Dance 320-01 Dance Science
M/W/F 12:00-12:50
Coker College
Department of Dance, Music and Theatre
Fall 2009
Instructor: Erin Leigh, Visiting Assistant Professor of Dance
Office: PAC 125
Email: eleigh@coker.edu
Phone: 843-383-8333
Mail box: 1220
Office Hours: by appointment
Required Textbooks: Dance Technique and Injury Prevention
Justin Howse
Body Stories: A guide to Experiential Anatomy by
Andrea Olsen
Supplies: Three ring binder and coloring pencils
Course Description:
This course will provide the students with an overview of muscular and skeletal anatomy
as it relates to dance. The class includes lectures, readings, and experiential exercises
that are designed to help the student become more aware of their body, movement and
posture habits. Potential misuses of the body that lead to dance injuries are also
examined.
Course Objectives:
At the end of this course students should be able to:
Discuss specific bones in the body and the range of motion of the joints
using correct anatomical vocabulary
Name and locate muscles that are specifically useful in dance and be
able to locate specific muscles origins and insertions
Articulate how appropriate uses of the body can lead to greater
movement efficiency and safer dance training and how misuses of the
body can lead to injury
Identify personal postural and movement habits and have a greater
understanding of how to bring their body into better alignment
Examine and actively apply how imagery can make changes in tension
patterns of the body
Course Requirements:
1. Attendance: Students are expected to be on time and prepared for class. Over the
course of the semester, three absences are permitted whether excused or unexcused.
After which, your grade will be lowered by one letter grade (for instance an A becomes a
B, etc.). Each additional absence will lower your grade by another letter grade. It is
expected that the student will keep track of these absences and adapt accordingly.
Three late arrivals or early departures will equal one absence. You are responsible for
telling the instructor after class to change attendance from absent to tardy.
2. Participation: Complete and full participation will be required for every class period.
Assigned readings will be discussed in class and not participating in discussions will
lower the participation portion of the grade. Arrive open to new ideas and approaches
and maintain a willingness to try new experiences with curiosity and toward the goal of
discovery.
3. Illness and injury: Serious illnesses and injuries are handled on an individual basis
and will require documentation. In such cases, it is the student’s responsibility to contact
the instructor via email in order to make appropriate arrangements and provide
documentation. In general, the student should attend at least 80% of the classes to earn
credit.
4. Late assignments: Assignments are expected on the due dates. For each day an
assignment is late your assignment grade will drop by 1/2 letter. Group presentations
can not be made up. If you do not show up the day these presentations are due, your
group will present without you and you will earn a 0, no exceptions.
5. Attire: Although not a technique class, be dressed in appropriate attire (fitted clothes
that allow for movement such as tank tops, t-shirts, leotards, close fitting sweatpants,
tights, yoga pants, etc. and remove shoes and bulky jewelry by the start of class. A long
sleeve shirt is highly recommended for floor work.
6. Etiquette: Place cell phones and pilots on non audible. Ignore rings and vibrates if
they mistakenly happen. Please respect yourself, your peers, and the instructor by
refraining from unnecessary conversation during class. Time in the studio is to be spent
in personal practice. Therefore, do not disrupt the concentration of others, or yourself, by
engaging in small talk. Learn and grow from your peers. Listen and reflect on all
information. Ask questions when you have them.
Course Assignments:
Quizzes: (30%)
Quiz #1 Anatomical vocabulary and bones, joints, muscles September 4
Quiz #2 Torso: spine, breathing, skull, pelvis, abdomen September 25
Quiz #3 Lower limb: hip, lower leg, ankle and foot Oct. TBA
Quiz #4 Upper limb: Shoulder, arm, wrist, hand Oct. TBA
Quiz #5 Misalignments and imbalances Nov. TBA
Mid Term Exam: (10%)
Monday, October 5th
Final Exam: (10%)
December 2nd
Dance Science Journal: (15%)
You will need to purchase a three ring binder to collect anatomy pages, notes, in-class
writings, and any additional reading assignments and articles. The journal will be
collected at the midterm (10/5) and the final (12/2) for 50 points each. How the journal is
organized is up to the student but the journals should be neatly ordered, with all
assignments completed, and articles included. You may want to purchase plastic covers
for anatomy pages.
Personal alignment paper: (5%)
Discuss your alignment and any imbalances that may be affecting your work as a
dancer. Guidelines will be distributed closer to the assignment. Due November 11
Research Paper/Presentation: (20%)
Students will write a paper that focuses on one aspect of dance and anatomy. Some
sample topics include: Research on a specific injury, different types of physical therapy
and how it should be modified for dancers. Students may choose any topic that is
relative to the class. Students will present their papers in class at the end of the
semester.
Paper Topic Due Monday, October 26
1st Draft Due Monday, November 16
Final Paper Due During final exam period (December 9th 12:00-2:30)
Grading
Quizzes 25%
Mid-term Exam 10%
Final Exam 10%
Dance science journal 15%
Personal Paper 10%
Research Paper 20%
Participation 10%
Grade scale
A Excellent
A- Extremely Good A more detailed explanation of grading
B+ Very Good expectation is provided in the dance
B Good handbook and below.
B- Adequate
C+ Average
C Below Average 90-100 A
C- Needs Work 80-89 B
D+ Very Poor 70-79 C
D Weak 60-69 D
D- Near Failure 59-less F
F Failure
College, Department, and/or Dance Program Policies
Please advise the instructor if you have any condition or disability, which
may require modification of the syllabus or grading system.
The college sees plagiarism and cheating as serious offenses, which may
be punishable by failure on the exam, paper or project, failure in the
course and/or expulsion from the college.
TOPICAL OUTLINE FOR DNC 320 Fall 2009
Schedule is subject to changes and adjustments
as we proceed through the semester.
Wed., 8/19 Introductions and syllabus
Color: page 1, 2, and 23
Read: Olsen Day 7
Fri., 8/21 Terms of movement and skeleton
Color: page 21 and 22
Read: Olsen Day 1, 2, 9, and 24
Howse pp.1-5 (sect. 1.1)
Mon., 8/24 Skeletal motion of joints
Color: none
Read: Howse pp. 6-15 (all of sect. 1.2 the joints)
Wed., 8/26 Skeletal motion of joints cont.
Color: none
Read: none
Fri., 8/28 Skeleton alignment
Color: page 44 and 45
Read: Howse pp.15-20 (general considerations sect. 1.3)
Mon., 8/31 Muscles as levers
Color: none
Read: none
Wed., 9/2 Catch-up and review
Study for quiz
Fri., 9/4 Quiz #1
Color: page 27, 48, 49
Read: Olsen Day 11 and 12
Mon., 9/7 Labor Day! No class...
Wed., 9/9 Torso: spine
Color: none
Read: Howse pp. 20-23 and sect. 1.3 trunk muscles pp. 23-25
Fri., 9/11 Torso: spine
Color: page 135 and 30
Read: Olsen Day 13
Howse page 29 (section on head and trunk and rib cage)
Mon., 9/14 Torso: breathing
Color: none
Read: Olsen Day 10
Wed., 9/16 Torso: skull
Color: page 37 and 39
Read: Olsen Day 18
Fri., 9/18 Torso: pelvis
Color: page 50 and 51
Read: Olsen Day 19
Mon., 9/21 Torso: abdomen
Color: none
Read: none
Wed., 9/23 Catch-up and review
Study for quiz
Fri., 9/25 Quiz #2 (see next page for homework!)
Color: page 39, 40, 61
Read: Olsen Day 20
Howse pp. 30-31 (the hip)
Mon., 9/27 Hip joint
Color: none
Read: none
Wed., 9/29 Hip joint
Color: none
Read: none
Fri., 10/2 Review
Mon., 10/5 Midterm
Core Skill Assessment
The goal of Coker College is to graduate students with the ability to think
analytically and creatively, and to write and speak effectively. Students
will be assessed during the semester as to their demonstrated ability in
the following areas. The results are used to help the college improve
programs and better advise students.
Analytical Thinking
Graduate Level: Self-diagnose alignment problems and self-correct them. Quickly
learn complicated movement combinations, reverse them with out
assistance. Ability to show various movement styles or qualities
with ease.
Junior/Senior Level: Diagnose alignment problems in self and others, but needs
assistance to correct them. Learn complicated movement
combinations in a short amount of time, reverse them with minimal
assistance. Able to show different movement qualities or styles,
transitions between them is more difficult.
Fresh/Soph Level: Diagnose alignment problems in others. Has some trouble picking
up more complicated movement combinations and needs
assistance to reverse them. Usually has one movement quality
that feels very natural and to change qualities or styles is difficult.
Remedial Level: Unable to discern or diagnose alignment problems in self or
others. Has trouble learning basic combinations. Unable to
reverse with out assistance. Unable to show more than one
movement quality or style.
Creative Thinking
Graduate Level: Able to take concepts and ideas and movement styles already
learned and translate them in to new ideas or new and
complicated movement patterns, not just rearranging steps. Uses
space and line in new and interesting ways.
Junior/Senior Level: Able to create more complex movement patterns. Starting to be
able to take ideas and concepts that are already learned and
translate them to new ideas. Starting to use space and line more
interesting ways.
Fresh/Soph Level: Able to create basic movement phrases in styles that are
comfortable. Ideas and concepts are not new but rearranged
versions of things known. Very traditional use of space and line.
Remedial Level: struggles with coming up with own movement phrases, prefers to
regurgitate information.
Effective Writing
Graduate Level: Presents ideas in cohesive and concise critiques or essays (sticks
to topic, minimal repetition). Displays a clear beginning, middle
and end. Uses and supports a thesis statement. Shows mastery
(no errors) of editing skills, including proper grammar, spelling,
punctuation and citation. All written work is turned in on time and
word-processed.
Junior/Senior Level Presents ideas in cohesive critiques and essays (sticks to topic,
some repetition) Displays a clear beginning, middle and end,
however transitions may be ruff. Uses and attempts to support a
thesis statement. Displays basic editing skills with occasional
mistakes in grammar, spelling, punctuation, and citation. All
written work is turned in on time and word-processed.
Fresh/Soph Level: Presents reflective essay or critique. Uses a weak thesis
statement, but does not have a clear beginning, middle, or end
and ideas are unorganized. Struggling with basic editing skills and
shows some errors in grammar, punctuation, spelling and citation.
All work turned in on time and word-processed.
Remedial Level: Essays or critiques are unorganized, late or unrelated to the
assignment given. They do not use a thesis statement, nor do
they have a clear beginning, middle or end. Displays no editing
skills and shows frequent grammar, spelling or punctuation errors.
There are no citations.
Effective Speaking
Graduate Level: Able to articulate concepts covered in class and explain them to
others. Also able to articulate intelligent questions regarding
technical progress. Able to clearly use dance terminology.
Junior/Senior Level: Able to ask clear questions about technical ability and has a fairly
strong grasp on dance terminology.
Fresh/Soph Level: Able to ask for assistance with difficult concepts of skills. Holds a
basic knowledge of dance terminology.
Remedial Level: Unable to ask for assistance with difficult concepts or skills. Little
or no knowledge of dance terminology.
Library and Technology Check sheet
This class requires the following proficiencies:
_X_ Word processing
___ Spreadsheets
___ PowerPoint
_X_ Email/Internet use
_X_ Basic research skills (self-taught at ‘Information Literacy Tutorial,
http://tilt.lib.utsystem.edu )
This class requires use of the following library resources and services:
___ In-class library orientation/bibliographic instruction
___ Listening or viewing multimedia materials in the library
___ Library reserve materials
___ Specialized software (SPSS, C++, Java, etc.): _________________
_X_ other specific library resources (e.g. reading list, reference items, special database)
Details:
How to Cite’ link on library web page, use MLA version
‘How to Write a Term Paper’ & ‘Research Skills’ on the E-Research link of the
library web page