Dance BA

Program Purpose


The purpose of this program is to offer a liberal arts education in dance which is centered in the gospel of Jesus Christ. Upon the completion of this degree the student will be prepared for post-baccalaureate programs, or for teaching, performing and/or choreographing within the private sector.

Curricular Structure

Catalog Information

Major Academic Plan

Learning Outcomes


Alignment with BYU Mission and Aims: Program objectives and expected outcomes align explicitly with the Mission ("to assist individuals in their quest for perfection and eternal life") and the Aims statements of the University (to provide spiritually strengthening, intellectually enlarging, and character building experiences, and to promote lifelong learning). The Dance Department philosophy addresses the development of the whole individual--the mind, body and spirit. The BA in Dance program by design is spiritually strengthening, intellectually enlarging, and character building. We desire our graduates to create art as well as teach dance in a manner which reflects values and moral character centered in the gospel of Jesus Christ. This program allows both breadth and depth of knowledge within the discipline and within general education requirements. We encourage scholarly research on multiple levels. We encourage our graduates to contribute to church and community through service and employment opportunities. The very nature of the dance discipline encourages graduates to engage in lifelong learning and service to others.

Technical Skill and Artistry

Students will demonstrate advanced technical and artistic skill in one dance genre, and intermediate skill in another.

Courses that Contribute: DANCE 135 DANCE 171 DANCE 172 DANCE 173R DANCE 184 DANCE 185 DANCE 190 DANCE 231R DANCE 235 DANCE 241R DANCE 264 DANCE 273 DANCE 273R DANCE 274R DANCE 275 DANCE 278 DANCE 279 DANCE 281 DANCE 284 DANCE 285 DANCE 290 DANCE 291R DANCE 294R DANCE 332R DANCE 361 DANCE 373 DANCE 374R DANCE 376 DANCE 378R DANCE 382R DANCE 384R DANCE 388R DANCE 397 DANCE 399R DANCE 429R DANCE 440R DANCE 468R DANCE 474R DANCE 478R DANCE 480R DANCE 489R DANCE 498R
Linked to BYU Aims: Competence
Choreography, Performance, Teaching, or Research

Students will demonstrate competency in a self-selected dance specialty such as pedagogy, performance, choreography, [or research.]

Courses that Contribute: DANCE 171 DANCE 173R DANCE 190 DANCE 231R DANCE 241R DANCE 264 DANCE 273 DANCE 274R DANCE 275 DANCE 278 DANCE 279 DANCE 294R DANCE 342 DANCE 348R DANCE 351 DANCE 357 DANCE 359R DANCE 361 DANCE 367 DANCE 373 DANCE 374R DANCE 376 DANCE 377 DANCE 386 DANCE 391R DANCE 396 DANCE 397 DANCE 399R DANCE 440R DANCE 459 DANCE 460 DANCE 474R DANCE 486 DANCE 487 DANCE 498R
Linked to BYU Aims: Communicate effectively, Human knowledge
Research and Theory

Students will examine, synthesize, and apply theory within a comprehensive dance curriculum. The BA curriculum includes studies in dance history, cultural studies, dance sciences, somatics, and music.

Courses that Contribute: DANCE 229R DANCE 273 DANCE 332R DANCE 343 DANCE 361 DANCE 367 DANCE 373 DANCE 376 DANCE 377 DANCE 378R DANCE 386 DANCE 387 DANCE 396 DANCE 397 DANCE 468R DANCE 474R DANCE 478R DANCE 486 DANCE 487 DANCE 488R DANCE 489R
Linked to BYU Aims: Communicate effectively, Competence
Professionalism

Students will model professional behavior and practice.

Courses that Contribute: None
Linked to BYU Aims: Character
Spiritual Values and Ethical Issues

Students will critically examine spiritual, ethical, and professional issues relevant to dance.

Courses that Contribute: None
Linked to BYU Aims: Character

Evidence of Learning


Direct Measures

  1. Intermediate competencies are used as criteria for acceptance into the major. These criteria are available in printed form in the dance department office. Students cannot progress to the next level of technique until adequate skill development can be demonstrated (minimal grade requirement of B- or higher). This helps ensure continuing progression of skills. Grade records and major acceptance records are retained in the Department of Dance.
  2. Information from assessment tools such as research papers, presentations, projects, concert choreography, technique examinations, written exams, lesson plans, teacing evaluations, and performances are used by faculty members on a regular basis to evaluate student achievement within the program. The new assessment plan will collect these artifacts on individual student ePortfolios.
  3. Students are required to complete a substantive capstone senior choreographic, performance, teaching, or research project, assessed by faculty for quality.

Indirect Measures

  1. Focus groups soliciting student input on program analysis deliver valuable ideas for improvement.
  2. Student exit interviews are transcribed, studied, and discussed for program improvement.
  3. Graduation statistics are kept and analyzed. Over the past ten years these statistics have reflected an upward trend in number of students graduating in the Dance BA Program.
  4. Ongoing accreditation reviews are conducted on a regular basis (at seven year intervals for the BYU Academic Unit Self-Study and ten year intervals for each of the National Association of Schools of Dance [NASD] in 2009-10 and the Northwest Commission on Colleges and Universities [NWCCU]).
  5. Alumni surveys are used periodically for assessment purposes, when internal studies or accreditation reviews require them
  6. Dance related jobs
  7. Students accepted to graduate programs

Learning and Teaching Assessment and Improvement


August 2011

  1. Completed linking CLO's to PLO's.  Problem courses were identified, addressed, and resolved.

September 2011

  1. The suggested revisions to the assessment plan were approved by the Dance Faculty and became an action plan.  Committees were formed, one for each of the six PLO's to create rubrics to identify uniform markers to measure student achievement in each of those PLO's.
  2. Each faculty member was charged to evaluate the CLO's in courses they currently taught for improvement.  Best wording practices were reviewed.  November 2011

November 2011

  1. Faculty continued to engage in discussions resulting in the PLO's being reduced again from 6 to 4.  Program Learning Outcomes 4, 5, & 6 became one with three options.  The on going commitee work was still valid even with this reduction.
  2. Course syllabus and teacher for D 459 were prepared to require the completion of the ePortfolio. 

April 2012

  1. An assessment committee and chair wer designated to follow through on collection and evaluation of the sample ePortfolios.  Using the prepared rubrics,  this committee will meet during summer term to asses the e-portfolios and report to the faculty in August on the results.   Their assessment report in Fall meetings 2012 should drive curriculum changes or decisions for the coming academic year.