| powered by |  |
| powered by | |
|
| Course: DAH250 First Term: 2013 Summer I
Final Term: Current
Final Term: 2014 Spring
|
Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Credit(s) Period(s)
Load
Subject Type: AcademicLoad Formula: S |
| MCCCD Official Course Competencies | |||
|---|---|---|---|
| 1. Describe and analyze dance forms within their wider social, political, cultural and economic contexts, including class, race, ethnicity and gender.(I, II, III, IV, V, VI, VII, VIII)
2. Describe and analyze dance forms as they intersect with socio-historical movements such as immigration, industry, fashion, social change, civic pride, transportation, mass and fine arts, media, and education. (I, II, III, IV, V, VI, VII, VIII) 3. Identify trends and styles in the diverse cultural and historic evolution of dance in the U.S. through viewing selected films and videos. (I, II, III, IV, V, VI, VII, VIII) 4. Explain how African-American and Latin-American and Euro-American cultural heritages definitively shaped dances in U.S. popular culture through the late 19th century to the present. (I, II, III, IV, V, VI, VII, VIII) 5.Outline, discuss, and analyze how specific and diverse cultural histories of dance in 20th and 21st century American popular culture negotiate, mark, produce, and contest power through dance practices. (I, II, III, IV, V, VI, VII, VIII) 6. Describe relationships between theatrical dance and vernacular dance over time. (I, II, VI, VII) 7. Identify how specific dances in popular culture throughout time have negotiated with cultural norms and power, as well as race, ethnicity, class, gender and sex. (I, II, III, IV, V, VI, VII, VIII) 8.Explain trends in dance as broadly based cultural phenomenon. (I, II, III, IV, V, VI, VII, VIII) 9.Compare how trends in dance interact with/as hegemonic popular culture that it is constantly evolving and being shaped by diverse cultural influences. (I, II, III, IV, V, VI, VII, VIII) | |||
| MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements. | |||
| MCCCD Official Course Outline | |||
|
I. Cultural Diversity and Dance History: Modes of Critical Inquiry
II. Dance and the Political, Social and Cultural Climates Late 1800`s-1910`s A. Cakewalk, Animal Dances, and Ragtime B. The Castles C. Dance and Place: Ballrooms, Dance Halls, Jook Joints, Rural Dance D. Featured Key Discussion may include: Manners, Etiquette and Regulation of Public Dance III. Dance and the Political, Social and Cultural Climates: 1910`s-1920`s A. Rural Dancing, Cities, Urban Migration and Immigration B. Gender Identities and Rights (Women`s Suffrage Movement) C. Ballroom Regulation and Dance Instruction D. Charleston and The Black Bottom E. Dance and Place: Amusement Parks, Cabarets, Roadhouses, Dance Halls F. Featured Case Study may include: The Charleston: An Historiography G. Featured Key Discussion may include: Dance and Fashion IV. Dance and the Political, Social and Cultural Climates: 1920`s-1940`s A. The Depression Era and Dance Marathons B. The Savoy Ballroom: Home of Happy Feet: a Socio-Historical Case Study: The Politics of Race on and off the Savoy Dance Floor C. The Lindy Hop, Jitterbug, and Swing D. Radio, Big Bands and Swing E. Featured Case Study may include: The Zoot Suit Riots F. Featured Key Discussion may include: Zoot Suits, Cab Calloway Malcolm X and Youth Culture G. Featured Case Study may include: The Hollywood Ten 1947 H. Featured Key Discussion may include: The Congressional House Un-American Activities Committee) V. Dance and the Political, Social and Cultural Climates: 1950`s A. The Mambo: Havana to New York City B. The "King of the Mambo," The Cha-Cha-Cha, and the Merengue C. New York City Roots: Mambo and its connections to Hip Hop D. Featured Case Study may include: The Palladium and dancers: Pedro Aguilar aka "Cuban Pete" and Millie Donay E. Featured Key Discussion may include: Commercialization, Codification and Racialization of Mambo Dance VI. The Political, Social and Cultural Climates: 1960`s- 1970`s A. Gay Liberation, Feminism, Civil Rights, Immigration and the Cuban Missile Crisis B. The Twist, The Madison and Chubby Checker C. Dance Fads: The Watusi, Mashed Potato, Frug, Swim, Monkey and the Jerk D. The Beatles, Hippies and Woodstock E. The Hustle, Saturday Night Fever, and Disco F. Featured Case Study may include: Soul Train and American Band Stand G. Featured Key Discussion may include: The "American" Hustle, The Latin Hustle and New York Hustle, LA Hustle VII. The Political, Social and Cultural Climates: 1980`s- present A. Music videos: Marketing Images and Music B. Music Video Foundations: From Broadway to Hollywood to Television C. From Music Video to Underground House Dancing D. Performing Identities at the site of the body E. Featured Case Study may include: Socio-Political Economies of Dance in the Digital Age F. Featured key discussion may include: Dancing Bodies: Negotiating Identities in the Digital Age VIII. The Political, Social and Cultural Climates: 1980`s-present A. Break Dancing, Hip Hop and Krumping B. Dance Competitions: Salsa and Latin Dance Sport C. Featured Case Study may include: Hip Hop, Globalism and Youth Culture D. Featured Key Discussion may include: Technique, Improvisation and "Authenticity" | |||
MCCCD Governing Board Approval Date: March 26, 2013 | |||