidernewwaysofthinking.Theaimofoursixweekstogetheristobuildaninclusive,supportive,andwelcomingclassroomcommunitytoexplorecreatively,sparkinspiration,andbuildconfidenceinteachingdanceanddrama through engaged activity, respectful dialogue, and conscious reflection. This course isinteractiveandcollaborativerequiringteachercandidatestoparticipateinsmallgroupsandasawholeclass. Inparticular,a largecomponentof thiscourse isexperiential.To learnhowtoteachdanceanddrama, teacher candidatesmustbeactively involvedasdancersandactors.Many adult learners are uncomfortable moving their bodies and expressing themselvescreatively for a variety of reasons. Therefore, it is the responsibility of the instructor and allclass members to promote a safe environment for optimal learning. Various activities anddiscussionswillexploretheideaofsafetyinthedance/dramaclassroomforlearnersofallages.LearningOutcomes:Duringthesixweeksofthiscourse,studentswill:Ø Build an equitable, inclusive and collaborative learning communitywhere all participants

arerespectedfortheirdiversecontributionsandlivedexperiences.Ø Demonstrate an understanding of the fundamental concepts and elements of the dance

anddramastrandsofTheOntarioCurriculumGrades1-8:TheArts(2009)bycommunicatingdeveloping/evolvingknowledge,skillsandattitudesoftheartsthroughcreation,reflection,andperformanceopportunitiesinclass.

Ø Analyse and respond critically to theoretical perspectives and pedagogical approachesthroughclassdialogueandassignments.

Bythecompletionofthecourse,studentswill:Ø Demonstrateanunderstandingofhow toapply learnedknowledgeand skills appropriate

forteachingPJIstudentsthroughgroupcreationsandpresentations.Ø Demonstrateanunderstandingofhowtoplandance/dramalessonsandassessPJIstudent

progresswithattentiontoequity,inclusivity,andsocialjusticeeducation.Ø Communicatewhattheylearnedinthecourse(theoretically,pedagogically,personally)and

howtheirperspectiveofdance/dramaeducationevolved.Ø Demonstrate an understanding of equity, inclusivity, and social justice education in

dance/dramaeducationandhowthisisculturallyrelevanttothelivesofPJIstudents.

DemonstrationofLearningOutcomes:Bythecompletionofthiscourse,studentswill:Ø Collaboratively create and perform dance/drama pieces (e.g. choreography, choral

dramatizations,scripts)usingelementarycurriculumconceptsandelements.Ø Design dance and drama lesson plans and assessment strategies for the diverse learning

needsofPJIstudents,withattentiontoequity,inclusivity,andsocialjusticeeducationthat


meetstheoverallandspecificexpectationsofTheOntarioCurriculumGrades1-8:TheArts(2009).

Ø Providearationaleforthelessonplandesignsandassessmentstrategies.Ø Develop critically reflective statements throughout the entire course (and as part of the

final teaching philosophy assignment) about dance/drama education that support theteachercandidateasbothalearnerandteacherofculturallyresponsivepedagogy.

CourseContentandActivities:WeekOne:October15,17,or19“TellmeandIforget.TeachmeandIremember.InvolvemeandIlearn.”~BenjaminFranklinThefirstweekofthecoursewillintroduceteachercandidatestoelementarydanceanddramacurriculum and pedagogy through a variety of interactive activities and group dialogue. Inparticular,wewill strive tobuilda respectfuland inclusivecommunity forall learners to feelcomfortableandateasetoplay,create,andshare.• Check for prior knowledge in the arts.What do you know?What do youwant to know?

Connecttopastexperiences(orlackthereof)ofdance/dramaeducation.• Discuss equity, inclusivity, and social justice education as part of the dance/drama

experience.ConsidertheimplicationsofthisapproachwhenteachingPJIstudentsandtheculturalrelevancetotheirlives.

• Exploreaspectsofouridentitiesthroughdance/dramaactivitiestobuildcommunity,makeconnectionstothearts,andhavefun!

• Review course syllabus: weekly themes, course assignments, readings, attendance,communication,andoverallexpectations.

Readings:(*tobediscussedinclassonthefirstday)Jackson,C.(2014).Buildinganinclusivecommunity:Thinking,feeling,andcaring

deeplythroughthearts.InL.StewartRose&M.Evans(Eds.),DeepeningInclusiveandCommunity-EngagedEducationinThreeSchools:ATeachers’Resource,pp.57-62.https://www.oise.utoronto.ca/oise/UserFiles/File/ITE_PUBLICATION_2013_FINAL_ONLINE_lr.pdf

OntarioMinistryofEducation(2014).EquityandInclusiveEducationinOntarioSchools:

GuidelinesforPolicyDevelopmentandImplementation.http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf

DUE:CriticalReflections1Youwillbeinvitedtowriteapersonallettertoyourinstructorsoshecangettoknowyoubetter(automatic3.5points)andprovideareflectiononthefirstlessonofthe course (worth up to 1.5 points). Both written assignments will be based on questionsprovidedinclass.


❖❄❖❄❖❄❖❄❖❄ WeekTwo:October22,24,or25“Danceisthehiddenlanguageofthesoul.”~MarthaGrahamWeek two will focus on dance education within an equity and inclusivity framework. Thepurpose of this class is to become familiar with dance concepts and elements, overall andspecific curriculum expectations, and basic assessment strategies. This class will emphasizedanceasaprocessofmeaningmakingandthepurposeandimportanceoflearningthroughthearts. We will also touch upon social justice education and cross-curricular approaches toteachingdance.• Connect to thebodythroughmindfulnessandmovementand learnhowtocommunicate

ideasandfeelingsaboutthemesandissuesinanon-verbalformat.• Exploreelementsofbody, space, time, energyand relationship in connectionwithdance

concepts(e.g.bodyparts,levels,patterns,sequence,etc.).• Bridgereadingandcurriculumwiththedanceexperience.• Explore,create,respond,interpret,perform,reflect...Readings:Manley,M.E.(2001).Integratingdancethroughoutthecurriculum.InC.E.Cornett

&K.L.Smithrim(Eds.),TheArtsasMeaningMakers:IntegratingLiteratureandtheArtsThroughouttheCurriculum(pp.259-284).Toronto,ON:PearsonEducationCanadaInc.

OntarioMinistryofEducation(2009).TheOntarioCurriculumGrades1-8:TheArts.Readpp.3-6(introduction),p.10(attitudesinthearts),pp.11-14(curriculumexpectations)andpp.14-15(dancestrand).Plus,readtheoverviewofdanceGrades1-3(p.62),Grade4-6(p.96)Grades7-8(p.132)andreviewGrades1-8curriculum.Readpp.29-35(assessment).

ExtendedReading(Optional):Côté,P.(2006).Thepowerofdanceinsocietyandeducation:Lessonslearnedfrom

traditionandinnovation.TheJournalofPhysicalEducation,RecreationandDance(JOPERD),77(5),24-46.

IMPORTANT:CollaborativeDance/DramaProjectandPerformancegroupswillbeformed.Therewillbetimeprovidedinclasstobegintheprocessofbrainstormingandplanning(e.g.,socialjusticetopicofchoice,possiblebigidea(s),gradelevelforlessonplanning,etc.)DUE:CriticalReflections2Youwillberequiredtowriteacriticalreflectionoftheweektworeadings(worthupto3.5points)andprovideareflectiononthesecondlessonofthecoursebasedonquestionsprovidedinclass(worthupto1.5points).

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WeekThree:October29,31,orNovember1“Iregardthetheatreasthegreatestofallartforms,themostimmediatewayinwhichahumanbeingcansharewithanotherthesenseofwhatitistobeahumanbeing.”~OscarWildeWeek three will focus on drama education within an equity and inclusivity framework. Thepurpose of this class is to become familiar with drama concepts and elements, overall andspecific curriculum expectations, and basic assessment strategies. This class will emphasizedramaasaprocessofmeaningmakingandthepurposeandimportanceoflearningthroughthearts. We will also touch upon social justice education and cross-curricular approaches toteachingdrama.• Connect to the body and voice to learn how to solve problems and communicate ideas,

feelings,andpointsofviewaboutvariousthemesandissues.• Explore elements of role/character, relationship, time and place, tension, and focus and

emphasis(e.g.pointofview,listeningandresponding,etc.)• Bridgereadingandcurriculumwiththedramaexperience.• Explore,create,respond,interpret,perform,reflect...Readings:Johnston,A.(2001).Integratingdramathroughoutthecurriculum.InC.E.Cornett&

K.L.Smithrim(Eds.),TheArtsasMeaningMakers:IntegratingLiteratureandtheArtsThroughouttheCurriculum(pp.206-232).Toronto,ON:PearsonEducationCanadaInc.

OntarioMinistryofEducation(2009).TheOntarioCurriculumGrades1-8:TheArts.Readpp.15-16(dramastrand).Plus,readtheoverviewofdramaGrades1-3(p.62-63),Grade4-6(p.96-97),Grades7-8(p.132)andreviewGrades1-8curriculum.Readpp.36-48(cross-curricular/planning),pp.49-50(anti-discriminationeducation),andpp.43-48(specialeducationneeds).

ExtendedReadings(Optional):(Wee–P/J;Lundy–J/I)Wee,S.J.(2009).Acasestudyofdramaeducationcurriculumforyoungchildren

inearlychildhoodprograms.JournalofResearchinChildhoodEducation,23(4),489-501.Lundy,K.G.(2015).Makingthespacefordramaandsocialjustice.InM.R.Carter,M.

Prendergast,&G.Belliveau(Eds.),Drama,TheatreandPerformanceEducationinCanada:ClassroomandCommunityContexts(pp.20-29).Ottawa,Canada:CanadianAssociationforTeacherEducation/CanadianSocietyfortheStudyofEducation.

IMPORTANT:TherewillbetimeprovidedinclassfortheCollaborativeDance/DramaProjectandPerformancegroupstocontinuetheprocessofbrainstormingandplanning(e.g.,lessonplanningideas,cross-curricularconnections,selectingdanceanddramaactivities,etc.).DUE:CriticalReflections3Youwillberequiredtowriteacriticalreflectionoftheweekthreereadings(worthupto3.5points)andprovideareflectiononthethirdlessonofthecoursebasedonquestionsprovidedinclass(worthupto1.5points).


❖❄❖❄❖❄❖❄❖❄WeekFour:November5,7,or8“Thinkleftandthinkrightandthinklowandthinkhigh.Oh,thethinksyoucanthinkupifonlyyoutry!”~Dr.SeussWeekfourwillbeginbyfocusingontheCollaborativeDance/DramaProjectandPerformanceexperience.TheCreativeProcess (TheArts,2009)willaidteachercandidatesastheyimagine,plan,explore,analyse,refine,andproduceacreativeworkofartthattheywillpresent/performforaclassoftheirpeers.Thelatterportionoftheclasswilldelveintomoredanceanddramaactivitiesbyconnectingtoothercurricularsubjects(e.g.,math,science,socialstudies,etc.).

• AnalyseandunderstandTheCreativeProcessasacriticalaspectofTheArtscurriculumforelementarystudentcreativityandartisticexpression.

• Developacreativeandcollaborativeworkofarttodemonstratelearninginthecoursewhilealsodrawingonpersonalknowledge/skillsindanceanddrama(*groupdevelopedlessonplanswillaidasaspringboardforperformancecreation).

• Demonstrateunderstandingofequity, inclusivity, and social justiceeducation throughthecreativeprocess(collaborativegroupwork).

• Experiencemoredanceanddramathroughvariouscross-curricularopportunities.Reading:OntarioMinistryofEducation(2009).TheOntarioCurriculumGrades1-8:TheArts.

Readpp.19-22(creativeprocess).DUE:CriticalReflections4Youwillberequiredtowriteacriticalreflectionoftheweekfourreadings(worthupto3.5points)andprovideareflectiononthefourthlessonofthecoursebasedonquestionsprovidedinclass(worthupto1.5points).

❖❄❖❄❖❄❖❄❖❄ WeekFive:November12,14,or15“Danceabovethesurfaceoftheworld.Letyourthoughtsliftyouintocreativitythatisnothamperedbyopinion.”~RedHaircrowWeek five will be a continuation of week four. Teacher candidates will review The CreativeProcessandbeintroducedtoTheCriticalAnalysisProcess(TheArts,2009).Groupswillrehearsetheirdanceanddramapieces,aswellasparticipateinapeerassessmentexperience.Thelatterportion of the class will delve intomore dance and drama activities by connecting them tocriticalissuesandculturallyresponsiveandrelevantpedagogy.


• AnalyseandunderstandTheCriticalAnalysisProcessasanimportantaspectofTheArtscurriculum,whichsupportsinformedresponsestoworksofart.

• Offer and receive peer feedback during the revising/refining stage of the creativeprocess.Applypeerfeedbacktothefinalstageofthecreativeprocess.

• Delve into critical topics related to dance and drama education such as specialneeds/inclusivityofabilityintheartsclassroom,gender-relatedandbehaviouralissues,safety,andotherpertinentissues.

Reading:OntarioMinistryofEducation(2009).TheOntarioCurriculumGrades1-8:TheArts.

Readpp.23-28(criticalanalysisprocess).DUE:CriticalReflections5Youwillberequiredtowriteacriticalreflectionoftheweekfivereadings(worthupto3.5points)andprovideareflectiononthefifthlessonofthecoursebasedonquestionsprovidedinclass(worthupto1.5points).

❖❄❖❄❖❄❖❄❖❄ WeekSix:November19,21,or22“Thearts,ithasbeensaid,cannotchangetheworld,buttheymaychangehumanbeingswhomightchangetheworld.”~MaxineGreeneWeeksixwillbeginwithdanceanddramaperformances.Allgroupswillhavetheopportunitytoshowcasetheirworksofarttotheircolleaguesandreceivefeedback(e.g.,twostarsandawish). The coursewill conclude bymaking final connections in dance and drama education,whilealso reflectingonwhathasbeen learnedduring thecourse.Teachercandidateswillbeinvited to reflect on how their perceptions, understandings, knowledge and skills ofdance/dramahasevolvedandchanged.Plus,wewilldiscusswheretogofromhere.• Participateasanaudiencememberandaperformer.• Reflectonthelearningthattookplacefromthebeginningofthecourseuntiltheend.What

willteachercandidatestakeaway?Whatdotheystillwanttoknow?• Finalthoughts,comments,and/orquestions.ExtendedReadings(Optional):Robinson,D.B.,&Whitty,A.M.(2013).Heteronormativityanddanceeducation.

PhysicalandHealthEducation,79(1),42-45.Zitomer,M.(2013).Creatingspaceforevery-bodyindanceeducation.Physical&

HealthEducationJournal,79(1),18-21. DUE:GroupProject(hardcopy&electroniccopy)andGroupPerformance(inclass)DUE:CriticalReflections6Youwillprovideanendoftermreflection(worthupto3.5points)andconstructivefeedbackofyourexperienceasalearner(automatic1.5points).


CourseMaterials(assignedorsupplementary):BOOKSCornett,C.E.&SmithrimK.L.(Eds.)(2001).Theartsasmeaningmakers:

Integratingliteratureandtheartsthroughoutthecurriculum.Toronto,ON:PearsonEducationCanadaInc.

Cone,T.P.,&Cone,S.L.(2012).Teachingchildrendance(3rded.).Champaign,IL:

HumanKinetics.GouldLundy,K.,&Swartz,L.(2011).Creatingcaringclassrooms:Howtoencouragestudentsto

communicate,create,andbecompassionateofothers.Markham,ON:PembrokePublishers.

Swartz,L.(2014).Dramathemes:Classroomliteracythatwillexcite,surprise,andstimulate

learning(4thed.).Markham,ON:PembrokePublishers.MINISTRYDOCUMENTSOntarioMinistryofEducation(2009).TheOntarioCurriculumGrades1-8:TheArts.http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdfOntarioMinistryofEducation(2010).GrowingSuccess:Assessment,EvaluationandReportinginOntarioSchools.http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdfOntarioMinistryofEducation(2014).EquityandInclusiveEducationinOntarioSchools:GuidelinesforPolicyDevelopmentandImplementation.http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdfOntarioMinistryofEducation(2016).TheKindergartenProgram.https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_oct7.pdfWEBSITESCODE(2018).CouncilofOntarioDramaandDanceEducators.Retrievedfromhttps://www.code.on.ca/Scheepstra,T.L.(2018).ElementaryDanceEducation(resourcewebsite).Retrievedfromhttps://elementarydance.weebly.com/(Password:PJIdance)IMPORTANT:Allcoursematerials/readingswillbeavailableonOWL.Pleasemakesuretoarriveateveryclasspreparedtoparticipatewithrequiredcoursereadingscomplete.Allcoursematerialswillbeaddressedinclass.


AssignmentsandOtherCourseRequirements: Theassignments for thiscoursehavebeendesigned tosupportcritical thinking indanceanddrama education related to curriculum and pedagogy. You will be asked to reflect on yourpersonalexperiences,coursereadings/materials,andclassactivitiesanddiscussionsaspartofthiswork.Theaim is that theseassignmentswill supportadeeperunderstanding/analysisofdance and drama within a framework of equity, inclusivity, and social justice education tobettermeettheneedsofdiversePJIstudents.Bytheendofthecourseyouwillhavestartedtodevelop a teaching philosophy in dance and drama education. Youwill also have developedlesson plans and assessment strategies with a supporting rationale to add to your teachingportfolio/dossier.Plus,youwillhavefirsthandexperienceofthecreativeprocess. % Evaluation DueDate

1. 30 CriticalReflections1:personalletter&lessonreflectionCriticalReflections2:readings&lessonreflectionsCriticalReflections3:readings&lessonreflectionsCriticalReflections4:readings&lessonreflectionsCriticalReflections5:readings&lessonreflectionsCriticalReflections6:finalreflections&feedback

Oct.15,17,or19Oct.22,24,or25Oct.29,31,orNov.1Nov.5,7,or8Nov.12,14,or15Nov.19,21,or22

2. 30 Collaborative Dance/Drama Project and Performance:Lesson plan/rationale, creative process, critical analysisprocess,andperformance

Nov.19,21,or22

3. 10 PhilosophyofTeaching

Nov.22,24,or25

4. 30 ClassParticipation/Self-Evaluation:regularattendance,activeengagement,positivecontribution,andprofessionalism

Ongoing/Nov.19,21,or22

Detailed assignment descriptions (with rubric) available on OWL – ALL assignments require a hardcopy submission in class AND an electronic submission on OWL

(Exceptions: in class assigned personal letter, lesson reflections, and course self-evaluation)


1. CriticalReflections(Due:WeeksTwo–Five)

Thisongoingassignmentasksyoutoreflectonthereadingsoftheweek.Whatarethekeyconceptsofthereadings?Howdothereadingsrelatetoeachother(ifthereismorethanonereading)?Inwhatwaysdotheydescribedanceand/ordramaeducation?Whataretheimplications of these concepts on dance/drama education in the classroom? You mayreflectonanyaspectofthereadingsyouarecriticalof,questioning,orparticularlyinfavourof. You may also consider your personal experiences (schooling or otherwise) ofdance/dramaandhowthishasplayedaroleinyourlife(evenifdance/dramawasrelativelyabsentinyourlife)whenthinkingaboutthereadings.Didyourexperienceshaveapositiveand/ornegativeimpact?Whatmessagesdidyoureceiveaboutdance/dramafromschool,family,friends,andtheworldaroundyou?Howmightyourexperiencesandthemessagesyou received influence, enhance, and/or challenge your ability to teach dance/drama toyour future students? Consider the implications of equity, inclusive, and social justiceeducationindance/dramaeducationwhenwritingthisreflection.Thesecriticalreflectionswillsupportyourdevelopingteachingphilosophyandinformyourlessonplanning/rationaleandperformanceassignments.Youmaychoosetoanswersomeofthesequestionsandfeelfreetoofferyourownthoughtsforthisreflectionaswell.(250-300wordsperreflection)Total:3.5%perreflection

2. CollaborativeDance/DramaProjectandPerformance:(Due:November19,21,or22)

PARTONE:Dance/DramaLessonPlansandAssessmentwithRationale

Forthisassignment,youwillworkwithachosengroupofcolleaguestodesignonedanceand one drama lesson plan with age-appropriate assessment strategies that meets thediverse learningneedsofprimary, junior, and/or intermediate studentswith attention toequity and inclusive pedagogy. Your lesson plans will be developed around one of thefollowingsocialjusticethemes:Indigenoushistories,waysofknowing,orperspectives(e.g.,residential schools, Seven Grandfather Teachings, Land Rights, etc.) or the 2015 OntarioHealthCurriculum(e.g.,gender-basedviolence,consent,self-care,etc.).Youwillprovidearationale for the decisions you made when designing your lesson plans and assessmentstrategies.Thepurposeoftherationaleistoreflectwhatyou’velearnedinthecourse,yourunderstanding/analysis of the course readings/materials, and how this reflects yourevolvingteachingphilosophyasadanceanddramaeducator.• Designtwocurriculum-basedlessonplans,whichequallyhighlightdanceanddrama.• Your lesson plansmust be designed specifically for one grade level of your choice in

eithertheprimary,junior,orintermediatedivision.• Assessment strategies can be checklists, rubrics, etc. Consider assessment for, as, of

learning.Theymustbeprovidednotjustmentioned.• Rationaleisapproximately500-750words,double-spaced.

Total:15%(10%lessonplans/assessmentand5%rationale)


PARTTWO:CollaborativeGroupCreationandPerformanceThiscombineddanceanddramacreationandperformanceassignmentwilltakeplaceoverthe courseof threeweekswith groupsexperiencing the creativeprocess, critical analysisprocess, and ending with performances on November 19, 21, or 22. Instructions andexpectationswillbeexplainedindetailduringclass.Shouldyoubeabsentduetoillnessorfor another reason (please email Traci in advance of absence, if possible) then asupplementary assignment will be provided to you (this is not optional and you will bedeductedmarks if it is left incomplete). IMPORTANT:Yourgroupdanceanddramalessonplanswillbeusedasaspringboardtodevelopyourperformance.Inotherwords,partsoneandtwoofthisassignmentareintricatelylinkedwhereonewillinformtheother.

Total:15%(10%grouppresentationand5%self/peerassessment)

3. PhilosophyofTeaching:(Due:November22,24,or25)

Ateachingphilosophyisapersonalandreflectivestatementaboutyourideas,beliefsandattitudesaboutteachingandlearning.Thisassignmentasksyoutoreflectonyourimaginedfutureasadanceanddramaeducator.Teachercandidateswillcommunicatetheirevolvingphilosophy,whichhasdevelopedandexpandedthroughoutthiscourse.Itisexpectedthatconnectionswill bemade between the teacher candidate’s personal reflections of danceand drama education and curriculumdocuments, course readings/materials, and/or classdiscussionstosupporttheirteachingphilosophy.(500-750words)

Total:10%

4. ClassParticipation/Self-Evaluation:(Due:ongoing/November19,21,or22) Classattendanceandparticipationiscriticaltothesuccessfulcompletionofthiscourse.Inordertodemonstratelearningoutcomes,studentsmustattendeveryclasstoparticipateindance and drama exploration, and engage in class dialogue and reflection. Taking intoconsideration the varying degrees of comfort that teacher candidates experience in theexpressive arts classroom, there will be multiple modes of class participation fromindividual movement exploration, working with partners, engaging in small groups, andtaking part in whole class discussions. Students will be evaluated in a variety of waysincluding mini group creations/presentations/ performances, rubrics and checklists foractivities/performances,andtaskcompletions,(orotherappropriateactivities).Thiswillallbereflectedinyourfinalparticipationevaluation.Total:30%(5%perclass)ongoingparticipationandself-evaluation(lastdayofclass)


PolicyStatements:

Accessibility:TheUniversityofWesternOntarioiscommittedtorecognizingthedignityandindependenceofallstudentsandseekstoensurethatpersonswithdisabilitieshavegenuine,openandunhinderedaccesstoacademicservices.Pleasecontactthecourseinstructorifyourequirecoursematerialsinanalternativeformatorifanyotherarrangementscanmakethiscoursemoreaccessibletoyou.YoumayalsowishtocontactServicesforStudentswithDisabilities(SSD)at661-2111x82147forinformationaboutrequestingacademicaccommodation,orgotothefollowingwebsite:http://www.edu.uwo.ca/teacher-education/docs/policies/Accessibility_Western.pdf

ATTENDANCE:TheB.Ed.programisanintenseanddemandingprogramsofprofessionalpreparation.Youareexpectedtodemonstratehighlevelsofbothacademicandprofessionalintegrity.Suchintegrityisdemonstratedinpartbyyourcommitmenttoandattendanceatallclasses,workshops,tutorials,andpracticumactivities.ReadmoreabouttheFaculty’sattendancepolicyon-lineathttp://www.edu.uwo.ca/teacher-education/docs/Attendance%20Policy%202016.pdf.

EXCUSEDABSENCES:Ifyouareill,requirecompassionateleave,ormustmissclassesforreligiousobservance,yourabsenceisexcused;youwillnotbepenalizedbutyouareresponsibleforworkmissed.

UNEXCUSEDABSENCES:Anyabsencethatisnotaresultofillness,bereavement,orreligiousobservanceisanunexcusedabsence.ThreeunexcusedabsenceswillresultinyoubeingreferredtotheAssociateDeanandplacedonacademicprobation.Anyfurtherunexcusedabsencewillresultinfailureofthecourseandwithdrawalfromtheprogram.

LanguageProficiency:InaccordancewithregulationsestablishedbytheSenateoftheUniversity,youmustdemonstratetheabilitytowriteclearlyandcorrectly.Workwhichlacksproficiencyinthelanguageofinstructionisunacceptableforacademiccredit,andwilleitherbefailedor,atthediscretionoftheinstructor,returnedtoyouforrevisiontoanacceptablelevel.

LatePenalties:Normally,theonlyacceptablereasonsforlateormissedassignmentsareillness(whichyoumustreporttotheTeacherEducationOffice)orextremecompassionatecircumstances.Unexcusedlateassignmentswillbepenalizedatarateof10%perday,andwillnotbeacceptedmorethan5daysaftertheduedateunlesspriorarrangementshavebeenmadewiththeinstructor.

AcademicOffences:ScholasticoffencesaretakenveryseriouslyinthisprofessionalFaculty.Youare,afterall,goingtobeateacher.ReadaboutwhatconstitutesaScholasticOffenceatthefollowingWebsite:http://www.edu.uwo.ca/teacher-education/docs/policies/WEB_ScholasticDiscipline.pdf

Plagiarism:Plagiarismmeanspresentingsomeoneelse’swordsorideasasyourown.Theconceptappliestoallassignments,includinglessonandunitplans,laboratoryreports,diagrams,andcomputerprojects.Forfurtherinformation,consultyourinstructors,theAssociateDean’sOffice,andcurrentstylemanuals.Adviceaboutplagiarismandhowtoavoiditcanalsobefoundhere:https://www.edu.uwo.ca/teacher-education/docs/policies/WEB_PlagiarismPolicy.pdf

Plagiarism-Checking:a. Allrequiredpapersmaybesubjecttosubmissionfortextualsimilarityreviewtothecommercial

plagiarismdetectionsoftwareunderlicensetotheUniversityforthedetectionofplagiarism.Allpaperssubmittedforsuchcheckingwillbeincludedassourcedocumentsinthereferencedatabaseforthepurposeofdetectingplagiarismofpaperssubsequentlysubmittedtothesystem.Useofthe


serviceissubjecttothelicensingagreement,currentlybetweenTheUniversityofWesternOntarioandTurnitin.com(http://www.turnitin.com).

b. Computer-markedmultiple-choicetestsand/orexamsmaybesubjecttosubmissionforsimilarityreviewbysoftwarethatwillcheckforunusualcoincidencesinanswerpatternsthatmayindicatecheating.

Western SUPPORT SERVICES

FINANCIAL ASSISTANCE: Registrarial Services (http://www.registrar.uwo.ca)

WRITING SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)

LEARNING SKILLS SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)

INTERNATIONAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)

ABORIGINAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)

STUDENTS with DISABILITIES: Student Development Centre (http://www.sdc.uwo.ca/)

SOCIAL & CULTURAL ISSUES: University Students’ Council (http://westernusc.ca/services/).

EMOTIONAL or MENTAL DISTRESS: http://www.uwo.ca/uwocom/mentalhealth/

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