B.F.A. in Dance Performance & Choreography with PreK-12 Dance Education Concentration
Dance majors may elect to complete the requirements for state licensure to teach dance to PreK-12 students. Students in this program are eligible to apply for licensure to teach dance in grades PreK-12 in the public schools in Maryland. The program leads to the Bachelor of Fine Arts degree in Dance Performance and Choreography with PreK-12 Dance Education Licensure.
Students whose GPA falls below the minimum 3.00 GPA requirement will be given one term to improve their GPA. Failure to do so may result in suspension from the program.
The Teacher Education Executive Board (TEEB) reserves the right to refuse, deny or revoke the application for admission to professional education programs or entry into internship of any student whose observed conduct is deemed incongruent with established guidelines of the Professional Behavior Policy.
Overall Goals for BFA in Dance Performance and Choreography and PreK-12 Dance Education Concentration
The B.F.A. Dance Performance and Choreography with a concentration in PreK-12 Education major leads to PreK-12 teacher licensure in the state of Maryland. Professional education courses in the dance education major combine with dance courses to prepare the student for a full-time internship in public school systems. Students must be accepted into the teacher licensure program by the Dance Education Unit and must complete the specified teacher education sequence.
Towson University Dance students will:
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Synthesize expressive range, stylistic versatility and rigorous standards within healthy technical achievement and somatic understanding;
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Analyze, intuit, deliver and evaluate the creative process for original dance choreography;
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Demonstrate oral and written skills, critical thinking in aesthetic language and historical/world view perspectives;
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Recognize, choose and demonstrate leadership skills;
- Define, invent and evaluate developmentally appropriate pedagogy skills (PreK-12 option.)
The Towson University Dance student is encouraged to:
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Develop an ability to creatively respond both divergently and convergently to changing environments;
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Transition thinking from dance as hobby to a preparation for a lifetime as a facilitator of learning;
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Engage in a thoughtful class practice with skills and ways of thinking that encourages health, balance and long-term approach to dancing;
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Develop a unique artistic voice through dreaming, risking, envisioning and creating dance work with rigor;
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Maintain a healthy, toned and energized physique, with somatic approach that supports dynamic alignment, reducing risk and increasing health and longevity of the dancer;
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Study dance history with a world view for understanding and appreciation of all people;
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Regularly engage as a whole person in physical, artistic and intellectual strategies that facilitate an appreciation of dance as an expressive, scholarly and progressive art form;
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Cultivate themselves as intelligent audience members who respect the art form and become lifetime arts advocates;
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Practicing consistently the disposition of educators which include caring commitment and collaboration;
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Define what being a facilitator of learning is and practice this definition.
Admission to the BFA in Dance Performance and Choreography with a Pre-K-12 Dance Education Concentration
Admission Requirements for Teacher Education
The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status, and entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
Educator Preparation Programs (EPP) admit students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to EPP initial licensure programs.
All EPP undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all EPP students are required to confer with their assigned advisers prior to registration each term.
I. PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS
- Complete a self-disclosure criminal background form to be submitted to the major department with the application.
- Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 units for program-specific procedures and requirements for admission to professional education programs.
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Meet the Basic Skills Assessment Requirement as defined by the Maryland State Department of Education to be eligible for admission. A student who is admitted to Towson University and in Good Standing but does not meet the Basic Skills Assessment requirement at the time of application to the program can be granted "Conditional Admission" and given one semester as a conditional candidate to satisfy the Basic Skills Assessment requirement. If the conditional candidate does not meet the requirement by the end of the conditional semester, there are two options: 1) the program may recommend the conditional candidate for exemption and if granted, the conditional candidate would be fully admitted to the program or 2) the conditional candidate will not be fully admitted to the program.
II. REQUIREMENTS FOR MAINTAINING CANDIDATE STATUS
- Meet the grade, course, and/or assessment requirement(s) identified by the candidate's specific program.
- At the department’s discretion, a candidate who does not meet the program requirement(s) may continue for one additional semester under probationary status but must satisfy the requirement by the end of the probationary period. If the requirement is not met at the end of the probationary period, the candidate will be dismissed from the program.
- Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see EPP Behavior Policy)
III. PROCEDURES AND REQUIREMENTS FOR ENTRY INTO CAPSTONE INTERNSHIP FOR ALL PROFESSIONAL EDUCATION PROGRAMS.
- Complete a criminal background check as required by the school system in which the internship is located.
- Complete all required coursework.
The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, March 2021, and November 2024.
IV. ADDITIONAL TEACHER EDUCATION PROGRAM REQUIREMENTS
In addition to the criteria for admission to the BFA in Dance Performance and Choreography outlined above, admission to the Pre-K-12 Dance Education Concentration requires the following, all of which are required for the internship application:
- a personal interview;
- successful completion of the speech and hearing test by spring term of first year;
- current membership in the National Dance Education Organization.
This is a screened program.
The B.F.A. in Dance Performance and Choreography with the PreK-12 Dance Education Concentration requires a total of 108 units. All majors are required to successfully complete the audition and jury as well as complete the performance requirements outlined below. Students in the major must complete 62 units of required DANC courses, 3 units of THEA, 3 units of electives, and 40 units of professional education requirements.
Dance Performance and Choreography Major Requirements
| Code | Title | Units |
|---|---|---|
| Foundation Courses | ||
| DANC 126 | MUSICAL CONCEPTS FOR DANCERS 1 | 3 |
| DANC 216 | SOPHOMORE CREW 1 | 1 |
| DANC 223 | LEVEL I BALLET 1 | 2 |
| DANC 224 | LEVEL I BALLET 1 | 2 |
| DANC 227 | LEVEL I MODERN 1 | 2 |
| DANC 228 | LEVEL I MODERN 1 | 2 |
| DANC 235 | DANCE COMPOSITION I (Core 4) 1 | 3 |
| DANC 245 | SCIENTIFIC BASIS FOR MOVEMENT I 1 | 3 |
| DANC 345 | SCIENTIFIC BASIS FOR MOVEMENT II 1 | 2 |
| Dance Major Course Sequence | ||
| DANC 250 | METHODS OF TEACHING DANCE: TECHNIQUE | 2 |
| DANC 263 | DANCE DESIGN AND PRODUCTION | 3 |
| DANC 316 | JUNIOR CREW | 1 |
| DANC 321 | RESPONDING TO DANCE (Core 9) | 3 |
| DANC 335 | DANCE COMPOSITION II | 2 |
| DANC 336 | DANCE COMPOSITION III | 2 |
| DANC 346 | SCIENTIFIC BASIS OF ANALYSES OF MOVEMENT III | 1 |
| DANC 436 | DANCE COMPOSITION IV: FOR THE PROSCENIUM | 2 |
| DANC 437 | DANCE COMPOSITION V: FOR THE CAMERA | 3 |
| DANC 480 | SENIOR PROJECT: SEMINAR | 2 |
| DANC 491 | SENIOR PROJECT: CONCERT/LECTURE DEMONSTRATION | 3 |
| THEA 101 | ACTING I | 3 |
| Level II Technique Courses | ||
| DANC 323 & DANC 324 | LEVEL II BALLET and LEVEL II BALLET | 6 |
| DANC 327 & DANC 328 | LEVEL II MODERN and LEVEL II MODERN | 6 |
| Total Units | 59 | |
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These courses are taken by Pre-Dance Performance & Choreography majors who have successfully passed the audition. An overall GPA of 3.00 is required for the foundation courses.
Additional Dance Performance and Choreography with PreK-12 Dance Education Concentration Requirements
Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog.
| Code | Title | Units |
|---|---|---|
| Level III Technique Courses | ||
| A total of 6 units must be taken in Level III courses. | 6 | |
| LEVEL III BALLET | ||
| LEVEL III BALLET | ||
| LEVEL III MODERN | ||
| LEVEL III MODERN | ||
| Performance Electives | ||
| Select one of the following: | 3 | |
| MODERN DANCE REPERTORY | ||
| BALLET REPERTORY | ||
| DANCE COMPANY | ||
| Professional Education Required Courses | ||
| COMM 131 | PUBLIC SPEAKING (Core 5) | 3 |
| DANC 201 | METHODS OF TEACHING DANCE: DEVELOPMENTAL MOVEMENT | 2 |
| DANC 350 | METHODS OF TEACHING DANCE: PREK-12 SETTING | 2 |
| DANC 450 | METHODS OF TEACHING DANCE: POLICY AND ADVOCACY | 2 |
| DANC 490 | ELEMENTARY CAPSTONE INTERNSHIP | 6 |
| DANC 493 | PRO-SEMINAR IN THE TEACHING OF DANCE (taken concurrently with DANC 391 and DANC 392) | 1 |
| DANC 494 | SECONDARY CAPSTONE INTERNSHIP | 6 |
| EDUC 202 | HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) | 3 |
| ELED 324 | INTEGRATING LITERACY IN PREK-12 CONTENT AREAS | 3 |
| HIST 145 | HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11) | 3 |
| or HIST 146 | HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR | |
| PSYC 201 | EDUCATIONAL PSYCHOLOGY | 3 |
| REED 365 | LITERACY IN THE CONTENT AREAS PREK-12 | 3 |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| Total Units | 49 | |
Performance Requirements for Majors
All Dance Performance and Choreography majors with the Pre-K12 Dance Education Concentration must audition for the elective TU Dance Company course (DANC 481 ) a minimum of two times during their tenure at Towson University and complete the following:
- 12 performance points in extracurricular activities:
6 points must be earned by participating in student dance projects for a class in which you are not enrolled. Approved courses are Composition III, IV, V, and Senior Seminar Projects.
6 points may be earned by additional composition work, from the above list, for a class in which you are not enrolled, or from a performance in Inertia Dance Concert, Dance Major Performance Project Concert, American College Dance Association Mid-Atlantic Conference, or an individual work approved by a Towson University Faculty Member.
Exceptions by the approval of the Department Chairperson or Adviser.
Juries
As a mechanism for assessing progress toward the degree, all Dance Performance and Choreography majors will be evaluated by a jury of faculty members towards the end of the month of August prior to the Junior year. The jury will consider completed essays, video portfolios, and verbal presentations from each student. Written and verbal assessments will be given to each student with consideration for career planning.
Special note: All majors are required to be enrolled in a ballet and modern technique class each term prior to their scheduled jury. Students pursuing the Dance Education PreK-12 Teacher Concentration must continue to take advanced level technique courses up to 6 units in fulfillment of their requirements during their Junior and Senior year.
Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| Freshman | |||||
|---|---|---|---|---|---|
| Term 1 | Units | Term 2 | Units | ||
| DANC 223 | 2 | DANC 126 | 3-4 | ||
| DANC 227 | 2 | OR | |||
| DANC 245 | 3 | ||||
| PSYC 101 | 3 | DANC 224 | 2 | ||
| Core 1 | 3 | DANC 228 | 2 | ||
| Core 3 (or Core 2) | 3 | DANC 235 (Core 4) | 3 | ||
| DANC 345 | 2 | ||||
| Core 2 (or Core 3) | 3 | ||||
| 16 | 15-16 | ||||
| Sophomore | |||||
| Term 1 | Units | Term 2 | Units | ||
| DANC 263 & DANC 216 | 3-4 | DANC 316 | 1 | ||
OR | DANC 324 or 323 | 3 | |||
| DANC 328 or 327 | 3 | ||||
| DANC 323 or 324 | 3 | DANC 336 | 2 | ||
| DANC 327 or 328 | 3 | HIST 146 (or Core 11) | 3 | ||
| DANC 335 | 2 | THEA 101 | 3 | ||
| PSYC 201 | 3 | Core 10 | 3 | ||
| Core 5 | 3 | ||||
| 17-18 | 18 | ||||
| Junior | |||||
| Term 1 | Units | Term 2 | Units | ||
| DANC 250 | 2 | DANC 424 or 428 | 3 | ||
| DANC 346 | 1 | DANC 437 | 3 | ||
| DANC 423 or 427 | 3 | DANC 450 | 2 | ||
| DANC 436 | 2 | ELED 324 | 3 | ||
| SPED 301 | 3 | Core 8 | 3-4 | ||
| Core 7 | 4 | Elective / Company / Repertory | 0-3 | ||
| Elective / Company / Repertory | 0-3 | ||||
| 15-18 | 14-18 | ||||
| Senior | |||||
| Term 1 | Units | Term 2 | Units | Term 3 | Units |
| DANC 201 | 2 | DANC 350 | 2 | DANC 490 | 6 |
| DANC 321 (Core 9) | 3 | DANC 424 or 428 | 3 | DANC 493 | 1 |
| DANC 423 or 427 | 3 | DANC 491 | 3 | DANC 494 | 6 |
| DANC 480 | 2 | Core 12 | 3 | ||
| REED 365 | 3 | Core 14 | 3 | ||
| Core 13 | 3 | Elective / Company / Repertory | 3 | ||
| 16 | 17 | 13 | |||
| Total Units 141-150 | |||||
- The students will synthesize expressive range, stylistic versatility and high standard of rigor within healthy technical achievement and somatic understanding.
- The students analyze, intuit, produce, deliver and evaluate the creative process for original dance choreography.
- The students will demonstrate oral and written skills, critical thinking in aesthetic language and historical / worldview perspectives.