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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Camphill Academy | Evaluated Learning Experience

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Movement and Performing Arts

Location: 
Curative Education Program, Glenmoore, PA; Social Therapy Program, Copake, NY; Soquel, CA; N. Vancouver, BC; and instructor-led individual study at various locations across North America.
Length: 
50 hours (across several weeks - varies).
Dates: 
September 2004 - Present.
Instructional delivery format: 
Traditional classroom model
Learner Outcomes: 

Spatial dynamics: Upon successful completion of the course, students will be able to: perform movement exercises; teach a variety of exercises to children or adults;  and adapt exercises to the needs and limitations of these individuals with developmental disabilities. Folk dancing: Students will be able to: guide groups in simple dances; select dances according to the age and/or maturity of participants; and simplify steps and dance patterns for individuals with movement difficulties. Music: Students will be able to: participate in simple choir pieces; play a range of instruments used in music therapy and lessons with individuals with developmental disabilities, such as percussion, hand bells, chimes, chime bars, etc. and lead simple musical activities. Drama: Students will be able to appreciate the discipline of artistic gesture; express dramatic gesture in improvisation. Speech: Students will be able to demonstrate basic speech exercises and recite a piece of text, showing awareness of the dynamics of speech. Eurythmy: Students will be able to appreciate the experience of space and ensouled movement.

Instruction: 

Spatial dynamics: This segment provides an introduction to the main elements of Bothmer gymnastics and spatial dynamics. The emphasis is on a variety of exercises for movement integration that can be used as developmental exercises and adapted for the work with individuals with developmental disabilities. Folk dancing: This segment teaches the skills necessary to lead simple dances. Participants develop the skill to overcome, compensate, or work around movement deficiencies in order to engage them in the activity. Music: This introduction to singing and instrumental music allows inexperienced musicians to make a first acquaintance with music practice and experienced musicians to explore simple music activities that can be adapted for use with individuals with developmental disabilities. Drama: This segment provides an introduction to the basic principles of movement, gesture, and improvisation. Speech: This segment provides an introduction to the basic elements of speech formation. It is intended to raise awareness of the importance of cultivating speech and the possibilities of speech as a tool in education and therapy. Eurythmy: This segment introduces students to eurythmy as an art of movement through social and hygienic exercises.

Credit recommendation: 

In the lower division baccalaureate/associate degree category, 3 semester hours in Curative Education, Social Therapy, Education, Special Education, Waldorf Education, Performing Arts, and any discipline that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation).

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