Summer 2019 - EDUC 430 E100

Designs for Learning: Dance (4)

Class Number: 4156

Delivery Method: In Person


  • Course Times + Location:

    Tu 5:30 PM – 9:20 PM
    EDB 7550, Burnaby

  • Prerequisites:

    EDUC 401/402 or corequisite EDUC 403.



For students and teachers with some movement and dance experience who are planning to teach dance in school or recreational settings. Students will continue experiential and theoretical explorations of movement language framework concepts with increasing emphasis on expressive, formal and critical aspects of dance and movement education.


Note: Educ 430 is a course for students who wish to integrate movement and dance into their teaching as outlined below. Students in both courses will work together. i. e. Educ 330 will be learning about the concepts and Educ 430 will be teaching the concepts. The last hour will be in depth study for Educ 430 connecting movement concepts and curricular materials as noted below.

This course is designed for teachers who plan to teach dance in the school system in arts, physical education, dance program specialist or classroom contexts from grades K - 12. Students will learn a developmental progression of teaching dance to primary, intermediate and secondary students with consideration of the distinctive needs and abilities of each of these groups. Extensive dance experience is not required so much as a keen desire to explore movement ideas and possibilities in a creative and supportive learning environment. All dance ability levels are welcome. Attendance and active physical participation is a requirement of this course and is an important criterion for grading because of the experiential nature of dance. Students should come to class dressed comfortably in clothing that allows them to move without restriction. We will attend a dance performance together on an alternate class night (TBA) and write a follow up dance review about the experience.


Students are expected to demonstrate an ongoing and clear understanding of the movement elements in their developing work. One objective of this course is to explore creative ways of integrating literature, writing and art with dance with plenty of opportunity for self expression and individual interest areas. This course seeks to encourage integration of movement into all curricular areas in exciting and innovative ways, including the new indigenous connections and multicultural content. We will cover the Fundamental Movement Patterns and their significance to human learning and development as well as Anne Green Gilbert's Brain Dance. Students will learn a variety of approaches to generating choreography as well as have opportunities to create, perform and critique their own small group dance compositions. They will study lesson and unit planning, assessment strategies and the Ministry of Education’s IRP’s for dance. Assigned readings will consider contemporary issues related to dance in education.


  • Reflective Movement Journal 10%
  • Dance Performance Review 10%
  • Small Group Reading Presentation 10%
  • Unit Plan 10%
  • Main Ideas Quiz 10%
  • Final Dance Performance 10%
  • Participation 40%


  • Students are expected to be articulate and conversant with main ideas of the course (quiz in class mid July). All assignments are required and must be completed to achieve a passing grade
  • There will be no final examination in this course



Creative Dance for all Ages (second edition with web resources) by Anne Green Gilbert
ISBN: 9781450480949

Smart Moves by Carla Hannaford
ISBN: 9780915556373


Teaching Dance as Art in Education by Brenda Pugh McCutchen
ISBN: 9780736051880

Registrar Notes:

SFU’s Academic Integrity web site is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University.