Overview
In this unit you will investigate the origins and principles of dance through the lens of diversification within the art form. This includes study of new approaches to developing dance and rethinking historical perspectives in examination of the influences that underpin the continuing contributions to the field. You will also develop your understanding of how music and dance work together exploring concepts including rhythm, time signature, form, style and period. The relationship between movement and composition is explored, and your sensitivity and awareness of music advanced.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit Coordinator
Integrating online learning of this unit with in studio discussion and application of ideas worked well in 2019 and should be continued in 2020.
Further encourage and support studio tutors to include more engagement of the theory of this unit with practical studio classes.
- Explain and contextualise significant movements, performers and choreographers in contemporary dance history
- Analyse and evaluate music from the perspective of a dancer.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |
|---|---|---|
| 1 | 2 | |
| 1 - In-class Test(s) - 40% | ||
| 2 - Written Assessment - 30% | ||
| 3 - Written Assessment - 30% | ||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |
|---|---|---|
| 1 | 2 | |
| 1 - Communication | ||
| 2 - Problem Solving | ||
| 3 - Critical Thinking | ||
| 4 - Information Literacy | ||
| 5 - Team Work | ||
| 6 - Information Technology Competence | ||
| 7 - Cross Cultural Competence | ||
| 8 - Ethical practice | ||
| 9 - Social Innovation | ||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - In-class Test(s) - 40% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 30% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.brown@cqu.edu.au
Module/Topic
Topic 1 - Revisiting dance genre, historical periods and geographical area.
Chapter
Rethinking Dance History: Issues and Methodologies Introduction to Part 2: Researching and Writing
An Argument for Investigation into Collaborative, Choreomusical Relationships within Contemporary Performance - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 2 - What is included and excluded from the historical narrative?
Chapter
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 3 - Deconstructing the binary notion of East and West within the historical narrative.
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 10: Decolonising Dance History.
Basic Tempo Markings - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 4 - Multiplicity and the collective influence that structure historical narratives.
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 11: Many Sources, Many Voices.
How to Structure a Dance - URL
Texture: Finding Character and Story in Music - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 5 - Archiving, Preserving and Extending - Examining repertoire and legacy in combination with access.
Chapter
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
No classes scheduled for this week.
Chapter
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 6 - Frontier approaches and decentralisation - localising practice and expanding locations of practice.
Chapter
Events and Submissions/Topic
No events or submissions planned for this week.
Research essay Due: Week 6 Friday (28 Aug 2020) 11:45 pm AEST
Module/Topic
Topic 7 - Agency versus Conditions - Political consciousness, social advocacy and community mobilisation.
Chapter
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 8 - Condensed narratives and the contribution of socio-cultural history to Dance
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 15: 'Dancin' in the Street': street dancing on film and video from Fred Astaire to Michael Jackson.
Music as Dance's Muse: How Music Influenced the Steps of Four American Choreographers - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 9 - Porousness - allowing the past to speak to us in the present.
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 16: Judson: Redux and Remix.
5 Artists who bring the muse and dance of West Africa to American campuses - URL
Events and Submissions/Topic
Module/Topic
Topic 10 - How can we decolonise dance history?
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 17: Ruth Page, feminine subjectivity, and generic subversion.
Brief Discussion on the Significance of Music in Dance Creation - URL
3 Choreographers share how to choose music that enhances the work - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 11 - Gendering - Non-dyadic versions and stereotypes.
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 18: Extensions: Alonso King and Ballet's Lines.
What makes a good dance score? - URL
Here's what teachers need to know to make live music successful for dance class - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Module/Topic
Topic 12 - Perspectives and interpretations of dance context.
Chapter
Rethinking Dance History: Issues and Methodologies Chapter 19: Giselle and the Gothic: Contesting the Romantic idealisation or the woman.
Copyright for the dance industry - URL
Events and Submissions/Topic
No events or submissions planned for this week.
Research essay Due: Week 12 Friday (9 Oct 2020) 11:45 pm AEST
Module/Topic
No classes scheduled for this week.
Chapter
No readings allocated for this week.
Events and Submissions/Topic
Assessment One: Music Appreciation Exam.
Module/Topic
No classes scheduled for this week.
Chapter
No readings allocated for this week.
Events and Submissions/Topic
Assessment Two: Origins & Principles of Dance Essay
Music appreciation exam Due: Exam Week Friday (23 Oct 2020) 11:45 pm AEST
1 Written Assessment
Task: Find an example of a classical ballet on YouTube that has been re-imagined for the 21st century. With reference to choreography, costuming, staging and lighting, compare and contract this example of classical ballet with the origins of the genre and the classical ballet style of the 19th century. You will need to provide a link to the YouTube performance.
Length: 1500 words
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Presentation:
- This assignment is to be saved as a Word document and submitted online through the course website.
- Use 12 point Times New Roman font.
- 1.5 spacing throughout
- Sub-headings may be used as appropriate.
- All excerpts from primary sources, including diagrams and pictures should include an in-text reference, and full details included in the Reference List.
- Do not rely solely on web-based sources. On-line research sources obtained from peer reviewed journals or academic databases are acceptable. Any internet sources used must be scholarly and accredited. Citations from Wikipedia, or similar websites are not to be used under any circumstances.
Week 6 Friday (28 Aug 2020) 11:45 pm AEST
Week 8 Friday (11 Sept 2020)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (25%)
- Appropriate use of primary and secondary sources to support the argument (20%)
- Ability to present the argument clearly and logically (25%)
- Correct spelling, grammar, punctuation and clear lay-out (10%)
- Correct use of APA style for the in-text referencing and reference list (10%)
- Explain and contextualise significant movements, performers and choreographers in contemporary dance history
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
2 Written Assessment
Task: Select one of the following contemporary choreographers and discuss their contribution to modern dance in the 20th and 21st centuries. How did they transform dance? What was their underlying philosophy about dance? What made their dance works unique?
- Martha Graham
- Pina Bausch
- Merce Cunningham
- Graeme Murphy
- Twyla Tharp
- Stephen Page
- Hofesh Schector
- Matts Ek
- Ohad Naharin
- Crystal Pite
Length: 1500 words
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Presentation:
- This assignment is to be saved as a Word document and submitted online through the course website.
- Use 12 point Times New Roman font.
- 1.5 spacing throughout
- Sub-headings may be used as appropriate.
- All excerpts from primary sources, including diagrams and pictures should include an in-text reference, and full details included in the Reference List.
- Do not rely solely on web-based sources. On-line research sources obtained from peer reviewed journals or academic databases are acceptable. Any internet sources used must be scholarly and accredited. Citations from Wikipedia, or similar websites are not to be used under any circumstances.
Week 12 Friday (9 Oct 2020) 11:45 pm AEST
Exam Week Monday (19 Oct 2020)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (25%)
- Appropriate use of primary and secondary sources to support the argument (20%)
- Ability to present the argument clearly and logically (25%)
- Correct spelling, grammar, punctuation and clear lay-out (10%)
- Correct use of APA style for the in-text referencing and reference list (10%)
- Explain and contextualise significant movements, performers and choreographers in contemporary dance history
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
3 In-class Test(s)
You will complete a two-hour in class test that will examine the content of readings studied over the term. The test will consist of short answer questions including a listening section.
Exam Week Friday (23 Oct 2020) 11:45 pm AEST
Exam Week Friday (23 Oct 2020)
- Knowledge - Demonstrate Music Theory (50%)
- Identification - Effective listening and interpretive skills (25%)
- Proficiency - Ability to apply music for dance (25%)
- Analyse and evaluate music from the perspective of a dancer.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
