Jun 17, 2024  
2011-2012 Undergraduate Bulletin 
    
2011-2012 Undergraduate Bulletin [ARCHIVED BULLETIN]

Dance Education, B.S.Ed.


Associate Professors Westergard, Brandenberger, Becker
Assistant Professor Feldman

This undergraduate major program is designed to prepare prospective dance teachers to be highly skilled and creative dancers and choreographers, as well as scholarly, reflective educators, able to meet the varied needs of students of all grades. This program focuses attention on the acquisition of knowledge and skills that enable the pre-service teacher to develop and implement effective, innovative dance education programs that meet the New York State Learning Standards for the Arts. Upon successful completion of the program, students will be eligible for New York State initial certification as a teacher of dance in all grades.

Program Philosophy, Goals and Objectives of Dance Education


The mission of the Bachelor of Science in Education Dance Education program is to prepare highly skilled and creative artist educators who understand the broad educational and developmental role dance can play for students of grades PreK-12. The program focuses attention on the development of knowledge and skills that prepare the college students to design and implement innovative dance education programs in the public schools, as well as in private schools and dance studios, that promote dance literacy, knowledge of the role of the dance and dancers in diverse cultures, artistic development, skill development, personal development, collaboration with others, and learning in other academic areas. The program is designed to prepare prospective teachers to create productive learning environment through effective planning and execution of instructional activities; effectively assess student learning; address special developmental and educational needs of students from PreK-12; teach students of both genders with a diversity of needs, experiences, cultural backgrounds, languages, disabilities, and special abilities; collaborate effectively with colleagues; and communicate, educate, plan, and work effectively with students’ families, school personnel and the surrounding community, including local arts community.

Specific Program Objectives


  1. Develop skill and artistic mastery of dance, choreography, and production, while expanding scientific, theoretical, historical, cultural, aesthetic and pedagogical knowledge of dance.
  2. Learn about the significance of dance in the evolution of human thought and expression, and the connections between dance and diverse cultures.
  3. Be introduced to music from many cultures, and the varied possible creative relationships between music, dance and dance education.
  4. Understand how individuals learn and develop and be able to provide, through dance and creative problem solving activities, opportunities that support PreK-12 students’ physical, creative, cognitive, social, and emotional development.
  5. Understand how individuals differ in their approaches to learning and create appropriate instruction adapted to diverse learners.
  6. Use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  7. Use knowledge of effective verbal, nonverbal, and media communication techniques and technology to foster inquiry, collaboration, and the ability to take creative chances in dance activities.
  8. Plan and implement a variety of developmentally appropriate instructional strategies to develop dance and kinesthetic educated individuals, and that conform to the New York State Learning Standards for the Arts.
  9. Understand and use formal and informal assessment strategies to foster cognitive, creative, physical, social, and emotional development of learners through dance activities.
  10. Be reflective practitioners who evaluate the effects of their actions on others and seek to grow professionally.
  11. Foster relationships with colleagues, parents/guardians, and community agencies to encourage an understanding and appreciation of the art of dance, and to support learners’ growth and well being.

Program Requirements


During the second semester of the sophomore year (having completed a minimum of 45 semester hours of college work, and DNCE 13 and 17) students may apply for admission to the School of Education, Health and  Human Services through the Department of Teaching, Literacy, and Leadership.  An interview will be required. 

The B.S. in Education degree in dance education requires the following:

Semester Hours: 129.5 to 130.5 and GPA Requirement


The successful completion of at least 129.5 to 130.5 semester hours with a cumulative grade point average (GPA) of 2.75 or better in all course work, and a GPA of 2.5 or better in dance course work.

Liberal Arts - Semester Hours: Minimum 63


At least 63 semester hours in liberal arts with no fewer than 30 s.h. outside the Department of Dance.

Residence Requirement


There are two requirements that ordinarily must be completed in residence at Hofstra: 30 semester hours of course work in education, including student teaching; and the last 30 hours of course work taken.  (Education courses need not be included within the last 30 hours.)

The following general and major requirements:


WSC 1 & 2 and Writing Proficiency Exam


WSC 1 and 2 and a passing score on the Writing Proficiency Exam. (See University Degree Requirements), 6 s.h.

Literature course & SPCM 1


Any literature course offered for distribution credit, 3 s.h., and SPCM 1, 3 s.h.

History


History–any HIST course offered for distribution credit, 3 s.h.

Social Sciences


Social Sciences–any social science course offered for distribution credit, 3 s.h. 

Natural Science


Mathematics


Mathematics–any MATH course offered for distribution credit, 3 s.h.

Information Retrieval


Information Retrieval–CSC 5, LIBR 1, or a passing score on the Examination for Information Retrieval (EIR), 0-3 s.h.

Language Other Than English


Language other than English–Completion of 3 s.h. of a language other than English, or language placement equivalent to 3 s.h. Three s.h. of American Sign Language  (REHB 191) will satisfy this requirement but does not provide liberal arts and sciences credit. 

Dance Course Work - Semester Hours: 50 to 51


Dance course work: 50 to 51 semester hours, depending on s.h. of dance elective

With regard to the courses listed below:

**One dance elective chosen from DNCE 30, 39, 40, 41, 48, 49, 50, 110, 122, 123, 131, 133; AFST 39; IRE 110; or by approval of the program director.

+Required courses related to dance: PESP 12, 107; DRAM 55 (concurrently with DNCE 25), 157

Professional Education course work - Semester Hours: 30 (with advisement)


Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C or higher in order to remain in the program.

* Footnote


*Twenty clock hours of participation/observation in elementary and secondary schools are required in each of the following courses:

CT 102 Field Placement–grades PreK-12
SPED 102 Field Placement–in varied settings; grades PreK-12
CT 119 Field Placement–grades PreK-6
CT 120 Field Placement–grades 7-12
SED 151 Field Placement–grades 7-12


Students receiving a grade lower than C- in a professional education course must repeat the course and receive a grade of C or higher in order to remain in the program.

Free electives - Semester hours: 11 (under advisement)


Eleven semester hours of free electives under advisement.

MOVOM


Participation in MOVOM (Modern Dance Club) all semesters except the semester of student teaching.

Seminars


The following seminars are a part of your program and are required in order to complete your degree at Hofstra University:

*    Identification of Child Abuse and Maltreatment
*    Fire & Arson Prevention
*    Prevention of Alcohol, Tobacco, and Drug Abuse
*    School Violence Prevention and Intervention (SAVE)
*    Highway and School Safety/Prevention of Child Abduction

American Red Cross Community First Aid and Safety Course


Successful completion of the American Red Cross Community First Aid and Safety Course, or courses as approved by the program coordinator.

Student Teaching Requirements


After completing at least 19 semester hours of professional education course work and an adviser audit of content area course work, students may apply for admission to student teaching. Application forms may be obtained in the Office of Field Placements. Placement criteria are as follows:

  1. A cumulative GPA of 2.75 or better on overall course work or permission of adviser.
  2. No grades lower than C- and no unresolved INC grades in professional education course work.
  3. A GPA of 2.5 or higher in dance content courses.

Graduation Requirements


  1. Completion of criteria 1 through 8 listed above under Program Requirements.
  2. No grades lower than C- and no unresolved INC grades in professional education course work.
  3. An overall GPA of 2.75 or better in all course work.
  4. A GPA of 2.5 or better in dance course work.
  5. An electronic portfolio, illustrating the student’s education course work and professional accomplishments.
  6. Completion of all New York State Education Law seminar requirements.

Teacher Certification Requirements


Upon the successful completion of a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the Office of Certification and Educational Support Services the semester in which the student is graduating. Students who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (Birth-Grade 2), elementary (Grades 1-6) and secondary (Grades 7-12), special subject teachers and educational leaders are required to pass the New York State Teachers Certification Examinations (NYSTCE) administered by Pearson Education, for state certification requirements. Students should consult with the Office of Certification and Educational Support Services regarding the appropriate examinations for their area of study. Beginning in May 2013 graduating students will be required to pass new Performance Assessments and revised Content Specialty Tests.

It is strongly recommended that students complete the Liberal Arts and Sciences Test (LAST) prior to student teaching, and the Assessment of Teaching Skills Written (ATS-W) and the Content Specialty Test (CST) during student teaching. Students not receiving passing scores on these examinations will not be eligible for certification.

In addition to fulfilling the required courses of study, the Commissioner’s Regulations mandate that all prospective teachers, pupil personnel and education leaders receive instructions regarding:

  1. Identification of Child Abuse and Maltreatment
  2. Fire and Arson Prevention
  3. School Violence Prevention and Intervention
  4. Prevention of Alcohol, Tobacco and Drug Abuse
  5. Highway and School Safety/Prevention of Child Abduction

New York state legislation also requires all persons seeking certification as special education teachers or school administrators working in special education to have training in the area of children with autism. All of these requirements must be completed before the conferral of the degree and recommendation for certification.