Summer 2021 - EDUC 430 E100

Designs for Learning: Dance (4)

Class Number: 2395

Delivery Method: Remote


  • Course Times + Location:

    Th 5:30 PM – 9:20 PM

  • 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.


This class will be offered remotely and synchronously.  Students are expected to be online and available during scheduled class times.  See 'Grading Notes' section for more information.

During the Summer 2021 semester, EDUC 330 is offered alongside EDUC 430.  EDUC 330 is an introductory experiential movement course where students will learn about and integrate the movement concepts into a way of creating movement sequences as a non-verbal language of expression.  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. When this class meets in person it is an active experiential class. We do the best we can online and have come up with some interesting movement tasks designed to keep us all moving as much as online allows!


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, multicultural content, social justice and trauma informed care. 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. Students are expected to be articulate and conversant with main ideas of the course (quiz in class July 22). All assignments are required and must be completed to achieve a passing grade. There will be no final examination in this course.


  • Readings & Weekly Discussion Board 20%
  • Powerpoint Responses 10%
  • Unit Plan or TBD 10%
  • Main Ideas Quiz 10%
  • Final Dance Performance (small groups online) 10%
  • Participation 40%


Thursday meeting time (5:30 - 7:00 p.m. for Educ 330 with 5:30 – 7:45 p.m. for Educ 430) Remote instruction through Zoom and Canvas. Zoom meeting link will be posted in Canvas or email me for it. Expect a shorter weekly Zoom synchronous meeting with asynchronous assignments. (13 classes: May 13 – Aug 5, 2021)

Participation includes in class assignments, resource sharing music & multicultural, quizzes, compositions, physically demonstrate that you grasp the movement concepts SPACE, TIME, FORCE, BODY as taught each week.

There is no final exam for this course.



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

Note: if you’re a teacher you might want a hard copy of Creative Dance for all Ages, lots of second hand ones available online
ISBN: 9781450480949


Smart Moves by Carla Hannaford

Note: Lots of second hand copies used online around $5
ISBN: 9780915556373


Teaching Dance as Art in Education by Brenda Pugh McCutchen.

(Recommended for Secondary Dance Specialists.  This is a highly technical guide. I recommend consulting me before you buy it. Yes, it’s spendy!)
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.


Teaching at SFU in summer 2021 will be conducted primarily through remote methods, but we will continue to have in-person experiential activities for a selection of courses.  Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning ( or 778-782-3112).