EDF2073 · Rhythmic and expressive movement contexts

Overview

This unit will develop your knowledge and competence to teach rhythmic and expressive movement. You will have the opportunity to explore and develop a range of pedagogical practices, underpinned by theory, to teach the rhythmic and expressive movement aspects of health and physical education. The unit will draw on experiential learning and group based learning to examine how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes and includes creative movement, movement exploration and dance. The unit will also consider how rhythmic and expressive movement forms can contribute to the capabilities, particularly creative and critical thinking.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. articulate the fundamental concept associated with rhythmic and expressive movement
2. demonstrate basic competencies to teach a range of rhythmic and expressive movement activities
3. explain the theoretical basis of movement analysis as applied to rhythmic and expressive movement
4. identify the place of rhythmic and expressive movement within the health and physical education curriculum and the general capabilities
5. adopt a reflective approach and enact a range of rhythmic and expressive movement planning and teaching strategies to meet the needs of diverse learners

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.