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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


50 contact hours (variable – over several weeks).

Camphill Communities California, Soquel, CA; The Camphill School, Glenmoore, PA; Camphill Village Kimberton Hills, Phoenixville, PA; Camphill Village, USA, Copake, NY; Heartbeet Lifesharing, Hardwick, VT; Plowshare Farm, Greenfield, NH
September 2004 - Present.
Instructional delivery format: 
Traditional classroom model
Mentor-facilitated Independent Study
Workshop Intensive
Learner Outcomes: 

Upon successful completion of the course, students will be able to: begin to awaken to a variety of movement and performing arts as practices available to everyone; gain practical knowledge of the fundamental aspects of each art form, such as melody, harmony and rhythm in music, the basic elements of eurythmy, and the principles of creating space and mood in speech/drama; establish fundamental practical skills in each of the art forms studied including playing instruments such as the lyre, singing by ear, reading music, and coordinating physical movement and expression, such as finger dexterity, gesture, and voice quality; discuss historical and theoretical aspects of each of the art forms studied; appreciate these art forms as a mean for personal pleasure, artistic practice, community building and public engagement; begin to cultivate an understanding of what it is to be human through structured play with others; develop one’s capacity for listening, movement and speech; begin to develop an understanding of empathy through experiential activity and group process; identify the 12 senses and explain their relationship/significance the art forms studied; create an awareness of one’s own and others’ body and body boundaries; demonstrate willingness to encounter; develop courage and self-confidence by playing in front of or with others at home and in class; co-create a safe space and explore movement, listening, play, trust, authenticity and being present; engage in short improvisations; perform with growing confidence as part of a group; work with others in the collaborative process of putting together and participating in public performance; explore some basic elements of each of the arts in education, therapy and social renewal, discuss the role of movement and performing arts in building capacities for work in the field of inclusive social development; acquire some practical activities to share with others in home, school, work and community life; begin to identify appropriate activities and material for different ages, groups, and situations.     


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, Social Agriculture, Inclusive Social Development, 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) (10/20 revalidation).