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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Aesthetic Activities 1
Module Code SS123
School School of Health & Human Performance
Module Co-ordinatorSemester 1: Mika Manninen
Semester 2: Mika Manninen
Autumn: Mika Manninen
Module TeachersEimear Holland
Mika Manninen
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Repeat examination

This module aims to introduce students to the knowledge, understanding and skills of Gymnastics, Acrobatics, Circus, and Dance movements. It aims to generate a basic appreciation and understanding of creativity within a range of Aesthetic and Expressive activities. It will inform safe practice, skill progression and will promote knowledge of music, technique and body preparation. It will highlight Dance and Gymnastics movements as transferable, linking with other activities within the strand, across the strand and across subjects in the Irish Curriculum. It will review and explore a range of appropriate strategies for teaching and learning, thus preparing the students for teaching practice and familiarising them with the post-primary PE curriculum. It will explore the use of Aesthetic and Expressive activities as the framework for exploring different instructional models and styles including but not limited to student- and teacher-led instruction as well as the Teaching Social and Personal Responsibility –instructional model. Lastly, the module aims to begin to explore the importance of body image and gender norms in Aesthetic and Expressive activities.

Learning Outcomes

1. Plan gymnastics and dance lessons appropriate for age and ability for post-primary students which apply first principles of learning and instruction.
2. Be able to demonstrate and support, describe and evaluate the key principles of skills, performance, creativity, and compositional principles and be able to evaluate and provide feedback on how they could be improved in Aesthetic and Expressive activities.
3. Understand and apply appropriate and effective pedagogy in relation to selected learning outcomes (i.e., different instructional styles).
4. Identify cross activity, strand and subject links.
5. Begin to develop the following transferable skills: selecting and applying skills, decision making, problem solving, creative thinking, leadership including the ability to communicate, organise and manage and the ability to work as part of a group, interpreting and applying scientific literature).
6. Begin to understand sociological aspects of Aesthetic and Expressive activities (including but not limited to body image issues).

Workload Full-time hours per semester
Type Hours Description
Lecture12One 1-hour lecture per week.
Workshop24Practical workshops/lessons on Aesthetic and Expressive Activities once a week two hours at a time.
Directed learning12Time dedicated to practicing and reinforcing skills taught in the lecture and workshops.
Online activity12Time dedicated to reading of and downloading of resources
Independent Study65All time dedicated to searching for and creating resources for teaching practice; reading, planning and practising for assessments and exam.
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Fundamental movement skills and biomechanics
An introduction to gymnastics, acrobatics, and dance including specific physiological body preparation: The fundamentals of technique and basic biomechanical principles (e.g., balance, rotation, flight); Basic gymnastic, acrobatic, and dance skills, progressions and support procedures; Exploration of the meaning and purpose of Aesthetic and Expressive activities to the individual and society.

Fundamental understanding of basic principles in Aesthetic and Expressive activities
Development of motifs and phrases; Exploration of Laban's 7 actions; Use of music (e.g., rhythm, beats, tempo, and meter);

Development of Choreography
Understanding of different choreographic processes and key components of choreography (e.g,, space, time, transitions, musicality, direction, unity).

Planning of lessons against intended lesson outcomes; Planning for differentiation; Use of different teaching and instructional styles; Use of relevant and effective feedback.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Performance evaluationGroup Teaching Episode in Gymnastics/Acrobatics30%Week 6
Loop ExamAn individual multiple choice exam.20%Sem 1 End
AssignmentDance choreography in small groups25%Sem 1 End
AssignmentGroup Gymnastics/Acrobatics lesson plan.15%Week 6
Performance evaluationContinuous participation during the module.10%Every Week
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Mitchell, D., Davis, B. and Lopez, R.: 2002, Teaching Fundemental Gymnastic Skills, Human Kinetics, NY, 13: 9780736001243
  • Smith, F. and Pocknell, L.: 2007, A practical Guide to teaching dance, NDTA and AfPE,
Other Resources

0, Software, 0, Audacity: Free, open source, cross-platform audio software, https://www.audacityteam.org/,
Programme or List of Programmes
PEBB.Sc Physical Education with Biology
PEMBSc in Physical Education with Maths.
Date of Last Revision04-OCT-10

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