Dance II

Abstract

To experience dance as a subject in school in a condensed way and to recognize the social components of this field of activity; to create identity, to live emotions - with respect!Versatile, practice-oriented teaching of dance, which promotes didactic-methodical, technical and artistic skills. Improvement, deepening and expansion of dancing skills included.

Objective

• Motoric improvement, deepening and extension of dancing skills in different dance styles • Gain confidence in teaching competence: Students reflect, among other things, on the importance of the learning levels (acquiring, applying, designing E-A-G) and acquire practical measures for teaching. They are able to use optional content from current teaching materials in practice and, depending on their level of proficiency, to apply it in a way that makes it both more difficult and easier. This allows the prospective teachers to determine and apply a meaningful choice of content from the field of "Presenting and Dancing" in accordance with the situational and personal requirements of a class. Since it is a challenge for teachers of our time to deal with heterogeneous classes, the ability to react flexibly without losing the planned line is very valuable and in demand (theory-practice transfer in the area of "performing and dancing"). • Choreography - to analyze this topic in more detail and get to know, develop and implement design and practical possibilities. In this way the ability to interpret and express and creativity can be promoted. • Be able to classify and apply learning aids • Observe - Assess - Advise (teaching-learning dialogue): Being able to give, receive and use feedback. Develop methods to consciously integrate empathy into the classroom • Use media (video, music) in a meaningful way and be able to work with them: Knowledge of didactic considerations in physical education, on the one hand, in the selection and use of music, and on the other hand, in film and video work.

Content

• During the semester, various technical, dance style-specific and creative inputs are worked on, deepened, trained, applied and further developed (dance mix, house, hip hop, Latin, jazz dance, lyrical dance, dance theatre, body percussion, couple dance) • Implementation of a music analysis in a group design (parameter: time-space-force): In a team, create a choreography corresponding to the group and its members, which promotes didactic, methodological, artistic and technical skills (practical) • Rhythmization examples for lesson planning in the field of dance: What possibilities do I have as a teacher to teach dancing to girls and boys in such a way that the intensity, concentration and motivation can be kept high? • Basics of music editing and creation of dance recordings • Plan and reflect on concrete exercises and their efficiency • Dealing with forms of learning and organisation: exercises, pictures, literature, variations, differentiation... • Coaching in creative assignments and process-oriented work using the example of problem-based learning (self-organised learning): The student chooses the level of difficulty of a task himself, so that an increase in learning is possible for each individual and can be easily carried out in the time available.

Resources