Content

Subject carrier

Description

 History of dance
 Methodology of social and ballroom dance according to the educational teaching period
 Methodology of children’s dances in relation to the educational teaching period (based on contemporary dance / Laban)
 Basic of methodology of teaching ballet
 Methodology of folk dances according to the educational teaching period
 Selected theories of learning and teaching in the context of dance training.
 Teaching and learning styles in the context of dance training.
 Feedback, evaluation and assessment; learning outcomes and assessment criteria.
 Distinctiveness of dance training in relation to the child’s cognitive development.
 The role of the teacher in teacher/learner interactions
 Autocratic and non-autocratic approach in teaching – historical sources.
 Elaboration of the integrative model of dance education (‘Midway model’) according to Smith-Autard in dance, after the principle creating– performing– appreciating.
 Dichotomy of training/education; practical/theoretical knowledge, objective/subjective evaluation.
 Code of Conduct for dance teachers.
 Social and cognitive aspects of learning which affect dance teaching
 Motivation, differentiation, inclusivity
 Motor learning and self-control – implications on dance training and performance.
 Safe practice (intrinsic and extrinsic factors – anatomical, psychological, emotional, technical and spatial elements; basic material conditions for a safe implementation of a dance class; working environment; equipment)
 The concept of a healthy dancer (the role of nutrition and hydration; growth and its implication on training; somatic types and implications on training; dance screening and injury prevention)
 The structure and organisation of teaching a dance class (short-term, mid-term and long-term plans); gradual and developmental delivery of the teaching program
 Observation and teaching practice