Degree Programme in Dance Pedagogy

This curriculum is a translation of the curriculum of the Finnish degree program.

Curriculum responsibility: Sari Mokkila-Karttunen

Basis of Education

The education of a dance pedagogy leads to a university degree in the field of dance, the degree title being a dance pedagog (Bachelor of Culture and Arts). The scope of the studies is 240 credits and the duration is 4 years. The skills produced by the degree correspond to the level of higher education defined jointly in the European Union, which enables the movement of labor and experts.

The degree provides the student with strong pedagogical skills, technical and expressive skills and a good general education as well as a broad foundation for the needs of working life. Students are encouraged to develop creativity and strengthen their own teacher and artist identities. The training introduces a wide range of dance pedagogy and various tasks in the field of dance. Education prepares people for lifelong learning and the maintenance of professional skills as well as personal ability to work and function, internationalization and the dynamic development of working life. The training provides basic information about entrepreneurship and an entrepreneurial attitude.

In dance pedagogy training, students gain strong basic knowledge and skills in classical ballet as well as jazz and contemporary dance. The student can then deepen their skills according to a personal study plan (PSP). Advanced studies in dance technique can consist of classical ballet, contemporary and jazz dance depending on the student’s skills and goals. The student can also include other techniques in the advanced studies through an international student exchange. The training also introduces improvisation, choreography, dance performances and participation in various productions. The degree of a dance teacher includes diverse educational and subject pedagogical studies (60 cr) with teaching internships, which are organized together with the University of Applied Sciences, so the degree gives the qualification of a general teacher. Graduates work mainly in municipal and private educational institutions providing basic art education and dance vocational training, and are widely placed in various positions in the field of dance. The degree also equips dancers and choreographers for postgraduate studies and business in the field of dance. The thesis is either an artistic production, a project, a written or a composite work. An artistic thesis is always accompanied by a written report.

The studies enable you to develop into a creative professional, a versatile artist, a conscious pedagogue and an innovative master of working life. Teaching is mainly organized as group teaching. Some of the studies can be completed in an international student exchange, where the student can deepen their knowledge of the field and gain valuable experience from different cultures. At the beginning of their studies, the student draws up a personal study plan (PSP), which he updates annually. The learning community encourages open interaction and holistic human growth.

Competence Standards

The training of a dance pedagogy corresponds to the level 6 in the Finnish and European qualifications framework.

The competence profile of the education consists of work-based competencies in the field of dance and the joint and national competencies of the university of applied sciences.

Structure of Studies

The studies of a dance teacher are 240 credits. According to the curriculum, one year of study corresponds to 60 credits, which means 1,600 hours of student work. The student's work consists of e.g. contact hours, remote and independent study, e-learning and internships. The degree includes research and development activities carried out together with the working life.

Development of Expertise

In Savonia's curricula, the study units form broader study entities. In this way, they support the overall development of the student and the development of expertise. At the same time, it is possible to combine teaching and work-based research and development.

The curriculum for a dance teacher is designed to:
- the degree produces the skills required in working life
- the training ensures the development of the student's expertise
- training gives the ability to develop work in the dance industry.

Student
- draws up a personal study plan to support his / her studies, in which previously acquired skills are recognized. Studies include at least 5 credits of study in a foreign language.
- is responsible for the progress of his / her studies.

Savonia teachers and other staff guide and support in defining and achieving personal goals. Study counselors, teachers, teacher tutors and peer groups support the student's learning process, professional growth and career development throughout the training. The student draws up a personal study plan (HOPS) and monitors its implementation independently and with the tutor.

The substantive progress of a student's professional growth is described by the goals of the academic years and the themes of the semesters. The goals of the study years help students, teachers and representatives of working life to outline the stages through which professional competence is thought to be built.

The studies of a dance teacher are progressively moving towards expertise.

The courses build the skills of a dance teacher.

Methods and implementation

Savonia's education is guided by OIS (Open Innovation Space) thinking. It combines high-quality learning and teaching with work-based research and development. The student is an active participant and works in a variety of spaces, groups, communities, and e-learning environments. Students, teachers, people working in research and development, and representatives of working life work together to solve different types of tasks that arise from practice. In this way, study combines theory and practice.

The working life orientation of Savonia's education is realized through diverse networking. Students are encouraged to actively network and create working life connections. A student has the opportunity to study their work in the field of art and culture when it supports the student’s professional growth and development. This is agreed with the study supervisor and the teachers in charge of the studies, and HOPS is prepared. Networks also ensure the continuous development of substance expertise. The staff creates diverse learning situations and supports student learning. The study office, library and information services, international services and other support services help with studying. The training follows the principles of accessibility and sustainable development.

Teaching is seen as guidance based on the learning process, where the student's learning process progresses gradually over time, both pre-planned and goal-oriented. Teachers support the learning process by applying a variety of pedagogical models and practices, such as exploratory learning, dialogical learning, e-learning, project-based learning, and collaborative learning. The student's entry level is taken into account in the personal study plan (HOPS) by offering alternative ways of completing courses and differentiating assignments. Professional growth is supported by systematic, student-centered guidance throughout education. The guidance of professional growth has been modeled as part of the implementation of the curriculum.

The teaching emphasizes the co-operation and self-direction required by the profession of dance teacher (Polytechnic). Studying requires an active presence. Some of the studies are carried out in collaboration with multidisciplinary projects with other Savonia students. The study group practices co-operation skills and the professional skills needed in the work community. When developing a personal study plan, the development of international competence required in the work of the dance industry is taken into account.

A student can complete an international study path by completing 5 ECTS of advanced professional studies in English, going on an international exchange and completing, for example, 10 ECTS of internships and 45 ECTS of other studies. There are good exchange universities, e.g. Italy, Norway, Sweden, Portugal and the Czech Republic.

MUSIC STUDIES IN DANCE TEACHER TRAINING

Music studies (8 cr) are carried out with a passing theme during the studies. Below is a list of key themes and the course to which they link:
1. Knowledge of Music, 2 cr
- The main style periods and works of Western art music / Tanssitieto 1, 1st year
- Knowledge of rhythm music / Dance information 2, 2nd year

2. Basics of Music, 3 cr
- Basic Elements and Rhythmics of Music / Dance Pedagogy 1 - 2 and multidisciplinary productions, if a link to the production is necessary, 1st - 2nd year
- The basics of music are always linked to basic and advanced studies in dance, 1st-4th year

3. Sound Design and Music Technology, 2 cr
- Basics of Sound Design / Choreography 1
- Music Technology / Choreography 2 or alternatively dance pedagogy 3

4. Instrumental Studies, 1 cr
- The student must include instrument studies in their HOPS
- The instrument can be either a song or rhythm instruments
- If the student has previous instrument studies, he or she can also receive instruction in his or her own instrument, but this must always be agreed separately with the dance and music team leaders.

Course Table

Course Descriptions

4 KMYY113 Basic Vocational Skills of Art