VIMON FRASER UNIVERSITY
P11 Semecfer
Q9
1
?
EDUC 330 - 3 ?
Dr. C. Schroeder
Movement Language Elements for Dance
Office: MPX 8648 ?
?
In Education ?
Tel: 291-4453
E01.00 ?
E-Mail: celeste@sfu.ca
PREREQUISITE
60 hours of credit
COURSE DESCRIPTION
This course, a prerequisite for Educ 495, Designs for Learning Dance is designed for people with or
without dance training, who want to teach dance in arts, P.E., or classroom contexts. In this
experiential class students will to develop an understanding of the movement concepts (action,
space, time, force, and relationship) which are the framework for making and teaching dance. This
course will explore dance as a nonverbal and artistic language, and students will be introduced to
the creative process involved when using and teaching dance as an expressive art form.
Opportunity will also be given to utilize the art of improvisation as a way of discovering
movement and integrating dance within the wider curriculum. Students will explore a variety of
planning and presenting dance lessons. Please wear comfortable clothes for dancing.
ASSIGNMENTS
1.
Movement Journal Students will be required to keep a journal to explore their own connections
concerning movement, the body and knowledge (20%).
2.
Create and Teach Group Dance Create and teach a group dance to the class (20%).
3.
Lesson Plan Develop an eight-lesson teaching unit to integrate movement concepts in a
curriculum (20%).
4.
Movement Reflection Writing Elaborate on one experience from your journal and explore
how this could have implications for teaching dance within an educational context (20%).
5.
Class Participation Active participation in individual and group movement activities (20%).
REQUIRED READING
Gilbert, Anne G.
Creative Dance for All Ages.
National Dance Associaton: AAHPERD.
ISBN 0-88314-532-4
Selected Articles.
S ?
•
Simon Fraser University
To: Bookstore ?
From: ?
Linda Bannister
Secretary
Undergraduate Programs
Faculty of Education
Re: Educ. 330-3 ?
Date: ?
December 16, 1937
Please be advised that Educ
330-3
E1.01 is.no
longer being offered during
the Spring 1988 semester. This course has been cancelled.
/I b
• ?
EDUCATION 330-3
?
•
A CRITICAL HISTORY OF EDUCATIONAL THOUGHT
Spring, 1988 ?
Instructor:
?
Dr. Robin Barrow
Tuesdays, 4:30 - 7:20 ?
Office: ?
MPX 8656
Location:
?
MPX
8542 ?
Phone: ?
291-4787
PURPOSE
To examine the ideas and arguments of prominent educational theorists in the Western tradition
from the time of Plato to the present day.
OUTLINE
1. ?
Introduction
"History: the repository of wisdom." The nature of
educational theory. The value of historical study.
2.
?
The Greek World (i)
"From socialization to education." The Homeric world.
Athens. Sparta.
3. ?
The Greek World (ii)
"The first great educational treatise." Plato and the belief
in reason.
4. The Roman World
"The beginnings of formalism." Quintilian and the art of
rhetoric.
5. ?
17th Century
"Something for everybody." Comenius and the idea of a
universal education system.
6. ?
18th Century
"The beginnings of progressivism." Rousseau and
education according to nature.
7. ?
19th - 20th Century (i)
"The emphasis on method." Pestalozzi, Herbart,
Froebel and Montessori.
8. ?
19th - 20th Century (ii)
"What knowledge is of most worth?" Spencer and
Arnold.
9. ?
19th - 20th Century (iii)
"The return of progressivism." John Dewey and A. S.
Neill.
10. ?
Contemporary thought (i)
"The revolt against schooling." Illich, Goodman and
Reimer.
11. ?
Contemporary thought (ii)
"The return of reason." P. H. Hirst and R. S. Peters.
12. ?
Contemporary thought (iii)
"Some warring factions." Oakeshott, Skinner and
Bantock.
ASSESSMENT
2 Essays on topics approved by instructor.
REQUIRED READING
James Bowen and Peter Hobson. Theories of Education. John Wiley and Sons, 2nd Edition.
RECOMMENDED READING
Robert R. Rusk. Doctrines of the Great Educators. Macmillan, 5th edition revised by James
Scotland.
. ?
EDUCATION 330-3
?
S
A CRITICAL HISTORY OF EDUCATIONAL THOUGHT
Spring, 1987
?
Instructor: ?
Dr. Robin Barrow
Tuesdays, 4:30 - 7:20
?
Office: ?
MPX 8668
Location: MPX 7610
?
Phone: ?
291-4671
Purpose:
To examine the ideas and arguments of prominent educational theorists in the Western tradition from the
time of Plato to the present day.
Outline:
1. Introduction ?
"Hitorv:
the
rnncitôrv
of
wirlrm"
The
nnf"ra
nf r1iit-tirnl
theory. The value of historical study.
2. ?
The Greek World (i)
"From socialization to education.'
?
The Homeric world. Ahthens.
Sparta.
3. ?
The Greek World (ii)
"The first great educational treatise." Plato and the belief in
reason.
4. ?
The Roman World
"The beginnings of formalism." Quintilian and the art of
rhetoric.
5. ?
17th Century
"Something for everybody." Comenius and the idea of a
universal education system.
6. ?
18th Century
"The beginnings of progressivism." Rousseau and education
according to nature.
7. ?
19th - 20th Century (i)
"The emphasis on method." Pestalozzi, Herbart, Froebel and
Montessori.
8.
19th - 20th Century (ii)
?
"What knowledge is of most worth?" Spencer and Arnold.
9.
19th - 20th Century (iii)
?
"The return of progressivism." John Dewey and A.S. Neill.
10. Contemporary thought (i)
?
"The revolt against schooling." Illich, Goodman and Reimer.
11.
Contemporary thought (ii)
?
"The return of reason." P.H. Hirst and R.S. Peters.
12.
Contemporary thought (iii) ?
"Some warring factions." Oakeshott, Skinner and Bantock.
Assessment:
2 Essays on topics approved by instructor.
Required Reading:
Robert A. Rusk. Doctrines of the Great Educators. MacMillan.
R.S. Peters. Essays on Educators. George Allen and Unwin.
