Classical Ballet Forms: A Course Redesign with Active Learning Pedagogical Innovations
Abstract:
This poster offers an overview/case study of the Active Learning Pedagogy in a newly redesigned and restructured course, Classical Ballet Forms. Restructuring the course included research into AL as well as researching new course materials and redesigning the content to contemporize the course. Research findings have shown that active learning practices stimulate the classroom by engaging students as participants and leaders with agency in their education and development of life-long learning skills. The poster depicts the course goals, the topical outline from the syllabus, the AL tools/practices that were employed, and descriptions of how students engaged with the course materials, their classmates and the instructor in a supportive environment. More specifically, participants contributed to conversations, led discussions, worked in groups, and engaged in thoughtful and meaningful reflections in analysis of the history, theory and practice of ballet training and performance. Working together, the classroom community achieved a course goal by creating a learning environment where everyone was heard, respected and all opinions and experiences were valued. While furthering and fine-tuning their ballet knowledge, participants developed essential skills for life-long learning that will be of benefit beyond the classroom and dance studio as students become active learners in life’s journey. Information was gathered by instructor research and course delivery; data on the impact of AL was collected through feedback from AL mentors, UGA Center for Teaching and Learning evaluators, student discussions with evaluators, student surveys and evaluations. Sample bibliographies from research and course content will be included.