Program Codes:
BADANCP
Bachelor of Arts
Introduction
Accredited by the National Association of Schools of Dance
Vision
The Dance Department’s vision is to proliferate the art of dance in the twenty- first century.
Mission Statement
The Dance Department’s mission is to generate leadership for the dance field, through rigorous B.A. and B.F.A. programs emphasizing the development of professional dancers, teachers, choreographers and scholars through cognitive, affective, and psychomotor taxonomies.
Program Goals
To cultivate empowerment through vigorous involvement in a progressive curriculum grounded in classical and contemporary ballet supported by diverse dance disciplines, theoretical and somatic studies.
To prepare confident artists who recognize and apply the transferable learning and knowledge embedded in dance to coalesce with developed critical thinking, writing and oral expertise as support to all of their life choices.
To generate creative leaders who pay tribute to the past, strive for the highest standards of excellence and proactively collaborate to celebrate and serve their communities whilst moving the dance field forward.
To nurture compassionate and balanced human beings who hold sacred the honor of body, mind and spirit for themselves and others.
Program Student Learning Outcomes
Portfolio Review and Subsequent Annual Reviews
All dance majors are required to participate in a four-year Portfolio Review. Portfolios outlining dance progress, academic scholarship and service are submitted to the dance faculty in the spring of each year. Guidelines are outlined in the Student Handbook.
In the sophomore year the dance faculty conducts a formal review to determine if the student should continue as a dance major. Majors are expected to maintain a 3.0 GPA in all dance courses and an overall GPA of 2.5.
Majors are evaluated in terms of their grades and overall performance including their ability to sustain an injury free work ethic and establish a professional approach to a theatrical aesthetic that includes maintaining a positive approach to mental and physical wellness and health. Their attendance record, potential for promotion and successful completion of all requirements including service to the dance department and community are also considered.
Student Handbook Policies and Procedures
Every dance major is provided with a Student Handbook which outlines the policies and procedures for the Dance Department. Guidelines for the four-year Portfolio Review and a recommended degree plan are also included.
Admission
Admission to the Mercyhurst University Dance Department is based on the following requirements:
Financial Information - Scholarship
Dance merit scholarships are awarded at the discretion of the dance faculty and the dance chair. Any prospective student is eligible to compete for scholarship assistance, regardless of financial status. Students wishing to apply for financial assistance must apply to the Director of Financial Aid. Students on scholarship are expected to maintain a 3.0 GPA in all dance courses, an overall GPA of 2.5 and abide by the policies and procedures outlined in the Dance Department Student Handbook.
Service learning is required of all dance majors on scholarship. At the end of each academic year, there is an evaluation that serves as a review for maintaining scholarship status. Students who fail to maintain academic and performance levels may forfeit their dance scholarship and/or be advised into a Liberal Studies major.
Attendance
Dance students are expected to attend all classes and rehearsals and are held responsible for any work missed because of tardiness or absence. Attendance is of major importance if a student is to make progress and/or retain a dance scholarship.
Physical Therapy and Injury Prevention
The on-campus Athletic Training Center provides diagnostic and physical therapy assistance throughout the academic year. Physical Therapist, Elizabeth Darling, DPT, OCS, CLT, ATC screens students for injuries and provides physical therapy throughout the year.
Requirements for Arts Administration Minor
ACCT 101 Principles of Accounting 3 credits
DANC 200 Intro. to Arts Administration 3 credits
DANC 475 Arts Administration Internship 3 credits
MGMT 120 Principles of Management 3 credits
MKTG 162 Principles of Marketing 3 credits
Two (2) electives from the following, at least one 300 level course:
ART 128 Graphic Design Basics 3 credits
ART 321 Introduction to Website Design 3 credits
COM 240 Digital Video Production I 3 credits
COM 260 Introduction to Social Media 3 credits
Pedagogy OR Performance Internship.
Three (3) additional credits from the following:
A more extensive exploration into the art of making dances. This course further defines all choreographic elements culminating in a performance. Choreographers will produce work under the guidance of the instructor's parameters.
Three (3) additional Dance Technique Electives (1-3 credits)
Three (3) additional courses from the following:
An introduction to traditional, neoclassical, contemporary and new choreographic repertoire set and developed in an atmosphere of professional standards with company class, rehearsal, lecture demonstrations, performance and touring venues.
An introduction to traditional, neoclassical, contemporary and new choreographic repertoire set and developed in an atmosphere of professional standards with company class, rehearsal, lecture demonstrations, performance and touring venues.
An introduction to traditional, neoclassical, contemporary and new choreographic repertoire set and developed in an atmosphere of professional standards with company class, rehearsal, lecture demonstrations, performance and touring venues.
An introduction to traditional, neoclassical, contemporary and new choreographic repertoire set and developed in an atmosphere of professional standards with company class, rehearsal, lecture demonstrations, performance and touring venues.
An introduction to traditional, neoclassical, contemporary and new choreographic repertoire set and developed in an atmosphere of professional standards with company class, rehearsal, lecture demonstrations, performance and touring venues.
An introduction to traditional, neoclassical, contemporary and new choreographic repertoire set and developed in an atmosphere of professional standards with company class, rehearsal, lecture demonstrations, performance and touring venues.
Recommended:
This course introduces the student to the field of early childhood care and education. An overview of the field will include: history, developmental and learning theory and research; the social, emotional, physical, cognitive, language and creative development of young children; how early childhood professionals and early childhood programs meet the needs of young children and their families, as well as recognize the critical relationships that must be developed; types and organization of early childhood programs; characteristics of quality early care and education, including the critical importance of play and developmentally appropriate practices; current issues of the profession; cultural awareness; and the importance of ethical and professional conduct in the field. Activities (initial lesson planning), materials and standards used in the early childhood profession are introduced.
This course focuses on promotion and maintenance of physical activity, health, safety, and nutrition of young children. It provides an overview of the basic principles and best practices of physical education, health, safety, and nutrition utilized in early childhood and primary-aged settings caring for children from birth to age 9. The course works is informed by the following: National Health Education Standards; National Association for Sport and Physical Education (NASPE) standards; NAEYC health and safety accreditation standards; Pennsylvania Learning Standards; DPW regulations. Topics covered include: Physical-Education: recognition of the importance of physical education and the goal of life-long physical fitness; knowledge about and ability to provide physical education and movement activities aimed at promoting increased motor development and competence-use of standards, lesson and activity planning; strategies used to encourage children and families to foster life-long habits of health and wellbeing; the impact of inactivity on all domains of development; and cooperative versus competitive games and the value of both. Health and Safety: learning about the critical importance of health and safety issues in care and education facilities; obtaining knowledge about common childhood illnesses and communicable diseases; preventive health and safety measures; record keeping, supervision and reporting (including mandated child abuse reporting); arrangement and maintenance of indoor and outdoor equipment; knowledge about basic first aid and emergency procedures; and identification of dangers specific to developmental stages and individual needs. Nutrition: developing an understanding of the nutritional needs of young children and for planning nutritional and culturally sensitive snacks and meals; discussing nutrition related issues such as obesity, diabetes, and fatty liver disease.
This course enhances the student's understanding of developmentally appropriate curriculum, focusing specifically on curricula which provide for all areas of young children's development (3-7), including the physical, intellectual, emotional, social, and linguistic domains. Students will examine the critical role of play-a dynamic, active, and constructive behavior-and determine that it is an essential and integral part of children's learning across all ages, domains, and cultures and therefore must be part of every early childhood curricula. Part of the course work will enable students to evaluate the theory and research integral to a variety of curriculum approaches, analyze early childhood curriculum models, and identify the historical, social and cultural influences on curriculum. Emergent curriculum, play-based curriculum, integrated curriculum across content areas, theme planning versus the project approach, and anti-bias/multicultural curriculum will be examined. By studying the materials and teaching strategies used in a variety of content areas pre-service teachers will discover how children represent their understanding through language, dramatic play, art, blocks, sand and water, and manipulatives. Focus will be on preschool, kindergarten and first grade curricula development and implementation. Clinical Required.
EDEC-101 ESPE-101
This course provides an overview of the psychology of learning, motivation, growth and development, personality dynamics, and social adjustment with emphasis on the diversity of learners in today's classrooms.
This course addresses issues related to the inclusion of students with disabilities into general education classrooms and programs through policy, research, and practice. Participants will be given an opportunity to explore and develop their personal philosophy toward inclusion and collaboration in schools and communities. Participants will learn tools for collaboration, instructional strategies, assessment, and curriculum design, which will allow them to educate students with disabilities in the general education classroom grades Pre-K through 8. Completion of embedded clinical experience required.
ESPE-101
A general introduction to the science of behavior and mental processes. Topics considered include learning, memory, perception, motivation, personality, psychopathology and social interaction.
This course examines the application of psychological principles to sports and to athletes of all levels. Topics include: performance enhancement (i.e, mental imagery, self-talk), promoting well-being (i.e., the "recreational athlete"), psychopathology in sport and exercise (i.e., eating disorders), working with special populations (i.e., children, elite athletes, college athletes), and education and training for a career in sport psychology (i.e., graduate training, relevant work experience).
Accelerated Three-Year Track B.A. 36 credits annually and 12 credits over two summers