Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Repeat examination |
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Description 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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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). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
Fundamental movement skills and biomechanicsAn 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 activitiesDevelopment of motifs and phrases; Exploration of Laban's 7 actions; Use of music (e.g., rhythm, beats, tempo, and meter);Development of ChoreographyUnderstanding of different choreographic processes and key components of choreography (e.g,, space, time, transitions, musicality, direction, unity).PedagogyPlanning of lessons against intended lesson outcomes; Planning for differentiation; Use of different teaching and instructional styles; Use of relevant and effective feedback. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Software, 0, Audacity: Free, open source, cross-platform audio software, https://www.audacityteam.org/, | |||||||||||||||||||||||||||||||||||||||||||||||||||||