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Module Specifications

Archived Version 2012 - 2013

Module Title Applied Studies in Aesthetic Activities
Module Code SS123
School School of Health & Human Performance

Online Module Resources

Module Co-ordinatorMs Eimear HollandOffice NumberA224
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description

This module aims to introduce students to the knowledge and understanding of Dance and Gymnastics movements within the (lower JCPE) curriculum. It aims to generate a basic appreciation of compositional creativity within a constructivist framework. It will inform safe practice, progression and will promote knowledge of 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. 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 Dance and Gymnastics as the framework for exploring further instructional models including but not limited to the 'Inquiry Model' and will be able to apply them in teaching scenarios.

Learning Outcomes

1. Describe Dance and Gymnastics schemes of work for Junior Cycle Physical Education Curriculum (JCPE) Dance and Gymnastics.
2. Plan lessons appropriate for age and ability for (lower) junior cycle students which apply basic continuity and progression principles.
3. Be able to demonstrate and support, describe and evaluate the key principles of skills and compositional principles and be able to evaluate and provide feedback on how they could be improved.
4. Identify and apply appropriate and effective pedagogy i.e. learning styles, personalised learning and pupil centred assessment and instructional models i.e. 'Inquiry Model'.
5. Identify cross activity, strand and subject links.
6. 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



Workload Full-time hours per semester
Type Hours Description
Lecture36Dance (3 per week) and Gymnastics (3 per week) practical lectures
Directed learning11 hour exam
Tutorial2Assessment Tutorial
Online activity4Time dedicated to the moodle discussion board
Online activity4Time dedicated to reading of and downloading of resources
Online activity2Time dedicated to reading and posting assessment queries
Directed learning6Time dedicated to practicing and reinforcing skills taught in the lecture. This will be in spaces provided
Independent Study70All time dedicated to searching for and creating resources for teaching practice; reading, planning and practising for assessment 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 and biomechanics
An introduction to gymnastics including specific physiological body preparation. The fundamentals of technique and basic biomechanical principles eg. balance, rotation, flight. Basic gymnastic skils, progressions and support procedures. Exploration of the meaning and purpose of gymnastics to the individual and society.

Development of composition
Development of motifs and phrases; Incorporation of Laban's 7 actions; Use of rhythm, counting beats and music; Cross strand and subject links; Transitions; Inclusion of entrances and exits; The use of assessment against intended lesson outcomes; Planning for differentiation; Use of different teaching styles; Use of resources to broaden different learning styles

Development of choreographic processes
Entrances and exits; Transitions; Utilisation of stimuli i.e. pictures, video clips, words, stories etc; Props etc

Pedagogic Element Development
The use of assessment against intended lesson outcomes Planning for differentiation. Use of different teaching styles; Use of resources to broaden different learning styles; Assessment for Learning.

Assessment Breakdown
Continuous Assessment90% Examination Weight10%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
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
Unavailable
Indicative Reading List

  • Adshead, J.: 1984, Dance: A Multi-cultural Perspective, Dance Research Unit by NRCD, Guilford,
  • Ashley, L.: 2000, Essential Guide to dance, Hodder and Stoughton, London,
  • Brinson, P.: 1991, Dance as Education, Falmer Press, Basingstoke,
  • Harrison, K. and Auty, J.: 1991, Dance Ideas, Hodder and Stoughton, London,
  • Huddersfield, S. C.: 1990, BAGA Women’s Gymnastics Manual, Springfield Books Ltd,
  • Karascony, I.: 1996, Flexibility in Gymnastics, NCF,
  • McFee, G.: 1994, The Concept of Dance Education, Routledge, London,
  • McFee, G.: 1992, Understanding Dance, Routledge, London,
  • Mitchell, D., Davis, B. and Lopez, R.: 2002, Teaching Fundemental Gymnastic Skills, Human Kinetics, NY, 13: 9780736001243
  • Readhead, L.: 1997, Men's Gymnastics Coaching Manual, Crowood Press,
  • Smith, F. and Pocknell, L.: 2007, A practical Guide to teaching dance, NDTA and AfPE,
Other Resources

None
Programme or List of Programmes
PEBB.Sc Physical Education and Biology
PEMBSc in Physical Education with Maths.
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