Dance Education K-12 BA
The purpose of this program is to prepare students for teaching dance in a public school setting (grades K - 12) with certification at the secondary level and an endorsement at the K-6 level, while achieving a Bachelor of Arts degree. Upon completion of this degree the student will be prepared for post-baccalaureate programs, or for teaching, performing, or choreographing within the community or private sector.
Goal: This program will prepare students with a thorough foundation of knowledge and skills required for certification as an entry level dance educator in the public schools (grades K-12). (ScEd476)
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). Our department philosophy addresses the development of the whole individual--the mind, body and spirit. Our 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. Our 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 our discipline encourages our graduates to engage in lifelong learning.Dance Technique, Performance, and Choreography
Students will demonstrate proficiency in contemporary modern dance technique, performance, and choreography.
Students will meet the Utah Effective Teaching Standards at the basic competence level.
Students will examine, synthesize, and apply theory within a comprehensive dance curriculum.
Students will model professional behavior and practice in dance education.
Students will critically examine spiritual and ethical issues relevant to dance and education.
Evidence of Learning
The Dance Education program has established, in coordination with the McKay School of Education, four transition points (admission to the program, preclinical phase, post-clinical phase, and alumni) for assessing teacher candidates. At each of these transition points, teacher candidates are evaluated on multiple, common assessments developed and established by the faculty. These assessments include, but are not limited to, evaluations of academic performance (lesson plans, case studies, teacher work samples, etc.), professional and interpersonal behavior measures, dispositional measures, and clinical practice measures, all of which are linked and tied to the program aims and INTASC standards. Common assignments and assessment outcomes are collected via LiveText, an online data retrieval/eportfolio system. This system allows authorized personnel to access any and all data sources (artifacts, assessments, etc.) to create summary reports at the class, course, and program levels. The assessment information, as indicated earlier, is collected in an ongoing fashion during or at the conclusion of each major transition point.
The Dance Education faculty utilizes core assessment tools that are approved by the McKay School of Education, the secondary design team and the University Council on Teacher Education. These tools are cooperatively used by teacher education programs across campus and include:
- Teacher Work Sample
- Clinical Practice Assessment Forms (formative and Summative)
- Candidate Disposition Scale
In addition to these core assessments the Dance Education program also assesses students through:
- Written examinations
- Written philosophy statements about teaching
- Written and verbal evaluation of lesson plans and classroom management plans
- Immediate verbal and written faculty assessment of teaching observations
- Student assessment of in-class performances
- Monitoring progress through the College Advisement Center and department advisement.
- Student video documentation of technical proficiency and teaching skills, kept by students throughout their program.
- Focus groups soliciting student input on program analysis and improvement are systematically used to assess program effectiveness.
- Student exit interviews are transcribed and used for program improvement.
- Graduation statistics are kept and analyzed. Over the past ten to fifteen years these statistics reflect an upward trend in number of students graduating in the Dance Education Program. Additionally, over the past several years, despite increasing scarcity of positions, almost all graduates of our program who have sought employment in the public schools have been hired. Others have successfully sought and obtained employment in private sector dance teaching settings.
- 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] and the Northwest Commission on Colleges and Universities [NWCCU]).
- Alumni surveys are used periodically for assessment purposes, when internal studies or accreditation reviews require them.
- Unsolicited correspondence from majors and graduates provides valuable assessment data.
Learning and Teaching Assessment and Improvement
The Dance Department Education Committee periodically reviews learning outcomes and initiates needed improvements in assessment as necessary. This committee interfaces with the Dance Department Learning Outcomes Committee to review current department assessment efforts each semester. During a retreat at the end of winter semester, findings and recommendations for improvement are discussed, with expected implementation to be in place by the following fall semester. Learning Outcomes and assessments for this degree were revised this year for the 2011-2012 school year. A new sustainable assessment plan was formulated and will be officially approved this Fall 2011. It will be implemented in stages, until in 4 years the plan and all artifacts in portfolios can be evaluated. (5/30/2011)
Incoming Dance Education Major students will be oriented and updated regarding Department Assessment procedures in several ways and at various levels of their major program:
1) In an initial orientation to the Major;
2) In Major's meetings, held at least twice yearly;
3) In a Dance Major Handbook;
4) In D 261; D276R; D 465; D 466 and Sec Ed 476R.
The orientation will include information regarding the assessment and artifact requirements; the students' responsibility to provide their own flip video and to collect and download the required artifacts, itemized in the table below into their ePortfolio. The completed ePortfolio will be required in Sec Ed 476R.
At the end of each school year, a random sampling of Graduating Seniors' ePortfolios, stored on a common server, will be evaluated by a team of three faculty. The committee will make recommendations on ways to strengthen the learning cycle and assessments, including curriculum suggestions as appropriate. A representative will post conclusions in the table below.