Dance Pedagogy (B0215A310037)

Programme objectives

The Bachelor's degree in Dance Pedagogy provides an education that includes practical experience with various dance techniques and styles, methodology and didactics of dance education with a focus on folk, classical, modern and contemporary dance, and an overview of the historical development of dance. Emphasis is placed on acquiring the knowledge and skills that form the basic corpus of dance pedagogy.

Students receive a methodologically anchored education in dance pedagogy. They can choose from three specializations: classical dance, modern and contemporary dance, or folk dance. They will learn practically and theoretically about other dance techniques and styles, and methodology and didactics of dance for all age groups. They will gain an overview of the historical development of dance and the knowledge of pedagogy, psychology and voice education necessary for the future profession of teacher.

Future dance educators who undergo intensive dance practiceinformed by university studies in dance pedagogy will contribute in a distinctive way to the development of dance education.

Profile of a programme graduate

Graduates of the Bachelor's degree in Dance Pedagogy have acquired the skills of methodological and didactic thinking as well as a comprehensive understanding of movement supported by anatomical knowledge of the human body. They have also developed creative skills based on a deepening of their practical dance experience and theoretical knowledge in the selected area of focus.

The student is able to competently teach dance techniques and repertoire according to the chosen specialisation (classical dance, modern and contemporary dance or folk dance). At the same time, they gain an overview of dance history and theory, which enables them to perceive the chosen field in the context of dance in general and through other artistic disciplines and culture. Programme graduates possess broad knowledge of the history, theory, concepts and methods of the art of dance and in their selected field, and they know how to apply this knowledge in artistic/creative dance practice. They know how to seek out, classify and interpret information or sources of inspiration relevant for addressing a specific problem or for creating an artistic rendition on an assigned topic. They know how to use dance terminology and the basic technology of their given field, and how to secure the execution of a public artistic performance organisationally and with respect to copyright and technical considerations at an appropriate level. They are able, within their field and according to the general assignment and allocated resources, to coordinate the activities of a creative team in the production of an artistic work of a smaller scale and simpler nature, and to be responsible for its results. They are able to take into consideration ethical dimensions that may be involved in addressing certain problems. They are able to communicate information concerning the nature of specialist issues in the area of dance and non-verbal theatre, as well as their own opinions on how to address such issues to experts and laymen alike and in a comprehensible and convincing manner. 

They are able to communicate within the scope of their specialist knowledge and skills in at least one foreign language. They are able to independently acquire additional specialist knowledge, skills and competencies, primarily based on their practical experience but also by independently studying the theoretical approaches in the field.

Rules and requirements for creating study plans

The basic framework for the conception of study programmes at AMU is created by the AMU Rules of Quality Assurance System, specifying the basic principles of accreditation processes. The current practice is further formally anchored by the AMU Accreditation Rules. These set the parameters common to all study programmes taught at AMU and also transfer part of the responsibility for subject specifications (theatre, music, dance, film/television) to the faculties.

The curriculums are drawn up in accordance with the AMU Attendance and Examination Regulations. On the basis of the specificities of higher artistic education, this document defines within the typology of subjects the required main subject (PH): this is a key artistic (or talent-based) core course, for which the assessment is always carried out on a commission basis and which does not allow for re-attestation.

An important role in the assessment system is played by the so-called 'cloistered examination' in many disciplines, i.e. the presentation of an artistic output before a committee: the principle is a comprehensive assessment of the student's knowledge and skills acquired in several sub-subjects and applied in a collectively produced work (e.g. in theatre disciplines).

Another specificity of the curricula is the flexibility allowed in the distribution of credits (60 ECTS per academic year) between the winter and summer semesters, based on the greater workload associated with the completion of artistic outputs in the summer semester in some disciplines

The theoretical and historical background of the field is a compulsory part of all study programmes; these are compulsory core courses co-determining the profile of the graduate and forming part of the state final examination. Each study plan also includes compulsory completion of discipline-specific English language instruction, with a minimum of 6 ECTS per study cycle.

Classification is awarded according to the European Credit Transfer System (ECTS), which was introduced under the Bologna Agreements of 1999 with the aim of unifying and integrating the higher education system in the European Union.

Courses completed by examination are graded according to the scale A - E (F = fail), for other courses a pass/fail grade is used; a combination of both attestations is not possible.

The standard length of a lesson is 45 minutes. The basic organisational forms of teaching are lecture, seminar, exercise, workshop, the last three forms of teaching involving the creation of artistic outputs to varying degrees. Teaching takes place either on a weekly basis or in the form of intensive blocks or workshops.

The curriculum automatically assumes prerequisites in the form of sequences of courses, indicated by an ascending number after the course title. This type of prerequisite is not specifically mentioned in Part BIII for individual courses. If a course has a non-sequential prerequisite, it is explicitly listed in Part BIII for the course. In the same sense, we do not list prerequisites; these are determined by the mandatory inclusion of the course in a particular year and semester along with other courses.

The candidate applies directly to one of the three specialisations: Methods of Classical Ballet Technique, Methods of Modern and Contemporary Dance or Methods of Folk Dance. The ratio of the credit load of the specialisation to the common core is 20%.

The curriculum provides for elective subjects in the second and third year, which make up 13 credits out of a total of 180. Subjects to be listed include Dance and Camera, Dancing on Pointes, Repertoire of Folk Dance, Interpretation Practice, Stage Practicum, Folk Dance Culture, Dramaturgy of Ballet and Multimedia Theatre, Analysis of Dance, Methods of Writing Professional Essays and Thesis, Intermedia and Stage Technology, Historical Dances. Laban Movement Analysis / Dance Movement Therapy, Kinetography and others.

General information about admission process

Knowledge of dance techniques at an advanced level of dance conservatory graduates; pedagogical talent and interest in the field; knowledge of music theory, overview of the history of art, dance and ballet; general cultural overview; teaching or artistic professional experience welcome.

Admission requirements

Applicants must submit the following materials to the Department of Dance with their application:

1. a professional curriculum vitae with emphasis on the level of dance education attained
2. a cover letter with emphasis on the intended major
3. a video recording of their own pedagogical output

The admission procedure consists of two elimination rounds:

ROUND 1.

1. For the first round, the candidate will prepare 2 combinations of their choosen specialisation (classical dance or modern and contemporary dance or folk dance techniques) for pedagogical demonstration.
2. Simultaneously they shall submit to the commission a written preparation of their two pedagogical demonstrations.
3. a written test of general culture, of the history of dance and ballet, and of the history and theory of music.
4. a practical examination in dance techniques (classical, modern and contemporary, folk).

ROUND 2

1. presentation of two pedagogical demonstrations of their own, the preparation of which was submitted in Round 1.
2. interview on the basic knowledge of the system of dance technique (classical, modern and contemporary or folk dance); a methodical approach to the analysis of the individual elements is required.
3. interview on dance pedagogy - preparation and execution of the lesson, attitude of the teacher towards the pupils, interest in the field, overview of what is happening in the field of art, etc.

The conditions of the admission procedure, including the determination of the method of scoring and its range, are regulated for each academic year by the relevant decree of the Dean, which is subject to approval by the Academic Senate of the Faculty.

If there are not enough applicants meeting the score requirement, the guideline number will not be filled.

There is a fee for studying in English. The amount of tuition fees for each study programme, including specialisations, is set by the Dean's Decree, which is published in the relevant section of the faculty website in English.

Applicability to other types of academic programmes

Graduates of the bachelor's degree in dance pedagogy may apply for the continuing Master's programme of the Department of Dance at HAMU in Prague or other art schools in the Czech Republic and abroad.

Parts of the state final examination and their contents

The University Qualifying Work consists of two parts:

1. Graduate artistic performance - pedagogical output: a teaching performance of a 60-minute lesson on a given topic.
2. Bachelor‘s thesis of min. 20 standard pages 

State final examination consists of three parts:

1. Oral defence of the Graduate artistic performance – the pedagogical output of the given specialisation 
2. Oral defence of the Bachelor’s thesis 
3. Theoretical oral examination 

a. Didactics and Methodology of the given specialisation (relevant subjects of the profiling basis: Pedagogical Pre-seminar, Didactics and Methodology of selected dance technique, Pedagogical Seminar of selected dance technique, Dance Education of Children)

b. History of Dance and Ballet (Overview of History of Dance and Ballet, History of Dance and Ballet in Bohemia, History of 20th Century Ballet, Modern Dance in Europe and America)

c. Pedagogical Psychology (Introduction to Dance Pedagogy, Pedagogical Psychology)

a. Didactics and methodology according to chosen specialisation

b. History of dance and ballet.

Ballet influenced by Pre-Romanticism, Ballet in the Romantic period, Post-Romantic ballet, Early 20th century and the revival of ballet, Expressive dance - the negation of ballet

The earliest accounts of dance in Bohemia, The formation of theatrical dance culture in the Czech environment, The first permanent theatre scenes in Bohemia, National revival and dance, The formation of Czech ballet life, Czech artistic avant-garde and dance, Dance art in Czechoslovakia after World War II, Czech choreographers after 1945, Czech dance of the 1960s and 1970s, Jiří Kylián and his choreographic work

c. Educational psychology:

Psychology of learning in the educational process, Pedagogical-psychological diagnostics, Pupil and the concept of their personality, Dispositional schema - formation of psychological dispositions in the context of internal and external conditions, Self-concept - basic categories of personality, Motivation, Frustration and stress, Personality of the teacher, Task situation and constructive approach to its organization and arrangement, Creativity

Other academic duties

Observing in dance departments of elementary art schools, dance ensembles and dance conservatories

Teaching practice at the dance department, or at other dance schools and other institutions

The student creates their own professional portfolio during their studies, in which they continuously add the results of assignments and independent activities within the main subjects. The finished portfolio is presented during the final state examination in didactics and methodology of their specialisation.

Characterisation of professional practice

Anticipated job placement for graduates (typical employment)

Programme graduates are able competently to provide qualified instruction in dance techniques and to manage a specialist repertoire according to the selected curriculum (Classical Dance, Modern and Contemporary Dance or Folk Dance). They are prepared to methodically lead dance classes for all ages. They can be employed as a dancer, dance teacher, ballet master, repetiteur, assistant choreographerand similar positions in theatres and ballet or dance companies as well as in art education.  

They are also equipped with an overview of dance history and theory, the basics of dance composition, improvisation, choreography, stage practice, dramaturgy and production, so that they can pursue artistically creative or organisational work in the field.