Course Syllabus

 

DANCE 1 SYLLABUS

PART 1: COURSE AND INSTRUCTOR INFORMATION
Course Title:	Dance 1, History of Dance
Course Code:	41195
Course Dates: Instructor:	Monday, August 24th – Saturday, December 19th (11:59 PM) Dr. Andrea Lee, Ed.D. – Professor and Department Chair of Dance, Laney College
Instructor Profile:	https://laney.edu/alee/about/
Office Location:	G-107 and online
Office Hours:	Mondays: 3:30–5:30 PM (Zoom); Wednesdays: 4:00–7:00 PM (In person or Zoom) To schedule a 30-minute appointment, email me with your preferred day and time. Confirmation will be sent within 24 hours. Other times may be arranged as needed.
Faculty E-mail:	avlee@peralta.edu (Expect reply within 24hrs)

 

Course Description for DANCE 1 

 

HISTORY OF DANCE 3 units, 3 hours lecture (GR or P/NP) 

Acceptable for credit: CSU, UC 

Theory and history of dance: Dance as an art form, educational medium, and therapeutic tool; contributions of choreographers and artists. 

 

1008.00 AA/AS Area 3; CSU Area C1; IGETC Area 3A

• Course study under this section may be repeated three times. 

• This course may be taken for letter grade OR P/NP.
• Prerequisite: None required 


 

Required Text and Course Materials

The required textbook is the primary source for weekly readings. Additional supplemental materials will be provided through Canvas to support and deepen course learning. A digital edition is available through the Laney Bookstore and can be accessed using the free Kindle app for PC or Mac.

 

Book Title:    Appreciating Dance: A Guide to the World’s Liveliest Art

Author:          Editors of Dance Horizons; Lihs, Harriet

ISBN-13.       978-0871273956

Digital Text: Both hard copies and digital copies can be purchased through the Laney College Bookstore.

You may download free Kindle for MAC or PC here:

https://www.amazon.com/b?node=16571048011.

 

Course Requirements and Technical Considerations

To be successful in the course, students will need:

• A Peralta student email account
• Regular access to a laptop or desktop computer
• Microsoft Word or compatible word-processing software
• A working webcam and the ability to record, download, and upload video/media files and links
• A reliable internet connection
• A current web browser that supports Canvas, such as Google Chrome or Safari

 

Accessing and Using CANVAS

Get Started with your Online Distance Education Experience!  

• To access this course in Canvas, you will need reliable Internet access and a supported web browser, such as Google Chrome or Safari.
• Once enrolled in the course, you will have access to Canvas through your Peralta student account.
• Take time to explore the course and become familiar with the introductory resources designed to support your success as an online learner.
• Check Canvas regularly for course announcements, assignments, and other important information.
• If you are taking your first online course with Peralta Colleges, or are new to Canvas, please take time to review the following resources. 

 

Peralta Student Access Information: (Click link below.)

 https://docs.google.com/document/d/1A47YB_uTmPQ7uLUkRZ_FLMEP- VIOW9U5DJlKvZF4GJw/edit

 

Drop-in CANVAS support. (Click link below.)

https://docs.google.com/document/d/1zxGtS00eg5Mn4QupM6V764lREHV8ydXBz6nHvp8nqLE/edit

 

Need Immediate Technical Assistance?

Call the 24-hour CANVAS hotline at 1 (844) 600-4955 OR
Email: online@peralta.edu 


 

Student Accessibility Services (SAS)

Laney College’s Student Accessibility Services (SAS) provides academic accommodations and support for students with documented disabilities. If you need accommodations to fully participate in this course, please contact SAS as early as possible to discuss your needs and obtain an Academic Accommodation Authorization Letter. Accommodations are provided through SAS and coordinated with your instructor.

• Student Accessibility Services (SAS)
• Building E, Room 251
• Phone: (510) 464-3428
• Email: laney@peralta.edu

 

Students are encouraged to contact SAS as early as possible so accommodations can be arranged in a timely manner.

 

Assignments and Discussion Posts

• Assignments may include group discussions, written responses to course readings, prompts, journal reflections, and supplemental readings or articles.
• All assignments must be submitted through Canvas. Emailed assignments will not be accepted.
• Discussion posts are required and provide an opportunity to share ideas, respond to prompts, and engage with classmates. Students are expected to respond to one another and provide meaningful feedback.
• Some assignments are self-paced, while others have specific due dates. Please check Canvas regularly for assignment instructions and deadlines.
• Most online activities will consist of assignment submissions and discussion posts. 

 

Journaling

• Journaling is an integral part of this course. Students will complete Journal Reflections on assigned chapters and film viewings, responding to their thoughts, questions, ideas, experiences, observations, and “aha” moments.

 

Chapter Readings and Responses

• Students will complete assigned chapter readings along with related questions, prompts, and activities designed to deepen understanding and encourage critical reflection. Journal Reflections will provide an additional opportunity to connect the readings to your own thoughts, experiences, observations, and insights.
• Whether you are enrolled in the 17.5-week, 8-week, or 3-week intersession format, the course material is the same, and all online participation counts toward your course credit.

 

 Workload

• Plan for approximately 3 hours of learning plus preparation/homework per week during a 17.5-week semester, and approximately 6–8 hours per week for short-term courses. Workload may vary depending on your pace and the assignment.
• Plan sufficient time to complete readings and review/edit written assignments before submitting them. These steps are essential to your success in the course.

 

Student Accountability

• Students are responsible for keeping track of course materials, schedules, assignments, and deadlines. Because course content and due dates may change, check Canvas regularly for updates and modifications.
• Changes will be posted in Canvas Announcements and sent to your Peralta email. Please contact the instructor with any questions or concerns.

 

PART 2: COURSE GOALS, DESIGN, AND OBJECTIVES 


 

Course Goals: 


The purpose of this course is to explore dance as a cultural, historical, artistic, and social practice, with emphasis on dance in the United States during the 20th and 21st centuries. Through readings, film, discussion, and observation, students will examine how dance reflects the histories, identities, values, and lived experiences of individuals and communities. The course explores selected dance traditions and genres, including Modern, Traditional/Indigenous, African American Vernacular, Ballet, and Jazz, while considering the cultural exchanges, historical developments, and social influences that have shaped their evolution. Rather than studying dance solely as performance or entertainment, students will explore why people dance, what dance communicates, and how movement carries cultural meaning across time and place. The course takes a multidisciplinary approach to understanding dance in relation to culture, history, identity, community, and social change.

 

Course Design:

Assignments will be given throughout the course and may include course readings, chapter responses, journal reflections, discussion posts, and written or oral submissions. Students will further explore course content through the observation, analysis, and critique of dance in film, video, and online lectures.

Students are responsible for keeping current with course materials, assignments, schedules, announcements, and deadlines. All course activities and submissions are completed through Canvas. Students are expected to participate in discussions and complete all required activities by the posted deadlines.

 

Course Objectives:

By the end of the course, students will be able to:

• Analyze the development of dance in 20th- and 21st-century America within its cultural and historical contexts.
• Identify and discuss selected dance genres, choreographers, and artists and their contributions to American dance.
• Examine how cultural, social, and historical influences shape dance and movement practices.
• Compare and interpret dance across different cultural and historical contexts.

 

Student Learning Outcomes:

• Analyze the development of dance in 20th- and 21st-century America within its cultural and historical contexts.
• Identify and discuss selected dance genres, choreographers, and artists and their contributions to American dance.
• Examine how cultural, social, and historical influences shape dance and movement practices.
• Compare and interpret dance across different cultural and historical contexts. 

 

PART 3: ASSIGNMENT SCHEDULE 

 

Assignment 0.1.        Canvas set-up and text purchase

Point Value:                Non-graded

Due Date:                    Week of August 24^th  

 

Directions:        

Familiarize yourself with CANVAS; Read the syllabus and text requirements.

 

Assignment 0.2.         Syllabus Review

Point Value:                5 points

Due Date:                    Sunday, August 30^th

 

Directions:      

Read the entire syllabus.  Be sure to pay attention to the due dates for all assignments. Confirm that you have reviewed the course syllabus by sending an inline text (Submit in Module 0.2 “Syllabus read and understood”). Please include any questions or comments you may have about the course.

 

Assignment 0.3.        Scholar Introductions

Point Value:                10 points

Due Date:                    Sunday, August 30^th

 

Directions:    

Introduce yourself to your instructor and fellow scholars. Tell us a little about yourself and your connection to dance. Why Dance History? Why Laney College? Share any educational, professional, career, or personal goals you would like to share with the class.

 

Assignment 0.4.      Dance Discovery Channel

Point Value:              20 points

Due Date:                 Sunday, August 30^th

 

Directions: 

The world of dance is full of fascinating stories, styles, artists, and traditions. For this activity, you'll explore a dance topic that interests you, learn something new, and share your discovery with the class. Think of it as a chance to follow your curiosity and see where it leads.

 

Step 1: Find a Topic

Browse the internet and choose one of the following:

• A dance topic
• A dance style or genre
• A current dance news story

 

Below are a few examples of topics that previous students have shared. You are welcome to choose one of these or discover your own topic:

• How Tap Shoes Are Made
• Dance Movies
• What Is a Dance Credential?
• How Ballet Slippers Are Made
• International Dance Schools (What Does Dance Education Look Like Abroad?)
• Wedding Dance Traditions
• Quinceañera Dance Traditions
• Gymnastic Dance Training
• Dance on Ice
• Broadway Dance Musicals
• Popular Dance Artists (Choose Your Favorite or Discover Someone New)
• Dance Genres (What Is Ballet, Jazz, Modern, Or Hip-Hop Dance?)
• Dance Techniques (What Is Dunham, Cunningham, Horton, Or Graham Technique?)

 

Assignment 0.5.         Video Assignment #1- Garifuna Dancing Culture          

Point Value:                25 points          

Due Date:                    Sunday, September 6^th   

 

Directions:

Sometimes you will watch full-length videos lasting 45 minutes or longer. Other times viewing may only take two or three minutes. For this first video assignment, you will watch two videos and submit two-paragraph responses to each question below. Estimated viewing time for both films is 30 minutes.  

 

Film Video Title #1:  "Garifuna - A Culture Close to Extinction", (10 minutes)

Click here! https://www.youtube.com/watch?v=Q65A9h3jd94

 

Film Video Title #2:  "A Story About the Garifuna Documentary" (19 minutes) Click here! https://www.youtube.com/watch?v=hXb2p2WgHxI&t=111s

 

Please note:

This instructor defines one paragraph as 5–7 fully developed sentences.
Follow the paragraph requirements listed for each question below. If completed correctly, you will submit a total of three full paragraphs, plus one brief response.

 

1. Discuss the historical and current trends contributing to the decline of Garifuna culture.
   Write two full paragraphs. Be sure to reference at least two countries where the Garifuna Punta or Chumba dance forms exist.
   (You may conduct additional research beyond the assigned film to fully answer this question.)

 

1. Describe your personal opinions, discoveries, feelings, and/or reactions to the film(s) viewed.
   Write one full paragraph.

 

1. What has been your experience with Garifuna culture prior to this class?
   Do you share any cultural similarities with the Garifuna people through your own background or experiences with other cultures (in the U.S. or abroad)?
   Write a brief response—a full paragraph is not required.

 

Assignment 0.6.         Chapter Readings (Intro; Chapters 1 and 2)

Point Value:                15 points total

Due Date:                    Sunday, September 13^th     

 

Directions:

• Read Chapter One: Definitions and Origins
• Read Chapter Two: Dance and Religion
• After completing the readings, respond to the following:

 

1. Ten Facts of Interest

• List 10 facts from Chapters 1 and 2 that you found interesting or new.
  (5 points)

 

2. Create Five Questions

• Write 5 questions based on the readings that you would ask your classmates if you were the instructor. Focus on what sparked your curiosity or stood out to you.
  (5 points)

 

3. Journal Reflection (One Page)

• Write and upload a one-page journal reflection in response to your thoughts about Chapters 1 and 2. Share something you found significant in the readings, as well as any personal ideas, thoughts, feelings, or questions that came up for you.
  (5 points)

 

Formatting Guidelines for the Journal Reflection (Item #3):

• One full page
• Double-spaced
• 12-point font (standard, non-script fonts only)
• 1" margins on all sides
• Begin your response no more than four lines down from the top of the page after your heading
• Half-pages will be graded lower
• Avoid repetition and aim for clear, reflective writing. Write from a personal point of view. Refrain from responses that are generated by ChatGPT.

 

Assignment 0.7./0.7a. Perspectives on Body Image (This assignment has two parts.)

Point Value:              20 points (10 points for Part One; 10 points for Part Two)

Due Date:                 Both parts are due Sunday, September 21^st

 

Directions for Part One: 

• Watch the 5-minute video clip linked below:

      Bill T. Jones Discusses Body Image and Dance

• Write a half-page statement sharing your thoughts on how body image and dance are perceived (according to you).
• In your statement, include your reaction to Bill T. Jones’s insights and perspectives on body image
• Submit your statement via CANVAS. You may submit it as an in-line text entry or as an uploaded

 

Directions for Part Two:

• Start a discussion with your peers about body image, stereotypes, and/or socialization of the dancer’s "body type."
• Post your insights to the discussion.
• To earn the additional 10 points, you must:

1. Start a discussion thread
2. Respond to at least two other posts

 

Assignment 0.8.         Chapter 3 and 4 Reading Responses

Point Value:                30 points total (15 points per chapter)

Due Date:                    Sunday, September 27^th   

 

Directions:  

Upload your responses to the following prompts:

 

Chapter 3: Social Dance (15 points)

1. List five facts of interest from the Chapter 3 reading. (Use bullet points or a numbered list.)
2. Write one full paragraph (5–7 well–developed sentences) answering both questions below, based on your own research.

• How did tap dance evolve?
• What is the significance or relationship between West African and Irish culture in the development of tap dance?

 

Chapter 4: Ballet (15 points)

1. List five facts of interest from the Chapter 4 reading. (Use bullet points or a numbered list.)
2. Write one full paragraph (5–7 well–developed sentences) answering both questions below, based on the reading:

• How did Ballet dance evolve, according to the text
• Who are some of the Ballet pioneers who have emerged?

 

Assignment 0.9.      Chapter Readings (5,6,7,8). This assignment has three parts.

Point Value:              40 points total (10 points per chapter)

Due Date:                 Sunday, December 6^th     

 

Directions for Part One: Personal Reflections on Chapter Content

Write one paragraph per chapter (Chapters 5–8) using the prompt below:

What topic(s) or information sparked your interest in this chapter, and why?

• Your response for each chapter should be one full paragraph (5–7 well-developed sentences).
• Total for Part One: 4 paragraphs

 

Directions for Part Two: Responding to Discussion Questions

At the end of each chapter, the textbook includes discussion questions.

• Choose one discussion question from each chapter (Chapters 5–8) and write a response.
• Write out the question first, then follow it with your personal response.
• Your response for each question should be one full paragraph (5–7 well-developed sentences).
• Note: There are 4 chapters, so you will choose and respond to 4 discussion questions total.
• Total for Part Two: 4 paragraphs

 

Directions for Part Three: Critical Response Essay

Write a 1-page response (approximately 4 full paragraphs) to the following prompt:

 

Notwithstanding the merits of Modern Dance pioneers in America, how does one account for White women being predominantly credited as the pioneers of the free dance movement? Are there other cultures that could have been credited similarly in terms of examining the relationship between the body and the soul? Be specific and provide examples. (Requires extended research beyond the text).

 

• Your response should be thoughtful, well-organized, and demonstrate critical thinking.
• Total for Part Three: 4 paragraphs
  
  

Quality Check: What You Should Submit

If completed correctly, your final submission should include:

 

• Part One-Personal Reflections: 4 paragraphs (1 per chapter)
• Part Two-Chapter Discussion: 4 paragraphs (1 per chapter)
• Part Three-Critical response essay: 4 paragraphs
• Total: 12 paragraphs

 

Assignment 10.0.      Dancing Cultures Research Paper: Preservation of Folkloric Dance Traditions

Point Value:                50 points

Regular Due Date:      Sunday, December 13^th

Final Submission:      Saturday, December 19^th

 

Directions:

Before submitting your paper, please review the paper submission rubric guidelines carefully. Following these guidelines is required, and points may be deducted for incomplete, late, or incorrectly formatted submissions.

 

Link to Assignment Rubric: Dancing Cultures Research Paper Guidelines

http://drive.google.com/file/d/1whAvrf7NDah6I3Ta6VDSOgWEc5YRLOPa/view

 

Research Paper Due Date & Revision Policy – Dance 1

I recognize that students are balancing multiple responsibilities, including family, work, and other academic demands. This policy is designed to support learning, growth, and strong academic writing while encouraging students to meet deadlines.

 

Original Due Date: December 13

Extended Deadline: December 19 at 11:00 PM.

 

Feedback: Papers submitted by December 13 will receive written feedback and may resubmit their paper by December 19^th for an improved grade, if needed. Papers submitted after December 13^th may receive limited feedback.

 

Please review the research paper rubric carefully before submitting. If you have questions or need guidance, please reach out. The goal is to allow you to learn from the process, strengthen your writing, and produce your best work.

 

Assignment 11.0: Dance on Film #1–3 (Parts A, B, and C)

This assignment has three parts with separate components and due dates. Please read all directions carefully before beginning.

 

Total Point Value: 100 points
Part 1 (11.0a): 60 points
Part 2 (11.0b): 20 points
Part 3 (11.0c): 20 points

 

PART 1            Film Viewing & Written Reflections (11.0a)
Point Value:    60 points
Due Date:        Sunday, October 18^th

 

Directions

Watch all three films listed below in the order provided. While viewing, take notes and jot down observations. After watching all three films, type responses to the six reflection questions that follow.

All films are linked below and are also available in Canvas.

 

Film #1
Link: https://www.youtube.com/watch?v=7vyx6ue7K6o
Title: Living St. Louis | Katherine Dunham
Viewing Length: 25 minutes, 56 seconds

Description:
This documentary traces the life, artistic career, and lasting influence of Katherine Dunham, focusing on her roots in East St. Louis, Illinois. Produced by KETC, the film includes what is believed to be one of Dunham’s final interviews and highlights her contributions as a dancer, choreographer, anthropologist, and activist.

 

Film #2
Link: https://www.youtube.com/watch?v=UcN0G7xItwo
Title: Free to Dance – “Steps of the Gods,” Part 1
Viewing Length: 29 minutes, 29 seconds

Description:
PBS documentary exploring African American dance history and influence.

 

Film #3
Link: https://www.youtube.com/watch?v=a7xjrIOXF4A
Title: Free to Dance – “Steps of the Gods,” Part 2
Viewing Length: 23 minutes, 45 seconds

Description:
Continuation of the PBS documentary examining African American modern dance pioneers and their impact.

 

Reflection Questions
Write a one-paragraph response to all six questions below.  5 – 7 sentences each).

 

1. If you were the creator of a social justice–based dance company, what issue or issues would you explore, and why is this important to you?

 

1. Why are Katherine Dunham and Pearl Primus considered dance legends? Highlight the unique contributions of each.

 

1. Describe your thoughts, feelings, or emotional responses while watching the group dances, solos, and interviews. Reference specific works and name choreographers and/or dancers when possible (e.g., Ailey, McKayle, Dunham, Beatty, Brown, Primus).

 

1. What elements of Black culture have influenced African American modern choreographers?

 

1. How would you describe the Black/African aesthetic in dance? Where do you see these influences reflected in dance today?

 

1. Share any additional thoughts, questions, or insights after watching all three films.

 

11.0a ASSIGNMENT RUBRIC

Excellent (54–60 points)

• All six reflection questions are fully addressed
• Responses demonstrate strong engagement with the films and course concepts
• Clear connections are made to African American dance history, culture, and aesthetics
• Specific references to choreographers, dancers, or works are included where appropriate
• Writing is clear, organized, and thoughtful

 

Satisfactory (42–53 points)

• All six questions are addressed, though some responses may lack depth or specificity
• Demonstrates general understanding of the films and themes
• Limited or uneven use of examples from the films
• Writing is generally clear with minor issues in organization or clarity

 

Needs Improvement (0–41 points)

• One or more questions are missing or underdeveloped
• Limited engagement with the films
• Responses are vague, off-topic, or lack supporting details
• Writing is unclear or incomplete

 

PART 2 – Film Discussion Post (11.0b)
Point Value: 20 points
Due Date: Sunday, October 25^th

 

Directions

Select one of your written responses from Part 1 (11.0a) and post it to the discussion board for 11.0b. You may copy and paste directly from your original response.

 

After posting, engage with at least 2–3 classmates to help create a thoughtful, respectful, and meaningful dialogue. While peer responses are not formally graded for length, meaningful engagement is expected.

 

11.0b ASSIGNMENT RUBRIC

Excellent (18–20 points)

• One response from Part 1 is clearly posted to the discussion
• Student engages thoughtfully with at least 2–3 classmates
• Responses are respectful, relevant, and contribute meaningfully to the discussion

 

Satisfactory (14–17 points)

• Discussion post is submitted
• Student engages with peers, but responses may be brief or limited in depth

 

Needs Improvement (0–13 points)

• Discussion post is missing or incomplete
• Minimal or no engagement with classmates

 

PART 3 – Jacob’s Pillow Dance Archives (11.0c)
Point Value: 20 points
Due Date: Sunday, November 1^st

 

Directions

• Visit the Jacob’s Pillow Dance Interactive archive: https://danceinteractive.jacobspillow.org/browse/era/#era=all
• Select any two films to view (Films #4 and #5). Film lengths may range from 30 seconds to 1 hour; there is no minimum duration requirement.
• After viewing, complete a Film Profile for each selection and upload both profiles to 0c.

 

Film Profile Requirements (for Films #4 and #5)

• Full name of the primary choreographer(s)
• Information about the dancers and/or featured company
• Genre or style of dance presented
• Your personal opinions, discoveries, reactions, and reflections

 

Final Checklist Before Submitting

• Completed six written reflection responses for Part 1 (11.0a)
• Posted one response to the discussion board and engaged with 2–3 classmates (11.0b)
• Completed and uploaded two film profiles for Part 3 (11.0c)

 

11.0c ASSIGNMENT RUBRIC

Excellent (18–20 points)

• Two different film profiles are completed and uploaded- one for Film #4 and one for Film #5
• All required elements are included for each film
• Responses demonstrate thoughtful reflection and personal engagement
• Clear understanding of dance style, choreographer, and performance context

 

Satisfactory (14–17 points)

• Two film profiles are submitted
• Most required elements are included
• Reflections show general understanding but limited depth

 

Needs Improvement (0–13 points)

• One or both film profiles are missing or incomplete
• Required information is missing
• Limited reflection or engagement with the films

 12.0 Dance Video Community Library

Point Value:  5-20 points possible (Earn 5 points per individual post.)

Due Date:     Sunday, November 8^th

Directions:          

Continue your “Dance Discovery” by locating up to four interesting or inspiring dance videos to share with the class. This is a chance to contribute to a shared learning library while earning extra credit!

 

• You will receive 5 points per complete post.
• You may submit up to four posts (maximum of 20 points total).
• Each post must include all six components listed below to receive full credit.

 

Submission Requirements (All six are required to receive credit.)

1. Create a title for your post
2. Provide the video link (YouTube, Vimeo, etc.)
3. State the dance style or genre (e.g., folkloric, jazz, ballet, hip-hop)
4. Identify the date or period (e.g., 1920s, 1990s; if unknown, write “unsure”)
5. List the country or geographic location of the dance or performance
6. Write 1–2 sentences explaining why you chose this video.

 

Sample Submission:

1. Tap Dance with Gregory Hines
2. https://www.youtube.com/watch?v=VbxI3K8GnpU
3. Genre: Tap
4. Time period: 1985
5. USA
6. Gregory Hines’ has sense of rhythm that has no bounds. His movements look effortless, yet extremely    

 

Assignment 13.0 Indigenous Dancing Cultures Quiz

Point Value: 20 points
Due Date: Sunday, November 15^th

 

Directions

Watch all three videos listed below and take notes as you view them. After watching the videos, select one discussion prompt below and prepare a response of 200 - 250 words. Post your response to the Indigenous Dancing Cultures Discussion. This is a discussion-based assignment only. There are no quizzes or written papers required for this activity.

 

Videos to Watch:

1. https://www.youtube.com/watch?v=nzR1gPZYJ-g
2. https://www.youtube.com/watch?v=6xGFGa1etFE
3. https://www.youtube.com/watch?v=pXaE7cFzhEQ

 

Discussion Prompt Option 1

Compare and contrast the role of dance in two of the videos. What specific purposes did dance serve within each Indigenous community? Discuss at least three details you observed, such as movement styles, regalia, music, ceremonial practices, storytelling, community participation, or cultural values. How did these details help you understand the significance of dance beyond entertainment?

                   OR
Discussion Prompt Option 2

Choose one moment, performance, or statement from the videos that stood out to you. Describe the scene in detail and explain why it was meaningful. What did you learn about the relationship between dance, cultural identity, history, or community from that example? Be sure to reference specific details from the video and connect your observations to concepts discussed in class.

 

ASSIGNMENT SCHEDULE

Summary of Assignments and Due Dates
Course available to students	Week of August 24th
0.2    Syllabus Review	August 30th
0.3    Scholar Introductions	August 30th
0.4    Dance Discovery Channel	August 30th
0.5    Video Response: Garifuna Culture	September 6th
0.6    Chapter Reading Posts Intro; 1-2	September 13th
0.7.   Body Image Perspectives Statement	September 21st
0.7a. Body Image Discussion Post	September 21st
0.8    Chapter Readings 3 & 4	September 27th
0.9    Chapter Readings 5,6,7,8	December 6th
10.0 Dancing Cultures Research Paper	December 13th (Regular Due Date) December 19th (Final Submission)
11.0 a. Dance on Film: Responses	October 18th
11.0 b. Dance on Film: Discussion Posts	October 25th
11.0 c.  Dance on Film: Jacob’s Pillow Archives	November 1st
12.0 Dance Video Community Library	November 8th
13.0 Indigenous Dancing Cultures Final Quiz	November 15th

 

PART 4: GRADING POLICY


For in-person and online classes, all assignments are described in detail within the syllabus, including instructions, due dates, and graded point value. In CANVAS, you can also locate the navigation menu and click on the “Assignments” or “Discussions” tab. This class is graded by points, so what you earn on each assignment will determine your final grade.

 

Grading Scale

GRADE POINT BREAKDOWN

A = 88–100% 312–355 points	B = 78–87% 277–311 points	C = 68–77% 241–276 points	D = 58–67% 206–240 points	F = Below 58% 205 points and below

 

ASSIGNMENT POINT BREAKDOWN

Graded Activities & Assignment Summary
0.2 Syllabus Review	5 points
0.3 Scholar Introductions	10 points
0.4 Dance Discovery Channel	20 points
0.5 Video Response: Garifuna Culture	25 points
0.6 Chapter Reading Posts Intro; 1-2	15 points
0.7. Body Image Perspectives	10 points
0.7a. Body Image Discussion Post	10 points
0.8 Chapter Readings 3-4	30 points
0.9 Chapter Readings 5,6,7,8	40 points
10.0 Dancing Cultures Paper	50 Points
11.0 a-c Dance on Film & Discussions	100 Points
12.0 Dance Video Community Library	20 Points
14.0 Indigenous Dancing Cultures Quiz	20 Points
Total possible points	355

Viewing Grades in CANVAS

 Points you receive for graded activities will be posted to CANVAS GRADE BOOK. Click on the GRADING in the navigation to view your points.  In general, assignments may be graded and posted the subsequent week after the due date.  However, if an assignment remains open and/or get extended, grading may occur after the deadline has passed.  Final grades are calculated and posted one week after course ends.  

 

Why did I earn fewer points than the total maximum?

 

In general, if assignments are completed per the specified directions, students should earn full credit for the assignment.  If you earn less than full credit, please be sure to re-read the assignment instructions.  If the assignment window is still open, you may resubmit, and your higher grade will be calculated.  For more information about grading policies at Laney College, please visit the Peralta Community College Student Services section and/or your Laney College Catalog. 


 

PART 5: COURSE POLICIES & SPECIAL NOTES

 

Completing Assignments 

• No work will be accepted after the last day of the course, and you will not be able to view this course in CANVAS after the final day of the semester.

 

• Students are expected to participate in all online activities as listed on the syllabus and/or course calendar. Assignments will be posted into CANVAS. Deadlines for submissions and format for submissions are explained with each assignment. 

 

• Some assignments are considered “rolling or on-going” in which case you will see a window of submission timeframe and will not be graded down for later submissions. Other assignment due dates are “hard & fast” in which you are required to meet the deadline, and which points may be deducted for late submissions.

 

• Completing all assignments which includes a combination of individual/group discussion posts, video film viewing and responses to films, chapter readings and responses to readings, and submission of one research paper are the requirements to be successful in this course.

• All assignments for this course will be submitted electronically through CANVAS, unless otherwise instructed. 


 

• Late or missing posts or assignment submissions may result in a lower assignment grade and overall final grade outcome.

 

• Ultimately, it is the student’s responsibility to add and drop on time. Incompletes will not be given for simply missing work or not meeting deadlines.

 

 Incomplete Policy

• Under emergency/special circumstances, students may petition for an incomplete grade. An incomplete will only be assigned if prior discussion with the instructor has been documented.
• If approved, all incomplete courses must be completed within ONE YEAR from the date of the Incomplete.

 

SPECIAL NOTES

Participation by Students with Disabilities: 

• If you need special accommodations to meet any of the requirements of this course, please contact me as soon as possible. DSPS normally provides information but please make sure I am aware of any needed accommodations for your academic success.

 

Contact Information for Disabled Student Services


• Website: http://www.laney.peralta.edu/apps/comm.asp?$1=30021 

• PH: (510) 464-3428, Location: E253 


 Religious Holidays: 


• Students will be allowed to complete examinations or other requirements that are missed because of a religious observance. In general, this may not apply to ONLINE courses.

 

Academic Honesty: 

• Violations of academic honesty are not tolerated, such as cheating or plagiarizing. Students are responsible for the honest completion and representation of their own work, for the appropriate citation of sources, and for the respect of others' academic endeavors. Plagiarism is copying or paraphrasing the work of others and turning it in as your own work (print or electronic). Unacceptable acts of cheating or plagiarizing may result in a “0” on an assignment, a letter of reprimand and/or dismissal from the class or college.

 

Student Accountability:

• It is the student’s responsibility to understand all aspects of this program and course.
• To keep current with assignments and updates to the course, please monitor your announcements regularly.
• IN-PERSON OFFICE HOURS may be scheduled at any time or as needed for students.
• Link to online syllabus here!

https://docs.google.com/document/d/1tDvMxArWscKDjfkkHF7KsZMKS5MayXBK/edit?usp=sharing&ouid=117395573205713442057&rtpof=true&sd=true

 

Contact course instructor if you have any questions:

Andrea Lee, Ed.D.-Dance Faculty & Department Chair of Dance

Email: avlee@peralta.edu

 

Non-Discrimination Policy:

Laney College does not discriminate based on age, race, religion, color, gender identity, gender expression, sexual orientation, ancestry, citizenship, national origin, military or veteran status, disability, marital status, pregnancy, medical condition, and immigration status.

~END OF SYLLABUS~

The Department of Dance hopes to see you in more of our courses. Have a great semester, and I hope you enjoyed this course!