Course Syllabus

Fall 2023 - DANC 2212.001 / DANC 2214.001 / DANC 2214.002

Ballet Technique II / Int. Ballet - MWF 2:00 – 3:50 p.m., RPAC 3002

Contact Information

Rebecca Herrin, Lecturer

OU School of Dance, RPAC 1017

Office Hours: By appointment only

Email: rherrin@ou.edu

Course Meeting Times and Locations:

RPAC (Room 3002), MWF: 2:00 – 3:50 p.m.

August 21 – December 8, 2023

Nature of Delivery:

Traditional – Studio Based. No digital, video, or printed materials required

Studio classes and online Zoom platform (if necessary as determined by the OU School of Dance.)

Suggested Text and Materials:

1. Technical Manual and Dictionary of Classical Ballet (Dover Books on Dance)

by Gail Grant | Jun 1, 1967

Also, digitally for free https://archive.org/details/GailGrantBalletDictionary/mode/2up

 2. Quizlet Vocabulary Gail Grant – link in the assignments section in Canvas (https://quizlet.com/154610848/gail-grant-ballet-vocabulary-flash-cards)

Welcome to Ballet Technique II!

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Course Description

For a list of course activities, scroll to the bottom of this page.

The Ballet Technique II course will focus on the refinement and improvement of ballet technique and performance. Class components include: participation in classical ballet barre, center, and allegro exercises. The intention of this class is to help each dancer develop a better understanding of how his/her body can move to create a visually pleasing ballet line, as well as build strength and confidence in each dancer’s understanding of basic ballet technique. Emphasis will also be placed upon building and enhancing performance skills: focus, dynamics, movement qualities, and elements of style.

Course Goals

• To present students with approaches to ballet vocabulary and practice, to develop an in-depth understanding of basic ballet technique.
• To provide students with opportunities to refine their technical facility and performance skills.
• To create a platform for students to explore performance quality, individual expression, and technical ability.
• To move without tension by strengthening knowledge of spinal alignment to achieve aplomb.
• To challenge students to develop a greater awareness of their artistic voice, as it relates to the physical connection to their individual dance practices.

Learning Outcomes (please review course rubric)

Upon completing this course, the student is expected to consistently demonstrate the following proficiencies:

• Demonstrate a positive work ethic and effort in applying/maintaining instructor informtion.
• Demonstrate confidence and consistency in performing Ballet II steps of study and the ability to pick up combinations quickly.
• Ability to perform the movements with proper body alignment, application of turn-out and dancing with an element of expressive performance style.
• A working knowledge of classical ballet technical vocabulary.
• Evaluate how to apply ballet technique to performance and choreography.
• Demonstrate a coordinated, musical and artistic approach to class.

Requirements:

Requirements include all general policies (posted on the bulletin board) for dance majors and students enrolled in dance courses as well as those detailed below. Letter grades (A-F) are earned by the students based primarily on the following: attendance, working attitude, class participation, and consistency of improvement.

Participation/Expectations:

• Students in this class are expected to set and maintain an example as the highest standard of excellence.
• Students are expected to attend every class unless the absence is excused. (See course attendance policy)
• If a student cannot physically participate in class, they must observe the class and take notes.
• Students are expected to participate in discussions with the pedagogue and other students.
• Students are expected to learn and retain combinations from previous classes.
• Students are expected to follow the School of Dance handbook guidelines for class policies and procedures.

The following course policies comprise a significant part of the student's grade. This is a training class for a performing art.

GRADING:

The standards of evaluation are as follows:

A = consistent demonstration of superior work in fulfillment of course requirements; improvement during the semester will be weighed.

B = consistent demonstration of excellent work in fulfillment of course requirements; improvement during the semester will be weighed.        

C = consistent demonstration of satisfactory work in fulfillment of course requirements; improvement during the semester will be weighed.

D = demonstration of work is not satisfactory and or student fails to follow attendance requirements; improvement during the semester will be weighed.

F = failure to meet minimum course goals.

1. Grades are individually based on the entire semester.
2. No more than three unexcused absences and work that is EXCEPTIONAL in terms of participation, technique, expression, and professionalism = A. No more than three unexcused absences and work that is ABOVE AVERAGE in terms of participation, technique, expression and professionalism = B.  No more than three unexcused absences and work that is AVERAGE in terms of participation, technique, expression, and professionalism = C.
3. Studio Class Assessment Rubric/Grading Rubric/Ballet Area – See Rubric at the End of Syllabus.
4. Midterm Conferences with course instructor: Wednesday, October 11, 2023

ACADEMIC CONTENT

Tactile Cueing

Due to the nature of this dance course, the instructor may use “hands on” demonstration as an aid in teaching (for example to manipulate body alignment, posture, etc.). The instructor will alway ask for student consent before using touch.  Should a student prefer an alternate mode of instruction, please notify the instructor during the first week of classes so teaching style modifications may be made.

Assignments

1. Identify 1-3 primary semester goals for this course.

These 1-sentence semester goals should be something you can work towards (and hopefully achieve with focused work) over the next 16 weeks.

Submit to Canvas.

DUE: Sunday, August 27, 2023

2. Weekly Physical Practice Discussions via Canvas

• Post your physical practice outline and reflection for MWF classes.
• Reply to one other post from someone in the class.
• Outline format is fine - list the date and write a short reflection of the week
• Consider - 
• How did your body feel this week?
• What was the most challenging part of your week? What were your victories?
• What did you discover? About yourself and your own way of being/working?
• Are there things you'd like to continue investigating / working on as a result of this week's work?

DUE: Fridays, after the final class of the week (suggested).

3. Vocabulary quizzes

Ballet vocabulary terms tested for completion credit. Assigned through Canvas.

4. Final course reflection paper

How do you feel your experience in this course has shifted your approach to ballet technique? What area of study was most impactful to you in your physical practice and how will you integrate aspects of this content into your future work? Paper should be a minimum of 500 words.

Submit to Canvas.

DUE: Week #16 - Friday, December 8, 2023

COURSE POLICIES

Students are encouraged to discuss questions and special concerns with the professor. 

Ethics of Touch Statement - R. Herrin

As a dance teacher with my MFA and 18 years of experience as a faculty member at the OU School of Dance, I acknowledge I hold legitimate and expert power in this space. While I also acknowledge grading is a reward power bestowed upon all university instructors, you will have the opportunity to earn your grade for this lab course in a safe, equitable and creative environment.  

I use light/one finger touch in the studio to bring awareness/provide kinesthetic feedback and to aid in alignment. I only use touch for those that haven’t been able to process physical information when it’s been given another way. Prior to beginning our work together, I will conduct an anonymous poll to determine general touch boundaries for the class. This information is helpful to me as your teacher; your instructional touch preference level will not impact your final grade in this course. 

I will always ask for student consent before using touch. Should you prefer an alternate mode of instruction, it will be provided. Please notify me via email (rherrin@ou.edu) at any point in the semester for this accommodation.  

Student Resources: 

The School of Dance Student Handbook (link) 

College of Fine Arts Student Advocate – Deborah Binkley Jackson, dbjackson@ou.edu.

School of Dance Director – Michael Bearden, mrbearden@ou.edu. 

College of Fine Arts Dean – Mary Margaret Holt, mholt@ou.edu. 

Studio Etiquette

Studio Admittance Procedure

• All personal items should fit into a dance bag, brought into the studio during class.
• No food or drinks are permitted in studios except for water bottles.
• Cell phones should be turned off or silenced during class.
• Students will disinfectant wipe their barre spot.
• No ill observing allowed.

Class Safety

• Please respect the physical space of the accompanist.
• Students will disinfectant wipe their barre spot before and after barre.
• Once class begins, students are not permitted to wander/leave the studio. There will be a brief pause before center work for students to stretch/adhere to personal needs.

Dress Code

1. Option 1: solid color Leotard with full-length pink/skin color tights (please wear inside of leotard), pink/skin ballet shoes. 
2. Option 2: Solid color t-shirt/athletic shirt (tucked into tights), dance belt, full-length black tights and shoes.
3. Legwarmers are not allowed in class - except with the instructor’s permission and/or in the event of an injury.
4. Overly baggy and ill-fitted dance attire should not be worn. All students must wear appropriate supportive undergarments. Long hair must be secured neatly off the face and neck.
5. Please take advantage and apply for a scholarship with the School of Dance that provides shoes, tights, and other dancewear.

Students are expected to wear  form fitting clothing  that will allow them to move comfortably in the space. For safety considerations, do not chew gum or wear jewelry. 

Attendance

Attendance is absolutely critical to the success of this course. Be in the space and ready to begin when the instructor begins. Prompt and regular attendance is essential to: 1) achieve performance and technical skills; 2) allow for proper assessment of course content; 3) facilitate the recalling of class material; and 4) promote injury prevention. Excessive absences indicate a lack of interest, maturity, commitment, motivation, and dedication that inevitably lead to a loss of growth and skill development.

Students are allowed 3 absences (one mental health day + two unexcused absences) before attendance/class participation will affect the final course grade. Final grades will be lowered by half a letter for each additional absence.

Only absences resulting from documented illness/injury or a death in the student's immediate family or a religious observance will be considered excused. "Excessive absence" is defined as a total of seven classes missed or "sat out" excused or not.

The student may not join class after the first exercise has been completed. The student who arrives late must remind the professor at the end of class to change the status from "Absent" to "Tardy.”

• Three tardies = one absence
• Sitting out of class due to illness/injury = ½ absence
• Students are responsible for tracking their own absence tally.

Observation:

Students who observe classes must fill out an observation form and submit to the teacher at the class to receive attendance credit for the class. (Observation forms are posted on the course Canvas page, and may also be obtained from the instructor.) Observations are an exercise for students to learn constructive criticism and develop critical analysis.

Late arrivals:

If the student is not present when attendance is taken, the student will be marked absent. See the professor immediately at the end of class to have the ABSENCE changed to LATE in the roll book (see also Attendance Policy). Students may not join class after the first exercise has been completed. Tardy students who arrive within the first 15 minutes of class may observe. Students who are more than 15 minutes late will be counted as absent. If student is late to class, it is the teacher's decision whether the student may join class.

Make-ups:

Regular attendance is very important. Any class missed cannot be made up.

Limited participation due to injury:

Dancers managing chronic and/or recovering from injury are allowed seven limited participation classes without impacting the final grade earned in this course. Successful completion of course learning outcomes is directly dependent on class participation. Consistent physical practice throughout the semester is necessary to earn a final grade – fulfillment of the course requirements cannot be adequately and/or fully assessed by partial physical participation. Students not able to complete the physical demands of this class for any reason may discuss options of withdraw and/or incomplete (when applicable) with School of Dance faculty.

Physical Therapy & Excused Absences:

For a student to be excused from class to attend a physical therapy visit, the following procedures must be followed.

• It is preferable that the student signs up for a PT appointment that does not conflict with School of Dance classes.
• If a student must sign up during a class time, only the first appointment for the injury will be excused to allow for assessment.
• It is the student’s responsibility to email the faculty prior to class to let them know that they have a PT appointment for their first assessment.
• The student will need to also remind the faculty prior to the start of class if they will need to leave early for this appointment.
• During this first PT appointment, Dr. Love will assess the student and determine if future treatment is needed and if an additional excused absence would be necessary.
• At this time, the student will be provided with a “PT Pass” for the following week if the student is able to sign up for an appointment. The purpose of the “PT Pass” is to inform the faculty that the student needs to prioritize their appointment with Dr. Love over attendance in class.
• The “PT Pass” can only be used for the following week and will be dated accordingly.
• If the student can sign up for an appointment the following week and it happens to be during a class, then the student will need to give the “PT Pass” to the faculty prior to the start of class.

As a reminder, students are only permitted to check out hot packs and ice packs from the PT room. Please do not remove any other items from the PT room and follow the correct procedures for checking out hot packs and ice packs.

Please keep in mind, your timely communication with your instructors is key for your success in this course.

Professionalism

Professional, intelligent, and positive habits are expected. These qualities are necessary to show respect to yourself, others, and the tradition of the art form.

• Respect for the teacher, other students, the studio, the theatre, and guest artists is expected.
• No conversations between students during class, and the student's hand should be raised when there is a question for the teacher.
• During class, students are expected to listen closely when an instructor is correcting another student so that they may also learn from the correction.
• If student needs to leave class early, please let the teacher know before class starts. At the appointed time, the student should thank teacher and then leave the studio quietly.
• Hanging on barres and sitting on the floor during class is not allowed.
• Please remember that ballet is a performing art, and all dancers are artists at work on their craft in the studio. A professional approach to this work, including the areas outlined above, are the expectation of the instructor. 

Disability Statement:

The University of Oklahoma will reasonably accommodate otherwise qualified individuals with a disability unless such accommodation would pose an undue hardship or would result in a fundamental alteration in the nature of the service program, or activity or in undue financial or administrative burdens. It is the student's responsibility to inform the instructor of disability. Students with disabilities that may prevent them from fully demonstrating their abilities should contact me personally as soon as possible, that we may discuss accommodations.

Injuries

Please let the instructor know of any injury, physical limitation or disability that may require special attention. If an injury should occur during class, please inform the instructor immediately.

Safety Statement – "Students should be aware that dance is a physically demanding art requiring physical exertion comparable to athletics. Injuries can occur during intense periods of dance exercise and students should make every effort to follow the instructor's directions completely. The Instructor reserves the right to limit further class participation if the student appears injured or fails to seek appropriate medical attention for an injury."

Communication

All communication beyond class time will only be through e-mail account - rherrin@ou.edu. Please allow 2 business days for reply. 

Respect for Diversity

It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. I promote student health and wellbeing above all else, and believe all movement belongs to all people.

Course Prerequisites 

 Students must audition for placement into Ballet Technique II in class during the first week of the semester. Permission is granted by the instructor.

GRADING

Students will be evaluated on their overall progress, attendance, work ethic, and completion of assignments. Mid-term conferences will be scheduled via Zoom to discuss student progress and goals.

Breakdown

80 % Physical Practice / Overall technical progress

10% Assignments / Weekly Canvas Discussion

10% Course Goals & Final Reflection

Students are not compared with each other for grading. Letter grades (A-F) are earned by the students using the rubric attached. The standards of evaluation are as follows:

A = consistent demonstration of superior work in fulfillment of course requirements; improvement during the semester will be weighted. 

B = consistent demonstration of excellent work in fulfillment of course requirements; improvement during the semester will be weighted.                       

C = consistent demonstration of satisfactory work in fulfillment of course requirements; improvement during the semester will be weighted.

D = demonstration of work is not satisfactory and/or student fails to follow attendance requirements; improvement during the semester will be weighted.

F = failure to meet minimum course goals.

Letter Grade	Percent Grade
A	94-100%
A-	90-93%
B+	87-89%
B	84-86%
B-	80-83%
C+	77-79%
C	74-76%
C-	70-73%
F	69%

OU General Inclusion Statement

The instructors of this course believe strongly in our capacity to learn when given the appropriate support and resources. However, much we enjoy learning, sometimes learning can be uncomfortable. Learning can cause discomfort because the subject matter may cause us to wonder whether or not we know enough to be here, or it may call into question things we thought we knew or were really good at. Simply put, the more we learn, the less we know. We are here to affirm that it is okay that you don’t know everything already and that’s why you are here: to learn. If you don’t feel prepared for a topic within our course, please connect with us. We will provide you with resources so that you can review material and feel more confident in what we are covering in class. It’s also important to the course instructors that we be transparent with you that learning is a process. For us, this means acknowledging when we don’t know something or when we are wrong – because we are always learning too, and frequently are learning from you! If someone “messes up” in class by not knowing the correct answer, how to say something using the terminology from our field, and/or how what they have said may not align with professional best practices, then we will help reframe what was said so that we may have a productive learning experience within our field of study. We hope to foster a collaborative learning environment where we can support one another in our academic growth. We also recognize that sometimes we need additional support. For students who are experiencing issues outside of the classroom that may be impacting your ability to focus on your educational experience, such as bias, gender-based violence, financial concerns, etc., in addition to the resources listed elsewhere in the syllabus, such as counseling, we would like to encourage you to connect with and utilize the following resources as appropriate:

Student Resources: 

The School of Dance Student Handbook (link) 

College of Fine Arts Student Advocate – Deborah Binkley Jackson, dbjackson@ou.edu.

School of Dance Director – Michael Bearden, mrbearden@ou.edu. 

College of Fine Arts Dean – Mary Margaret Holt, mholt@ou.edu. 

• Compass Network – You can self-refer to this network of support, which will get you connected to someone who can help you consider how to navigate a range of personal challenges.

• Gender + Equality Center – The Gender + Equality Center houses OU Advocates, which serves folk impacted by gender-based violence who are members of the OU campus community. It also houses LGBTQ+ programs to help build awareness, education and community.
• International Student Services – International students may connect with their advisor or the range of programs and events that will help build community.
• Multicultural Programs and Services – These programs are open to everyone and may be of particular interest for folk looking for community around diversity and inclusion, as well as cultural, intercultural, and heritage celebrations.
• OU Food Pantry – All you need is an OU ID to access the food pantry, which provides free food, clothing, menstrual products, and books. Please visit their website to stay up to date with their open hours and location.
• Project Threshold – If you are a first-generation college student, economically disadvantaged (per federal guidelines) or disabled (with appropriate documentation), you may benefit from connecting with Project Threshold for advising or tutoring.
• Veteran Support Alliance – If you are active military, veteran, or military service-connected, the Veteran Support Alliance has information about resources and support to help you be successful.
• 24-Hour Reporting Hotline – If you are experiencing, have experienced, or witnessed bias, discrimination, or harassment, please notify the university. You may also file a report through an online form with Institutional Equity.

Additional Support for Learning

Writing Center

Most universities have a writing center, a place for students, faculty, and staff to meet and talk about writing. The Writing Center here at OU is a resource I encourage you to use. As a writer you will want to seek feedback from many different readers. The writing consultants at the writing center are able to talk with you about your writing--at any stage in the process and for any course you are taking. You can make an appointment (online or in person and you can drop in whenever they are open. The OU Writing Center offers both in-person and online appointments, as well as workshops, retreats, and other services. I urge you to visit the Writing Center for more information. The OU Writing Center welcomes all writers and does not discriminate on the basis of race, gender, religion, sexual orientation, gender identity, age, marital status, veteran status, or disability. We consider difference to be a seed for learning, writing, and a just society.

Veterans and Service Members

I thank you for your service to this country and I am happy to have you in my classroom and look forward to supporting you in your education. Navigating higher education as a service member or veteran can be complex at times. Here are some campus resources you can utilize to help you navigate any education benefits you may have or to connect you with supportive staff and other student veterans:

• Veteran Student Services Center
• Peer Advisors for Veteran Education (PAVE)
• Green Zone Faculty
• The Student Veterans Association

Food Pantry

As a member of the OU community, you have access to the University of Oklahoma Food Pantry and can receive free supplemental food, as well as other necessities such as menstrual hygiene products. All students, faculty, and staff, with an OU ID, are eligible. Visit their website to stay up to date on hours of operation, as well as to access additional information about other basic needs resources, including financial and budget assistance through the OU Student Financial Center.

Current Covid Information

Students can find up to date Covid information at https://www.ou.edu/together. This includes information on how to get a vaccine, covid test, etc.

Land Acknowledgement Statement Provided by OU’s Tribal Liaison office 

Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes. We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people. The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgement is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.

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