Course Description: Survey of dance history with a focus on critical and conceptual engagement with the cyclical trends of dance throughout history.
Prerequisite(s): Dance 261, Dance 317

In conjunction with the mission of the University, which is to “assist individuals in their quest for perfection and eternal life,” this course “seeks to develop students of faith, intellect, and character, who have the skills and the desire to continue learning and to serve others throughout their lives” and will:

• Be spiritually strengthening in that it is “taught with the Spirit, . . . [its] subject matter bathed in the light and color of the restored gospel” (“The Aims of a BYU Education.” BYU Undergraduate Catalog).
• Be intellectually enlarging in that it expands the intellects of class members “by developing skills, depth, and breadth of learning” through the lens of its subject matter (“The Aims of a BYU Education.” BYU Undergraduate Catalog).
• Be character building in that it nurtures “competence that reflects the highest professional and academic standards–strengthened and ennobled by Christ-like attributes” (“The Aims of a BYU Education.” BYU Undergraduate Catalog).
• Promote lifelong learning and service by motivating students to “strengthen not only themselves . . . [but] also bring strength to others in the tasks of home and family life, social relationships, civic duty, and service to mankind” (“The Aims of a BYU Education.” BYU Undergraduate Catalog).

This course contributes to the following BA, BFA and Dance Education program learning outcomes:

1. Students will examine, synthesize, and apply theory within a comprehensive dance curriculum.
2. Students will model professional behavior and practice.
3. Students will critically examine spiritual, ethical, and professional issues relevant to dance.

Upon successful completion of this course, students will have developed the following skills:

1. Spiritually Strengthening: Articulate spiritual and cultural connections within dance history, recognizing how artistic legacies, faith traditions, and embodied practices reveal divine purpose and human creativity.
2. Intellectually Enlarging: Demonstrate historical knowledge and critical understanding of significant people, works, and movements in dance, analyzing how culture, politics, and belief systems shape artistic expression.
3. Character Building: Apply ethical and analytical reasoning to historical and contemporary issues in dance, engaging with diverse perspectives through humility, integrity, and informed dialogue.
4. Character Building & Intellectually Enlarging: Synthesize historical insight into personal artistry, giving appropriate credit to predecessors and integrating contextual understanding into choreography, performance, and teaching.

• Readings/Viewings: Complete assigned readings and viewings prior to the respective class sessions, as listed in the course calendar.
• Class Participation: Actively participate in daily class discussions.
• Personal Dance History Essay: Trace your dance history back at least two generations and examine how it has influenced your dance aesthetic, training, and trajectory.
• Dance History Timeline: Create a visual timeline connecting significant events, people, and works in dance history with relevant historical events.
• Research Paper: Complete a 2,000–2,500 word research paper exploring a dance history topic of your choice through the lens of one of the semester’s organizing themes.
• Oral Presentation: Analyze a chosen theme or trend throughout dance history and present your findings in a 10-minute oral presentation with supporting slides.
• Weekly Quizzes: Complete quizzes based on the assigned weekly readings and course material.
• Midterm Written Exam: Complete a written midterm examination assessing material covered during the first half of the course.
• Final Written Exam: Complete a comprehensive written final examination assessing material covered throughout the course.
• Student Evaluation: Complete the online student evaluation and release your name for verification of completion. Evaluation responses remain anonymous. Failure to complete the evaluation will result in a one-third letter-grade reduction in the final course grade.

Textbook: History of Dance, by Gayle Kassing

• A minimum of 80% attendance is required to pass the course.
• Exceeding 20% absences will result in automatic failure.
• Up to 3 unexcused absences are permitted; each additional unexcused absence will result in a 1/3 letter grade deduction.
• Excused absences (related to a performing tour or other university sponsored activity) must be communicated to the instructor at least 24 hours in advance.
• Two tardies will count as an absence.

Assignments submitted late will be docked 5% per day. Scaffolded assignments related to the research paper will not be accepted after the deadline of the following assignment.

In this course, all written work and reflections must be your own original ideas and words.

Not Allowed: You may not use artificial intelligence tools (such as ChatGPT or other generative AI platforms) to create, generate, or write the content of your assignments, reflections, or projects for you. Submitting AI-generated content as your own work will be considered academic dishonesty.

Allowed: You may use AI tools to edit your own writing for grammar, spelling, and clarity once your draft is complete. Think of this as a digital proofreading tool, similar to spell-check or grammar-check. The goal is for you to engage deeply with the material, synthesize your own learning, and express your personal reflections. AI can support your writing process for clarity, but it should never replace your own thinking, analysis, or voice.

The department, in consultation with the University Accessibility Center (UAC), has carefully considered the role of attendance in certain courses. It has been determined that, for some classes, regular attendance constitutes an essential component of the learning process and cannot be substituted without compromising the pedagogical or accreditation standards of the program.
The department remains committed to supporting students with documented disabilities, including those whose conditions may involve episodic or unpredictable flare-ups. However, in the courses where attendance is identified as an essential requirement, the accommodation of flexible attendance may not be feasible.
Therefore, the attendance policy outlined in the course syllabus will be applied as written. Students who wish to request consideration for individual circumstances are encouraged to consult with your UAC coordinator promptly to discuss possible options. The attendance provisions described in the syllabus will remain available to all.

I acknowledge and assume all inherent risks associated with participation in this class. These risks may include, but are not limited to: injuries or death resulting from dance movements, injuries from collisions with other participants, objects, or equipment, blows to the body, face, or head, exhaustion, dehydration, physical or emotional distress, injuries from misuse, failure, or malfunction of equipment, damage to clothing or personal items, risks arising from the actions or inattention of myself or others, and other hazards, whether foreseen or unforeseeable.

BYU Honor Code
BYU Academic Honesty Policy
Aims of a BYU Education
BYU Dress and Grooming Standards

BYU Title IX Office
University Accessibility Office
Counseling and Psychological Services