Dance: Performance
In order to most effectively share resources for the various Dance Performance courses, the Center for Academic Technology has broken down the Dance Performance curriculum into the following tiers:
DA 119, DA 120, DA 121, DA 122, DA 123, DA 124, DA 131, DA 132, DA 141, DA 142, DA 223, DA 224, DA 231, DA 232, DA 233, DA 241, DA 242, DA 247, DA 248, DA 321, DA 322, DA 331, DA 332, DA 341, DA 342, DA 431, DA 432.
Tier 1 courses include classes that involve choreography and other largely movement based elements; however, no use of equipment such as a barre.
DA 109, DA 110, DA 161, DA 162, DA 166, DA 261, DA 263, DA 264, DA 361, DA 362, DA 365W, DA 366C, DA 466C, DA 471, DA 472, DA 474, DA 476, DA 492.
Tier 2 courses include classes that are rooted in theory and are trended more towards discussion and lectures. They are less difficult to convert to a digital format.
DA 111, DA 112, DA 113, DA 114, DA 213, DA 214, DA 215, DA 216, DA 219, DA 220, DA 315, DA 316, DA 317, DA 318, DA 319, DA 320, DA 410, DA 417, DA 418, DA 419, DA 240.
Tier 3 courses are made up of elements that one simply does not typically at home. These elements include components such as a barre or other equipment. DA
DA 125, DA 126, DA 151, DA 152, DA 225, DA 226, DA 251, DA 252, DA 325, DA 326, DA 351, DA 352, DA 451, DA 452.
Tier 4 courses are classes that involve heavy group participation.
DA 190, DA 290, DA 390, DA 490.
Classes involving a performance viewing component.
Tier 1 courses include classes that involve choreography and other largely movement based elements; however, no use of equipment such as a barre.
DA 119, DA 120, DA 121, DA 122, DA 123, DA 124, DA 131, DA 132, DA 141, DA 142, DA 223, DA 224, DA 231, DA 232, DA 233, DA 241, DA 242, DA 247, DA 248, DA 321, DA 322, DA 331, DA 332, DA 341, DA 342, DA 431, DA 432.
Some instructors may choose to have meetings at a consistent time each week that involve the class meeting on a digital format.
There are many beneficial features to synchronous learning including increased classroom engagement, and an increased opportunity to interact with your professor. In addition to these beneficial features, there are some disadvantages to practicing synchronous learning. These include a rigid schedule that is not easily adaptable for the chaotic new world students have entered into and technical difficulties can occur more easily.
Zoom: Zoom is a web-based communication technology that has the capacity to conduct video conferencing, annotate meetings, facilitate breakout rooms, and can record and download meetings. It supports both audio and video.
Hangouts: Hangouts is a unified communication system, similar to Zoom, that allows members to initiate and participate in text, voice or video chats. It can be used on both iOS and Android devices.
Teams: Microsoft Teams can be blended directly into your Canvas course and allows students to be able to meet similarly to Zoom.
Another way to conduct courses this semester is through asynchronous learning. Asynchronous learning is delivered via forums, videos, emails, and messages where students will complete lessons on their own, though typically with a set of weekly or daily due dates.
Similar to synchronous learning, asynchronous learning has both pros and cons. Synchronous learning is ideal for students who need a more flexible schedule and to avoid technical errors; however, students who lack motivation may discover that the low levels of interaction make completing work more difficult. Asynchronous learning and its success is largely dependent on the individual and their work ethic.
Microsoft Stream: Microsoft Stream is a service that allows students and instructors upload, view, and share videos securely. It can be used to share recordings of classes, as well as to share videos of progress. Microsoft Stream has been used by Butler students before including Emma Smith. Below are some examples of video she’s made via Microsoft Stream:
Panopto: Panopto is a software solution that allows the recording of audio/video content, as well as includes a web-based editor. It is useful for recording lectures that students can view on their own time, as well as for students to upload video submission of their work directly to the course.
Canvas: Canvas is a cloud-based learning management system that Butler adopted in Spring 2019. It has many tools that could be useful for teaching an asynchronous class. Discussion boards allow professors and students to “discuss” a lecture, offer feedback to other students, and share audio/video. Instructors can also grade Canvas discussions.
FlipGrid: Flipgrid is a website that allows teachers to create “grids” to host video discussions. Teachers can post questions or prompts which are called “topics,” and then students can post video responses that appear in the tiled grid display. It is useful for sharing videos that could be a response to a dance “prompt” or for students to give feedback on each other’s assignments.
Tier 2 courses include classes that are rooted in theory and are trended more towards discussion and lectures. They are less difficult to convert to a digital format.
DA 109, DA 110, DA 161, DA 162, DA 166, DA 261, DA 263, DA 264, DA 361, DA 362, DA 365W, DA 366C, DA 466C, DA 471, DA 472, DA 474, DA 476, DA 492.
Lecture classes can take place utilizing the same resources listed in Tier 1. In addition to these resources, there are many ways to engage lecture-based dance classes.
Kahoot: Kahoot is a game-based learning platform that allows instructors to create games and quizzes for review that can be screenshared via Zoom or Teams synchronously, and promotes engagement. This is useful for spicing up any lecture.
PollEverywhere: PollEverywhere allows students to use their mobile phones or laptops to respond to polls synchronously or asynchronously. PollEverywhere is useful for gathering student feedback and has the potential to work well with larger class sizes.
Anatomy and Physiology of Dancers: This resource does an excellent job of explaining the movements a dancer often makes while performing.
Arts Alive: This website allows users to utilize various modules about elements of dance composition to put together a dance. These modules include interactive tutorials.
ZSR Library: ZSR Library has created a list of useful websites about the history of dance.
Tier 3 courses are made up of elements that one simply does not typically at home. These elements include components such as a barre or other equipment.
DA 111, DA 112, DA 113, DA 114, DA 213, DA 214, DA 215, DA 216, DA 219, DA 220, DA 315, DA 316, DA 317, DA 318, DA 319, DA 320, DA 410, DA 417, DA 418, DA 419, DA 240.
Despite the disappointing reality of no longer having access to resources that instructors typically would have, there are many ways to adapt technique classes to an online/remote format.
Use a Chair: In this full barre workout composed by Jessica Smith, she shows how a chair found at home can be utilized in place of a ballet barre.
Yoga Mats and Zoom: In this article, Sarah Wroth briefly explains how Indiana University’s School of Music has adapted its ballet classes to the online format.
Dance Studio at Home: In this video produced by STEEZY, there is a tutorial for making a relatively cheap dance studio space at home.
Tier 4 courses are classes that involve heavy group participation.
DA 125, DA 126, DA 151, DA 152, DA 225, DA 226, DA 251, DA 252, DA 325, DA 326, DA 351, DA 352, DA 451, DA 452.
Ensembles are so exciting due to the ability to interact with other dancers. Unfortunately, the best solution at this point is being “together apart.” Some potential synchronous options include:
Zoom: Zoom is a web-based communication technology that has the capacity to conduct video conferencing, annotate meetings, facilitate breakout rooms, and can record and download meetings. It supports both audio and video.
Teams: Microsoft Teams can be blended directly into your Canvas course and allows students to be able to meet similarly to Zoom.
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