B.F.A. in Dance Performance and Choreography with PreK-12 Dance Education Concentration
Dance majors may elect to obtain state certification to teach dance to PreK-12 students. Students in this program are eligible to apply for certification to teach dance in grades PreK-12 in the public schools in Maryland and other states. The program leads to the Bachelor of Fine Arts degree in Dance Performance and Choreography with PreK-12 Dance Education Certification.
Students whose GPA falls below the minimum 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 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 certification 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 certification program by the Dance Education Unit and must complete the specified teacher education sequence.
Towson University Dance students will:
Synthesize expressive range, stylistic versatility and rigorous standards within healthy technical achievement and somatic understanding;
Analyze, intuit, deliver and evaluate the creative process for original dance choreography;
Demonstrate oral and written skills, critical thinking in aesthetic language and historical/world view perspectives;
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:
Develop an ability to creatively respond both divergently and convergently to changing environments;
Transition thinking from dance as hobby to a preparation for a lifetime as a facilitator of learning;
Engage in a thoughtful class practice with skills and ways of thinking that encourages health, balance and long-term approach to dancing;
Develop a unique artistic voice through dreaming, risking, envisioning and creating dance work with rigor;
Maintain a healthy, toned and energized physique, with somatic approach that supports dynamic alignment, reducing risk and increasing health and longevity of the dancer;
Study dance history with a world view for understanding and appreciation of all people;
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;
Cultivate themselves as intelligent audience members who respect the art form and become lifetime arts advocates;
Practicing consistently the disposition of educators which include caring commitment and collaboration;
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 formal entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
The College of Education admits 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 COE screened majors and programs.
All College of Education 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 COE students are required to confer prior to registration each term with their assigned advisers.
I. PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS
- Complete a notarized 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 credit hours for program-specific procedures and requirements for admission to professional education programs.
- Document a minimum GPA of at least 3.00 during the most recent two years of the candidate’s general education. A grade of PS (Pass) is not accepted for courses required in the major/minor per the undergraduate catalog. AP credits can be applied towards requirements in the major/minor, but not towards the GPA.
II. 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 65 units of required DANC courses, 3 units of THEA, and 40 units of professional education requirements.
Dance Performance and Choreography Major Requirements
|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 2|
& DANC 324
|LEVEL II BALLET|
and LEVEL II BALLET
& DANC 328
|LEVEL II MODERN|
and LEVEL II MODERN
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.
|Level III Technique Courses 2|
|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|
|Select one of the following:||3|
|MODERN DANCE REPERTORY|
|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||READING AND WRITING IN THE CONTENT AREAS PREK-12||3|
|SPED 301||INTRODUCTION TO SPECIAL EDUCATION||3|
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.
Students are required to master each level of ballet and modern dance before progressing to the next level. When courses are repeated, content will be changed with each offering of the course.
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:
- 3 units of either TU Dance Company or Ballet or Modern Repertory.
- 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 Advisor.
As a mechanism for assessing progress toward the degree, all Dance Performance and Choreography majors will be evaluated by a jury of faculty members during the August prior to the sophomore year. The jury will consider completed essays, video portfolio, and verbal presentation from each student. Written and verbal assessment 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 class each term prior to their scheduled jury and during their senior year.
Suggested Four-Year Plan
Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.
|Term 1||Units||Term 2||Units|
|DANC 216||1||DANC 126||3|
|DANC 223||2||DANC 224||2|
|DANC 227||2||DANC 228||2|
|DANC 245||3||DANC 235 (Core 4)||3|
|Core 1 (or Core 2)||3||DANC 345||2|
|Core 3||3||Core 2 (or Core 1)||3|
|Term 1||Units||Term 2||Units|
|DANC 263||3||COMM 131 (Core 5)||3|
|DANC 323 or 324||3||DANC 201||2|
|DANC 327 or 328||3||DANC 324 or 323||3|
|DANC 335||2||DANC 328 or 327||3|
|PSYC 201||3||DANC 316||1|
|Core 6||3||DANC 336||2|
|Term 1||Units||Term 2||Units|
|DANC 250||2||DANC 350||2|
|DANC 321 (Core 9)||3||DANC 437||3|
|DANC 346||1||DANC 450||2|
|DANC 436||2||DANC 423, 424, 427, or 428||3|
|SPED 301||3||Core 8||3-4|
|Core 7||4||Core 14||3|
|Term 1||Units||Term 2||Units||Term 3||Units|
|DANC 423, 424, 427, or 428||3||DANC 423, 424, 427, or 428 (as needed)||0-3||DANC 490||6|
|DANC 480||2||DANC 491||3||DANC 493||1|
|ELED 324||3||EDUC 202||3||DANC 494||6|
|HIST 145 or 146 (Core 11)||3||REED 365||3|
|THEA 101||3||Core 12||3|
|Total Units 136-140|
- 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.