Course Title: The Dynamics of Human Movement

Part A: Course Overview

Course Title: The Dynamics of Human Movement

Credit Points: 12

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
PERF2040	City Campus	Postgraduate	360H Education	Face-to-Face	Sem 1 2006

Course Coordinator: Ms. Gerry Katz

Course Coordinator Phone: +61 3 9925 4650

Course Coordinator Email:geraldine.katz@rmit.edu.au

Pre-requisite Courses and Assumed Knowledge and Capabilities

None

Course Description

The course is aimed at developing an understanding of human body movement by combining an emphasis on the qualitative and expressive aspects with an understanding of the functional and anatomical. The main focus is on Laban’s system of Movement Analysis (LMA), at the same time as providing the student with an overall knowledge and understanding of the body in stillness and motion in order to ensure safe and professional dance therapy practice. A combination of theory and experiential learning is used to increases the student’s own personal movement awareness and provide them with an approach to movement that is the essential foundation for dance therapy. This approach is a system that can be used for assessment purposes, where movement can be observed and evaluated in LMA terms; a system within which movement can be extended and one that provides a descriptive movement language for qualitative movement and dance therapy.

Based on the work of Rudolph Laban, LMA incorporates the Effort Shape System - the aspect emphasised - Space Harmony and the Bartenieff Fundamentals. The Dynamics of Human Movement and in particular, the foundation of LMA, provides an essential tool for the student of dance therapy. It further refines and develops the content of Fundamentals of Movement and Dance and lays the foundation for Dance Therapy Applications, with constant reference throughout to practical applications within a therapeutic context.

Objectives/Learning Outcomes/Capability Development

At the end of the course the student should be able to:
1. demonstrate a developed understanding of body movement and function, movement awareness and skills in movement observation and analysis;
2. describe movement in LMA terminology;
3. demonstrate an understanding of the interface between functional and expressive movement;
4. demonstrate an understanding of patterned ‘movement behaviours’, with the ability to critically analyse, and design appropriate interventions in LMA terms;
5. design a therapeutic program for individuals or specific client groups based on their knowledge of LMA and with consideration of the particular needs of the person.

Overview of Learning Activities

A variety of teaching/learning experiences will be used including informal lectures, group discussion and experiential movement exercises, together with assigned observational and other tasks throughout the course. Wherever possible the learning will be reinforced with movement experiences. Students will also engage in further movement experiences in small study groups outside of class hours.

The study program incorporates the following:

1. How the body moves and functions as a basis for safe practice.
2. An emphasis on movement observation and associated issues.
3. Introduction of Laban Movement Analysis (LMA), with brief reference to other systems.
4. Looking at movement anatomically, expressively and in a functional context,
in relation to the ‘What’, ‘How’ and ‘Where’ of movement .
i. What the body is doing, including body awareness, posture and gesture; central and peripheral movements, limitations and exaggerations
ii. How the body moves: the use of dynamic energy movement qualities, Pre efforts, States and Drives
iii. Where the body moves in relationship to space with reference to Space Harmony
5. Analysis of personal / group movement.
6. Looking at individual / group movements for special populations in LMA terms.
7. Therapeutic program design based on LMA

Overview of Learning Resources

Baggely A. (Ed.), Human Body. (2001). A Dorling Kindersley Book (DK).
Bartenieff, I. & Lewis, D. (1980). Body Movement: Coping with the Environment. New York: Gordon & Breach.
Bond, K. (1991). Dance for Children with Dual Sensory Impairments: Thesis submitted for Doctor of Philosophy, Latrobe University. (Now published. Ann Arbor: University of Microfilms International, 1996).
Dell,C. (1977). A Primer for Movement Description Using Effort – Shape and Supplementary Concepts. New York: Dance Notation.
Dell, C., Crow A. and Bartieneff, I., (1972). Space Harmony, Princeton.
Espanek, L. (1989). ‘Movement Diagnosis Tests and the Inherent Laws Governing Their Use in Treatment: An Aid in Detecting the Lifestyle.’ American Journal of Dance Therapy, 2, (Fall / Winter)
Laban, R. (1974). The Language of Movement Boston: Plays inc.
Laban, R. (1988). Mastery of Movement. Fourth Edition, Revised by Lisa Ullman. Reprinted. London: Macdonald and Evans.
Moore, C. & Yamamoto, K. (1988). Beyond Words: Movement Observation and Analysis. New York: Gordon and Breach.

Overview of Assessment

Summary of Assessment
Topics for assessment, for written assignments and/or class presentations for the course, can be negotiated with the lecturer. The components of assessment consist of Assessed Tasks and Hurdle Requirements. Assessed tasks involve a written assignment, seminar presentation, class presentation, and two short papers drawn from reflections and experiences in relation to Observation Tasks set throughout the course. The Hurdle Requirements are Observations and Reflections encouraged in the set tasks that form the basis of the Portfolio, the development of the Portfolio and Class Attendance.

1. Assessed Tasks
1.1 Written Assignment - 35%
1.2 Seminar Presentation - 15%
1.3 Two Short Papers - 20% each paper (40% overall).
1.4 Class Presentation - 10%

2. Hurdle Tasks
2.1 Observations and Reflections
2.2 Portfolio
2.3 Class Attendance
2.4 Together with PERF 2039, log of study hours


Task specifications

1. Assessed tasks
1.1 Written assignment: The written assignment is an academic paper developing and reflecting on a negotiated aspect of the course material. Topics could include movement awareness, observations or analysis of human movement of a client or client group; awareness and analysis based on observations of movement in the community; critical evaluation of movement analysis systems; literary review of articles including research in movement analysis. See attached pro forma for topic negotiation.
Written assignment due: June 23, 2005
Length: 2000 words

1.2 Seminar Presentation The student must also make a presentation to the class on their chosen topic in the written assignment. The time of the presentation will be approximately 10 minutes in all (10 minutes presentation – 10 minutes for questions. It should involve a movement component. The structure of the seminar will be further developed and times clarified in class.

1.3 Two short papers drawn from the observation tasks set throughout the semester. The observation tasks will encourage application of the course material as it develops to movement awareness of self and others. These reflections and findings can be presented within the portfolio and part of it, or as two separate papers.
Length: 500 words each
Due: June 23, 2005.

1.4 Class presentation: The students will present the findings from one of these movement awareness and observation tasks set throughout the course in a “snapshot” in verbal and movement form, followed by a short group discussion. Overall time is not to exceed 10 minutes.
Due: To be discussed and organised during the semester.
Length: 10 minutes

2. Hurdle Requirements:
2.1 Portfolio: The portfolio will be developed from reflections of the course material presented and observations encouraged by the tasks set throughout the semester. Each task will encourage personal movement awareness and observations of others in relation to the particular course material covered within the session. The tasks will be handed out as appropriate at the end of sessions. The student will be encouraged to develop the Portfolio into a resource for future use. The student is given the option of further development within the portfolio to meet the requirements of the short papers, in 3, above, or to present the short papers separately.
Portfolio due: To be presented by May 5 for feedback, and the final copy by June 23, 2005.

2.2 Observation Tasks
The Observation Tasks follow a similar format each week:
• These are reflective on the movement components discussed in each session
• Movement awareness of self in relation to the movement concepts
• Observation of others also in relation to the same concepts
• In relation to others, noting possible differences due to culture, age, or disability
• Relevant related questions

2.3 Study Groups
Students will meet in a small group or with a partner on a regular basis during the semester. Minimum of 20 hours per semester*. They will hand in a log documenting these hours. *(This represents the total hours required for both this course and for Fundamentals of Movement and Dance)

2.4 Course Attendance: It is expected that students will attend at least 80% of classes. Assessment is also derived from participation.

Grading Criteria for Assessment articles and tasks:
A separate grading criteria is provided for each type of task:
Grades for assessment will be awarded on the following basis:

1. Written Assignment:
P The student demonstrates a basic understanding of the selected issue. The paper must be presented in an academic manner.
C In addition to satisfying the conditions for a P, the student demonstrates an ability to write in an ‘engaging’ style such that the issue ‘comes alive’.
D In addition to satisfying the conditions for a C, the student demonstrates an ability to place the issue in a broader context.
H In addition to satisfying the conditions for a D, the student provides possible solutions to the issue.

1.1. Seminar Presentation:
P The student demonstrates a basic understanding of the selected issue. The presentation must demonstrate a clear understanding of the topic.
C In addition to satisfying the conditions for a P, the student demonstrates an ability to present in an ‘engaging’ style such that the issue ‘comes alive’.
D In addition to satisfying the conditions for a C, the student demonstrates an ability to place the issue in a broader context.
H In addition to satisfying the conditions for a D, the student provides possible solutions to the issue.

2. Short Papers:
P The student demonstrates a clear understanding of the course material in relation to movement awareness and observation and identifies some issues. The papers must be presented in an academic manner and same criteria met if the choice is to incorporate the needs within the Portfolio.
C In addition to satisfying the conditions for a P, the student demonstrates an ability to present the papers or Portfolio in an ‘engaging’ style that allows, particularly the issues and reflections to ‘comes alive’.
D In addition to satisfying the conditions for a C, the student demonstrates an ability to place the issues and reflections in a broader context.
H In addition to satisfying the conditions for a D, the student provides possible solutions to the issues raised and presents the papers or Portfolio in an innovative way.

3. Class presentation:
P Satisfactory: The student presents to the group in a manner that is considered satisfactory. The student leads the group for a movement component or describes their findings in a manner that demonstrates that they understand the material and is acceptable.
NN. Unsatisfactory or does not meet the criteria for a pass, as above.

A pass grade on each assessment task is required for satisfactory completion of this course.

Submission dates, dates for return of student work and feedback mechanisms
Work will be returned to students within two weeks of the date of submission.